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TEACHING STRATEGY OF READING COMPREHENSION AT MTS
LABORATORIUM UIN STS JAMBI
THESIS
DEPI ANDESIH
TE. 151553
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
TEACHING STRATEGY OF READING COMPREHENSION AT MTS
LABORATORIUM UIN STS JAMBI
THESIS
Submitted as Partial Fulfillment of Requirement to get
Undergraduate Degree (S.1) in Education
DEPI ANDESIH
TE. 151553
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
DEDICATION
Alhamdulillah God the grace and gifts of thy God, I can finish this thesis. I dedicate
this thesis to:
1. For my father Anuar and my mother Destini who always give prayer, motivation
and suggestion for me over the years. I will try to give the best for you. How this self
wants to see you guys proud of me with the results that I have achieved today.
2. For my little brother and sister Penda Welya and Elti Desriani who have made me
smile, I would like to thank for you my family.
2. For my advisors who have guided my thesis, I would like to thank the infinite on
science that you have given to me.
3. For all of my friends on campus that I can not mention one by one, the moment that
I missed when gathered with all of you in the class.
4. The last for all people who have helped me in writing this thesis. I would like to say
thank you so much. I love you all as always.
MOTTO
MOTTO
“Messenger, announce that which has been revealed to you from your Lord, and if you
do not, then you have not conveyed His message. And Allah will protect you from the
people. Indeed, Allah does not guide the disbelieving people.” Al-Maidah (2): 67.
Artinya: Hai rasul, sampaikanlah apa yang diturunkan kepadamu dari Tuhanmu. dan
jika tidak kamu kerjakan (apa yang diperintahkan itu, berarti) kamu tidak
menyampaikan amanat-Nya. Allah memelihara kamu dari (gangguan) manusia.
Sesungguhnya Allah tidak memberi petunjuk kepada orang-orang yang kafir.
ABSTRAK
Name :Depi Andesih
Study Program : Bahasa Inggris
Title :.Teacher‟s Strategies in Teaching Reading Comprehension at
Eight Grade MTS Laboratorium UIN STS Jambi
Skripsi ini membahas tentang strategi guru dalam mengajar pemahaman
membaca di Kelas Delapan MTS Laboratorium UIN STS Jambi dan objek pada tahun
kedua di tahun akademik 2018/2019. Penelitian ini adalah penelitian kualitatif,
penelitian yang menggunakan observasi dan wawancara untuk mengumpulkan data
dan analisis data dalam penelitian ini adalah analisis deskriptif.
Hasil penelitian menunjukkan bahwa strategi guru dalam mengajar
pemahaman membaca di Kelas 8 MTS Laboratorium UIN STS Jambi sangat berguna
bagi siswa. Guru menggunakan menghafal di mana dalam satu minggu siswa
menghafal sepuluh kosakata karena dalam seminggu mereka memiliki dua pertemuan
dengan pelajaran bahasa Inggris, tanya jawab di mana guru menyiapkan pertanyaan
yang berhubungan dengan materi yang akan mereka bahas di kelas; permainan
menebak di mana guru membagi beberapa kelompok. Setelah itu guru berdiri di depan
kelas dan menunjukkan selembar kertas atau kartu yang ada gambar dan berdiskusi di
mana siswa membaca teks dengan diam dan keras. Setelah teks dibacakan, mereka
menjelaskan satu per satu berdasarkan pada kelompok apa teks yang dibicarakan
untuk meningkatkan pemahaman membaca siswa di kelas dan juga membangun ramah
dengan menggunakan lebih dari satu strategi pengajaran seperti: terjemahan dan
pemahaman, melihat kamus , berlatih dialog dan mendongeng, dan menulis esai
sederhana untuk komunikasi dalam kehidupan sehari-hari. Strategi-strategi ini
membantu siswa dalam berpikir cara yang lebih mudah, lebih cepat, dan lebih
menyenangkan untuk menguasai memberikan ide sehingga mereka benar-benar
mendukung peningkatan pemahaman membaca siswa.
ABSTRACT
Name :Depi Andesih
Study Program : English Department
Title :.Teacher‟s Strategies in Teaching Reading Comprehension at
Eight Grade MTS Laboratorium UIN STS Jambi
The aim of this study was to investigate teacher‟s strategies in teaching reading
comprehension at Eight Grade MTS Laboratorium UIN STS Jambiand the object on
the secomd year in the academic year of 2018/2019. This a qualitative research, the
research employing observations and interviews to collect data and data analysis in
this research was descriptive analysis.
The result of the study showed that teacher‟s strategies in teaching reading
comprehension at Eight Grade MTS Laboratorium UIN STS Jambi were very useful
for the students. The teacher used memorizing where in a week the students
memorized ten vocabularies because in a week they have two meeting with English
lesson, question and answer where the teacher prepared the questions which have
relation to the materials they were going to discussed in the class; guessing game
where teacher divides some group. After that the teacher stands in front of the class
and show piece of paper or the card that there is the picture and making discussion
where students read the text by silent and aloud. After the text was read they explained
one by one based on the group what the text talked about to enhance students‟ reading
comprehension in the classroom and also build friendly by using more than one
teaching strategies such as: translation and understanding, looking up at dictionary,
practicing dialogue and storytelling, and writing an simple essay for communication in
daily life. These strategies helped the students in thinking easier, faster, and more
enjoyable ways to master giving the ideas so they really support the students‟ reading
comprehension improvement.
ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil‟alamin all veneration to Allah SWT. The
beneficence and merciful, who has given us the mercy, and blessing and guidance to
complete writing this thesis. Mat peace and solution always be given to our prophet
Muhammad SAW who has given his life moral improvement and to be mercy to
universe.
The goal of this thesis is a partial requirements for the undergraduate degree (
S1) in English Education Study Program at The State Islamic University of Sultan
Thaha Sifuddin Jambi which is entitled “Teacher’s Strategies in Teaching Reading
Comprehension at Eight Grade MTS Laboratorium UIN STS Jambi”.
The writer would like to express my sincere gratitide to Dr. Mahmud, MY.,
M.Pdas the first advisor and Dr. Faurina Anastasia, SS., M.Hum as the second advisor
who give me support, guidance for accomplishing this thesis. Then writer also would
like to express many thanks to the following people who provideed me helps in
finishing this thesis, namely :
1. Dr. H. Hadri Hasan, MA as the rector of The State Islamic University of Sultan
Thaha Saifuddin Jambi.
2. Prof. Dr. Su‟aidi, M. A., Ph. D, as first vice rector of The State Islamic
University of Sultan Thaha Saifuddin Jambi.
Dr. H. Hidayat, M.Pd, as the second vice rector of The State Islamic University
of Sultan Thaha Saifuddin Jambi.
Dr. Hj. Fadilah, M.Pd, as the third vice rector of The State Islamic University
of Sultan Thaha Saifuddin Jambi.
3. Dr. Hj. Armida, M.Pd. I, as the dean of Faculty of Education and Teacher
Training of The State Islamic University of Sultan Thaha Saifuddin Jambi.
4. Dr. Lukman Hakim, M.Pd as the vice dean of Academic fair of Faculty of
Education and Teacher Training of The State Islamic University of Sultan
Thaha Saifuddin Jambi.
Dr. Zawaqi Afdal Jamil, S. Ag, M. Pd. I, as the vice dean of Finance and
administration of Faculty of Education and Teacher Training of The State
Islamic University of Sultan Thaha Saifuddin Jambi. Dr. Kemas Imron Rosadi,
M. Pd as the vice dean of students‟ Affairs and Cooperative of Faculty of
Education and Teacher Training of The State Islamic University of Sultan
Thaha Saifuddin Jambi.
5. Amalia Nurhasanah, S.Pd, M.Hum as chief of English Education Study
Program of Education and Teacher Training of The State Islamic University of
Sultan Thaha Saifuddin Jambi.
6. All lecturers at Faculty of Education and Teacher Training in The State Islamic
University of Sultan Thaha Saifuddin Jambi who gives knowledge to writer.
7. The administration staff at The State Islamic University of Sultan Thaha
Saifuddin Jambi.
8. All classmates who give me support and suggestion to finish this thesis. The
writer hopes that this thesis will give contribution to the world of teaching
English.
TABLE OF CONTENTS
PAGE OF TITLE .............................................................................................. i
THESIS AGREEMENT ................................................................................... ii
THESIS AGREEMENT ................................................................................... iii
OFFICIAL NOTE ............................................................................................. iv
LETTER OF RATIFICATION ....................................................................... v
ORIGINALITY THESIS STSTEMENT ........................................................ vi
DEDICATION ................................................................................................... vii
MOTTO ............................................................................................................. viii
ABSTRAK ......................................................................................................... ix
ABSTRACT ....................................................................................................... x
ACKNOWLEDGEMENT ................................................................................ xi
TABLE OF CONTENTS .................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of the Study ...................................................................... 1
B. Research Question ................................................................................ 3
C. Purpose of the Study ............................................................................. 3
D. Limitation of the Study ......................................................................... 4
E. Significance of the Study ...................................................................... 4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Review ............................................................................... 5
1. Teaching Strategies .......................................................................... 5
2. Teacher Strategies in Teaching Reading .......................................... 8
3. Teaching English in Madrasah Tsanawiyah..................................... 14
B. Previous Studies .................................................................................... 16
CHAPTER III RESEARCH METHOD
A. Research Design.................................................................................... 19
B. Setting Description................................................................................ 19
C. Subject of the Research ......................................................................... 20
D. Data and Sources of Data ...................................................................... 20
E. Technique of Data Collection ............................................................... 20
F. Technique of Data Analysis .................................................................. 21
G. Research Schedule ................................................................................ 24
CHAPTER IV FINDINGS AND DISCUSSION
A. Research Finding .................................................................................. 25
1. Teacher‟s Strategies in Teaching Reading Comprehension ............. 25
a) Teacher Used Memorizing .......................................................... 35
b) Teacher Used Question and answer ........................................... 34
c) Teacher Used Guessing game ..................................................... 38
d) TeacherMade discussion ............................................................. 39
B. Discussion ............................................................................................. 47
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................50
B. Suggestion .............................................................................................50
REFERENCES
APPENDIXES
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching is the process of teacher in helping students to learn by sharing of
knowledge and experience. It also includes any technique that involves the students in
learning process for their own learning (Halik, 2016, p. 23). Teacher must have many
experiences of active teaching techniques without being aware of students, by asking
questions as a part of normal teacher style. The goal of teaching and learning is to
make students understand the language even spoken and written (Muslaini, 2017, p.
1). It means that teachers need to teach the students which are relevant to the student‟s
current situation and the teachers should find good strategies in teaching in the
classroom.
Teaching strategy is a teachers‟ plan in teaching and learning process to
achieve a purpose which has been plan (Muslaini, 2017, p. 8). In other word, teaching
strategies are approaches to teach the students. The teachers have to apply the strategy
which is balance between strategies and also materials. One of factors to be successes
in teaching is teaching strategies (Wulandari and Ihsan, 2014, p. 6). It means that
teacher should have understood well four language skills in order that their students
could use the skills to communicate or express their thoughts, feeling, and opinions in
English. One of the vital components of the language in learning language besides
listening, speaking and writing is reading (Nugroho, 2013, p. 24).
Reading is one of the four skills in English that must be mastered by every
student. Rahman (2015, p. 22) said that reading is the ability of an individual
recognizes a visual form to associate the form with the sound or meaning acquired in
the past, and the past experience, understand and interpret its meaning. Mahardinata
(2012, p. 4) stated that reading skill is very important, especially for students who
learning to develop their skill in education and they also can apply in their daily life.
By reading students can get some information to increase their knowledge. Reading is
very important in education world because it provides access to get the information,
knowledge, facilitates life-long learning, and open doors to opportunity (Marlini,
2014, p. 6). It means that Reading is also very important for English students because
reading can enlarge their knowledge, vocabulary, and information.
In effective reading, teachers lead each student in the classroom to become
proficient and successful readers. Effective teachers do not use only one specific
strategies, but implement many strategies and skills to accommodate the needs and
learning styles for each individual student in the classroom. The successful reading
teachers realize that reading can be taught by using a variety of strategies (Kasim and
Wahyuni, 2016, p. 52). It must be modified by the t/eachers depending on the
students‟ needs. Teaching reading is one of language skills learned in MTS to
understand and not only the content of it, but also the pronunciation and intonation.
Reading comprehension is fundamental for English foreign learner in observing new
information and knowledge.
The researcher found that MTS Laboratorium UIN STS Jambi is one of the
favorite schools for the students in Jambi city the reason because MTS Laboratorium
uses K 13 curriculum. This school always makes extracurricular activities such as;
storytelling, reading poetry, drama performance, speech and the activities which make
the students‟ interest is studying English including reading. Moreover, this school has
an activity which called “Environment Exploring Learning‟s Strategy” once in a week,
the teacher holds this activity and this activity is a place for students to learn with
nature and read the interesting materials in environment and also joyful environment.
The students will have opportunities to read and share their ideas. The students always
practice their English from different background and skills based on their knowledge
and experience that is why some students are interesting in learning in this school.
The English teachers 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 teachers
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 how 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.
Based on the reasons above, the researcher analyzes this thesis entitled
“Teaching Strategy of Reading Comprehension at MTS Laboratorium UIN STS
Jambi”.
B. Research Questions
The researcher decided to focus on two relevant questions to address for the
purpose of this study was formulated as follow:
1. What are teaching strategies applied by the teacher in teaching reading
comprehension at MTS Laboratorium UIN STS Jambi?
C. Purpose of the Study
Therefore, the purpose of this study was formulated as follow:
1. To find out teaching strategies applied by the teacher in teaching reading
comprehension at MTS Laboratorium UIN STS Jambi.
D. Limitation of the Study
In this study, the researcher focuses on teacher‟s strategies in teaching reading
comprehension at eight grade at MTS Laboratorium UIN STS Jambi.
E. Significance of the Study
In this study, there are two significances of the study, namely;
a. This study is expected to be input in practicing and learning process especially
for knowing the teacher‟s strategy in teaching reading to students‟ eight grade
at MTS Laboratorium UIN STS Jambi and give additional information and
knowledge to the readers especially to the students and lectures in English
Department who want to read this paper.
b. The researcher hopes this study can give some suggestion for the teachers in
teaching reading to students‟ eight grade at MTS Laboratorium UIN STS
Jambi.
c. The researcher hopes this study will be useful as guidance of reference to the
next researcher in understanding teacher‟s strategies in teaching reading to
students‟ eight grade at MTS Laboratorium UIN STS Jambi and it can give
contribution to the society.
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. Teaching Strategies
There are a variety of teaching strategies that teachers can use to improve
student learning. Kimbly and Garmezy in Brown (2000, p. 7) define that teaching
is the activities to show or help someone to learn how to do something, give
instructions, guide in the study of something, provide with the knowledge, causes
to know, understand knowledge and give new knowledge. Harmer (2011, p. 394)
said that teaching strategies refer to methods used to help students learn the desired
course contents and be able to develop achievable goals in the future. Brown
(2000, p. 7) also says that “teaching cannot be defined apart from learning.
Teaching is guiding and facilitating learning, enabling the learners to learn, setting
the conditions for learning”. Meanwhile learning is getting the knowledge or the
acquisition of the knowledge.
From the definitions above, it can be concluded teaching strategies is a way
of making decisions about a course, an individual class, or even an entire
curriculum, beginning with an analysis of key variables in the teaching situation.
Teaching also as helping, facilitating, and giving instructions how to learn and get
something or knowledge. Here the teacher is the subject in doing those because the
teacher has the obligation to help the students getting or acquiring the second
language that is English. So teacher strategies is suitable to find out teacher‟s
strategies in teaching reading comprehension at eight grade at MTS Laboratorium
UIN STS Jambi.
According to Richards and Renandya (2002, p. 16-27), there are ten
teaching principles that may be appropriate in teaching reading that is summarized
below.
a) Lowering Inhibitions
In the classroom, students need some activities to decrease their
difficulties in studying English. Nation and Newton (2009, p. 61) said that
there were many activities that teacher can apply in the classroom, those are,
playing guess and communication games, doing role-replay and skits; sing a
songs, using group work, laughing with the students, having them share fears
in small groups.
b) Encouraging risk-taking
Richards and Renandya (2002, p. 19) say that when students feel afraid
in making mistakes in studying or doing exercises, some efforts can be applied
in the classroom, those are, praising students for making science efforts to try
out language, using fluency exercises where errors are not corrected at that
time, giving outside-of-class assignments to speak or write or to try out the
language.
c) Building students‟ self-confidence
Teacher need to build the students‟ confident in studying English
because self-confident is one of important factor which influents the students‟
success in studying English (Brown and Palincsar, 1984, p. 97). To do that,
teacher should tell students explicitly (verbally and nonverbally) that he or she
do indeed believe in them that their students can do their job. Teacher should
ask them make lists of their strengths of what they know or what they have
accomplished so far in the course.
d) Helping students develop intrinsic motivation
Developing intrinsic motivation can help students to improve their
achievement in studying English. Some efforts that can be done by the teacher
are reminding students explicitly about the rewards for learning English,
describing students that many jobs requires English, playing down the final
examination in favor of helping students to see rewards for themselves beyond
the final exam (Cameron, 2001, p. 21).
e) Promoting cooperative learning
In studying English in the classroom, teacher needs explain that
cooperative learning in the class is more important than competition between
the students. some activities can be done in cooperative learning are directing
students to share their knowledge in a group, asking the students to think of
themselves as a team so that the students who have a good ability in learning
can help the students who do not have it (Richards and Renandya, 2002, p. 21).
f) Encouraging students to use right-brain processing
In studying English, teacher should insist that learning is not only doing
exercises and decide the right and the wrong answer but the teacher also needs
some activities to develop the students‟ creativity in learning English
(Cameron, 2001, p. 21). Some activities which can be done are using movies
and tapes in class, having students read passages rapidly, doing skimming
exercises, doing rapid „free writes‟, doing oral fluency exercises where the
object is to get students to talk or to write a lot without being corrected.
g) Promoting ambiguity tolerance
Making the classroom is enjoyable and comfortable is a good way to
make students feel relax in studying English. Some activities can be done are
encouraging the students to ask you and each other, questioning when they do
not understand something, making your theoretical explanations very simple
and briefly by doing translation into a native language to clarify a word or
meaning (Richards and Renandya, 2002, p. 23).
h) Helping students use their intuition
Making the students not depend to the teacher is a good way to building
their intuition. Some strategies can be done by the teacher are praising the
students for good guesses, doing not always give explanation of errors, letting
a correction suffice and correcting only selected errors (Harmer, 2001, p. 72)
i) Getting students to make their mistakes work for them
Teacher does not need to correct and always explain why the students
make errors in their learning. Asking the students to do self-learning activities
is good way for them (Cameron, 2001, p. 21). Some activities can be done are
recording students‟ oral production and getting them to identify their errors,
letting students catch and correct each other‟s errors, encouraging students to
make lists of their common errors and to work on them on their own.
j) Getting students to set their own goals
Setting the students‟ own goals are good way to improve their study.
The activities are asking them to make list of what they will achieve on their
own particular week, getting students to make specific time commitments at
home to study the language, and giving “extra credit” work (Brown and
Palincsar, 1984, p. 98).
These are the ten principles which can be implemented in the teaching
reading in the classroom. Teacher can select one or two appropriate principles
as the need of the students because the appropriate principle influences the
students‟ achievement. From ten principles above, it will be used to know the
teacher‟s strategies in teaching reading comprehension at eight grade at MTS
Laboratorium UIN STS Jambi
2. Teacher Strategies in Teaching Reading
In teaching English, teacher as the center and facilitator to the students in
the classroom needs to prepare some teaching strategies and principles to teach the
students so that they can understand well what the teacher teach in the classroom.
In teaching reading, the teacher needs some strategies to make the students
comprehend the reading texts. According Brown (2000, p. 306-311), the following
are eight strategies which can be applied in the teaching reading comprehension in
the classroom.
a) Identifying the purpose in reading
By knowing the purpose of what the reader reads, the reader can throw
the unwanted distraction or information. By doing this, students know what
information they want to know in reading the texts (Brown, 2000, p. 306).
b) Using graph emic rules and patterns to aid in bottom up decoding
(especially for the beginning level learners)
At the beginning levels of learning English, one of the difficulties that
students encounter in learning to read is making the correspondences between
spoken and written English. Here teacher also need to teach how to read the
sound words with sort vowel sound such as (bat, leg, wish, etc) and the sound
words with final silent “e” such as (late, time, bite, etc) (Brown, 2000, p. 306).
c) Using efficient silent reading techniques for relatively rapid comprehension
(for intermediate to advanced levels)
In advanced learner, teacher can apply reading fast to reduce time
consuming in reading (Richards and Renandya, 2002, p. 29). Readers do not
need to pronounce every word and do not need to know the meaning of every
word but the comprehension of the text is more important.
d) Skimming the text for the main ideas
Skimming is the one of the most valuable reading strategies for
learners. Skimming consist of quickly running one‟s eyes across a whole text
(such as an essay, article, or chapter) to find out what the text tells about or to
find out the main idea of the text (Harmer, 2001, p. 69). Skimming gives
readers the advantages of being able to guess the purpose of the passage, the
main topic, or massage, and possibly some of the developing or supporting
ideas (Brown, 2000, p. 306).
e) Scanning the text for specific information
Scanning is quickly searching for some particular piece or pieces of
information that the reader needs in reading a text. Scanning exercises may ask
students to look for names or dates, to find a definition of a key concept, or to
list a certain number of supporting details (Brown, 2000, p. 308).
f) Using semantic mapping or clustering
Readers can resume the long string of ideas or events by grouping the
important key of the word they get from the reading (Harmer, 2001, p. 69). The
strategy of semantic mapping, or grouping ideas into meaningful clusters, helps
the reader to remember the contents of the text.
g) Guessing when you are not certain
Learners can use guessing to their advantages to:
(1) guess the meaning of a word,
(2) guess grammatical relationship (e. g., a pronoun reference),
(3) guess a discourse relationship,
(4) infer implied meaning (“between the lines”),
(5) guess about a cultural reference, and
(6) guess content massages (Kader, 2008, p. 108).
Based on Richard and Renandya (2002, p. 274) said that there are
four strategies in teaching reading which can be seen in explanations
below:
I. Memorizing
Memorizing technique is kind of technique that is appropriate to
be used in reading activity which uses short dialogue to be memorized.
This technique is held between pairs in which the students also
memorize their partner‟s line, and each pairs might perform the
dialogue or texts. In addition, to make it clear about this technique, the
writer provides how the technique is applied. It will be stated in some
steps as follows: The teacher asks the students to memorize the words
from the text; The teacher asks the students to read as the example;
After the words from the text has been memorized, teacher ask the
students to perform the words from the text for the rest of the class in
pairs (Richard and Renandya, 2002, p. 274). The technique can be used
for beginner and intermediate levels as long as the teacher provides
suitable topic that will be done by students.
II. Questions
An assortment of questioning tactics exists to enhance reading
comprehension. Depending on how a question is asked. Kurfiss (1988,
p. 4) suggests that the thoughtful use of questions may be the
quintessential activity of an effective teacher. Questions are only as
good as the thought put into them and should go beyond knowledge
level recall. Questions should be designed to promote evaluation and
synthesis of facts and concepts. Asking a student to evaluate when
exercises should be included in a teaching, it is more challenging than
asking a student to define all the time (Facdev. 2001, p. 3). Lower and
Higher-level thinking questions could be start or end with words or
phrases such as, “explain”, “compare”, “why”, “which is a solution to
the problem”, “what is the best” and “why”, and “do you agree or
disagree with this statement?” For example, a student could be asked to
compare the use of Greetings and Leave Taking. Examples of words
that can be used to begin questions to teach reading comprehension in
different levels it called Bloom Taxonomy (Walker, 2003, p. 265).
Category Key Concepts Examples
Knowledge Memorization,
description
What, when, who, define,
describe, identify, state, show,
how
Comprehension Explanation,
comparison
Conclude, demonstrate,
rephrase, differentiate,
explain, give an example of
Application Solution,
application
Build, construct, solve, test,
demonstrate, how would you
Analysis Induction, Support your, what
deduction,
logical order
assumptions, what reasons,
does the evidence support the
conclusion, what behaviors
Synthesis Productive
thinking
Think of a way, propose a
plan, develop, suggest,
formulate a solution
Evaluation Judgment,
selection
Choose, evaluate, decide,
defend, what is the most
appropriate, which would you
consider
Another type of questioning technique is Socratic questioning. It
could be used as calling on students who do not have their hands up,
can promote learning by engaging students to think. The Socratic
strategy focuses on clarification. A student‟s answer to a question can
be followed by asking a fellow student to summarize the previous
answer (Walker, 2003, p. 265). Summarizing the information allows the
student to demonstrate whether he or she was listening, had digested the
information, and understood it enough to put it into his or her own
words. Avoiding questions with one set answer allows for different
viewpoints and encourages students to compare problems and
approaches. Asking students to explain how the elementary and junior
high school field experiences are similar and different is an example.
There is no right or wrong answer because the answers depend upon the
individual student‟s experiences.
In addition to using these questioning strategies, it is equally
important to orient the students to this type of classroom interaction.
Teacher should provocative questions and it should be brief and contain
only one or two issues at a time for class reflection (Richard and
Renandya, 2002, p. 274). It is also important to provide deliberate
silence, or „„wait‟‟ time, for students upon asking questions. Waiting at
least 5 seconds allows the students to think and encourages thought.
Teacher must wait even as long as 10 seconds allows the student time to
think about possibilities. If a thought question is asked, time must be
given for the students to think about the answer.
III. Classroom Discussion
Classroom discussion can enhance reading comprehension.
Various techniques are available. Walker (2003, p. 265) states that a
negotiation model in which students were confronted with credible but
antagonistic arguments. Students were challenged to deal with the
tension between the two arguments. This tension is believed to be one
component driving understanding. Controversial issues in education,
such as technology, costumes and human resources, were presented and
discussed. Students responded favorably and, as the class progressed
over time, they reported being more comfortable arguing both sides of
an issue. Students could be assigned to defend the use of a certain
treatment.
In this activity, students may aim to arrive at a conclusion after a
content-based lesson, share ideas about an event, or find solutions in
their discussion groups. Before the discussion, it is essential that the
purpose of the discussion activity is set by the teacher. One of the
reasons that discussion fail is that students are reluctant to give an
opinion in front of the them, particularly if they cannot think of
anything to say and are not confident of the language they might use to
say it. Many students feel extremely expose in discussion situation.
(Menggo, Ketut, & Made, 2013, p. 31) concluded that the discussion
points are relevant to the purpose, so that students do not spend their
time chatting with each other about irrelevant things. For example,
students can become involved in agree/disagree discussions. In this type
of discussions, the teacher can form groups of students, preferably 4 or
5 in each group, and provide controversial sentences like “people learn
best when they read vs. people learn best when they travel”. Then each
group works on their topic for a given time period, and presents their
opinions to the class.
IV. Game
Game is composed of questions that the content is relevant and it
is designed to examine the students‟ knowledge that is acquired from
the class presentation and team work implementation (Richard and
Renandya, 2002, p. 274). The game is played by the leaders of team and
they represent their own team.
Those micro skills can be used for the teacher as strategies to
overcome the difficulties in the students‟ reading comprehension.
Moreover, the students should encourage themselves to be strong
readers. Strong reading comprehension skills help the students in all the
other subjects and in the personal and professional lives on their future.
From explanation above, it can be known that the researcher used the
theory above to find out the teacher‟s strategies in teaching reading
comprehension at eight grade at MTS Laboratorium UIN STS Jambi.
3. Teaching English in MTS
Teaching English in MTS has an important role in our education. Tambe
(2015, p. 234) categorizes children in the ages between 12 and 14 year as older
children and between 7 and 8 years as younger children. Thus, students of MTS,
based on their level of ages, are still called as young learners. In line with
Cameroon (2001) and Brown (2001) state that MTS students are in age of
transition, confusion, self-consciousness, growing, and changing bodies and
minds. He also adds that teens are in between childhood and adulthood, and
therefore a very special set of considerations applies to teaching them, as follows:
a) Intellectual capacity adds abstract operational thought around the age of
twelve.
b) Attention spans are lengthening as a result of intellectual maturation, but
once again, with many diversions present in a teenager‟s life, those
potential attention spans can easily be shortened.
c) Varieties of sensory input are still important, but, again, increasing
capacities of abstraction lessen the essential nature of appealing to all five
senses.
d) Factors surrounding ego, self-image, and self-esteem are at their pinnacle.
Teens are ultrasensitive to how others perceive their changing physical and
emotional selves along with their mental capabilities. One of the most
important concerns of the secondary school teacher is to keep self-esteem
high by:
(1) Avoiding embarrassment of students at all costs,
(2) Affirming each person‟s talents and strengths,
(3) Allowing mistakes and other errors to be accepted,
(4) De-emphasizing competition between classmates, and
(5) Encouraging small-group work where risks can be taken more easily by
a teen.
e) Secondary school students are of course becoming increasingly adult like
in their ability to make those occasional diversions from “here and now”
nature of immediate communicative contexts to dwell on a grammar point
or vocabulary item. But as in teaching adults, care must be taken not to
insult them with stilted language or to bore them with overanalyzes.
At MTS, the English teaching and learning process is targeted to
enable students to gain the ability to communicate in daily life context. As
language is a mean of communication, students have to be accustomed to
speak English orally. Their communicative competence has to be
developed through tasks and activities which are carried out during the
teaching and learning process. Considering the fact that the students of
MTS are still young learners, the teacher has to organize the lesson based
on their needs, interest, and characteristics as well. They need enjoyable
activities, which involves body movement, pictures, real objects, during the
teaching and learning process.
B. Previous Studies
In this study, the researcher did the research about the teacher‟s strategies in
teaching reading comprehension at eight grade at MTS Laboratorium UIN STS Jambi.
There are some previous researchers that have discussed aboutteaching reading
comprehension, they are;
Firstly, the student from English and Literature Department Faculty of
Languages and Arts State University of Medannamed Dessyana Nasution (2017, p. 5)
by journal entitled“The Teachers’ Strategies on Teaching Reading Comprehension
of Recount Text at Grade X of SMA Negeri 1 Simpang Empat”. This research
discussed about the Teachers‟ Strategies on Teaching Reading Comprehension of
Recount Text at Grade X of SMA Negeri 1 Simpang Empat. It was conducted by
using qualitative research method. The subjects of this study are two English teachers
at SMA Negeri 1 Simpang Empat. The two teachers taught at Grade X. They chosen
as the subject which were observed and interviewed. The writer used two instruments,
they were observation and interview. This study found that the teachers at SMA
Negeri 1 Simpang Empat used appropriate strategy in teaching reading comprehension
of recount text and using the media to make the students be motivated and interested
in learning. The teachers guided and managed the students in comprehending the
material. The teachers' reason in using strategies is because the students get difficulties
in comprehending the material if the teachers were used the traditional teaching
strategies. The implementation of the strategy adapted by the teachers with the
material, the indicator, the purpose of learning on the syllabus and curriculumn. All of
the students were active and motivated in teaching and learning process. They were
also brave to share the idea, asked the teacher when they found the problem on
learning the material and answer the question that given by the teacher.
Secondly, the student from English Education Department Faculty of Tarbiyah
and Teacher Training The State Institute of Islamic Studies (Iain) Tulungagung named
Tiin Nurlaili (2014, p. 4) by thesis entitled “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
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 answer strategy, game and discussion strategy. With
those strategies the students easily understand the text of reading comprehension.
Thirdly, the student from Muhammadiyah University of Surakarta School of
Teacher Training and Education named Muhammad Agung Nugroho (2013, p. 3)by
thesis entitled “A Descriptive Study on Teaching Reading to the First Grade of
SMA Al-Islam 3 Surakarta in 2012/2013 Academic Year by Ums Students on the
Job Training”.This research discussed about the teaching reading implemented by
UMS students and the problem faced by them during teaching-learning process. The
research is a descriptive research. The writer collets the data by observing teaching-
learning process, conducting the interview, and documenting some important data that
support to this research. The data are from interview script, field note, syllabus, text
book, and lesson plan. The methods of collecting data are observation, interview, and
documentation. The techniques of analyzing data are reduction the data, data analysis,
display the data, and conclusion and verification. The result of the research: 1) the
method on teaching reading used by UMS students are GTM and GBA. 2) the goal of
teaching reading is to help the students in understanding the reading material such as
genre text. 3) reading materials that are given to the students are recount text, narrative
text, and procedure text. 4) teaching-learning process is implemented by using three
phase technique: pre-reading, whilst-reading, and post-reading. Two students on the
Job Training use GTM with applying translation, previewing, and repetition in the
classroom activity.
From the preview related research above, most of them analyzed about the
implementation teaching reading comprehension and the same point this research with
them in using qualitative method through observation, interview and also
documentation which were same with the researchers above, but the different this
thesis with them, the researcher analyzed teaching strategies applied by the teacher in
teaching reading comprehension on descriptive text at MTS Laboratorium UIN STS
Jambi.
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher uses descriptive qualitative, becauseit describes the
teacher‟s strategy with the environment exploring learning in teaching reading
comprehension to students‟ eight grade at MTS Laboratorium UIN STS Jambi in the
academic year of 2018/2019.The researcherselected this method because it conveys a
broader understanding of the teacher and students‟ views on teacher‟s strategies in
teaching reading. The data collected in the form of words as a descriptive explanation
than a number and the result of teacher‟s strategies contains quotations from the
teacher and students‟ views in order to interpret their words (Creswell, 1997, p. 34).
The results of teacher‟s strategies emphasize more toward the data interpretation found
in the field and it is not written in the form of figures and tables with statistical
measures, but it is illustrated in the form of describing words to the teacher‟s strategies
and it is presented in narrative.
Based on explanations 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 comprehension to students‟ eight
grade at MTS Laboratorium UIN STS Jambi.
B. Setting Description
This research was carried out at eight grade MTS Laboratorium UIN STS
Jambi and it is located in the street of Telanaipura Jambi City. The reason for
conducting this study in teacher‟s strategies in teaching reading comprehension
because English teacher had good knowledge, experience, understanding, style and
interest in teaching reading comprehension at eight grade at MTS Laboratorium UIN
STS Jambi.
C. Subject of the Research
The subjects of this study is the English teacher and students of eight grade
when the teacher uses the strategies in teaching reading comprehension at MTS
Laboratorium UIN STS Jambi in the academic year of 2018/2019. There are five
classes of eight grade at MTS Laboratorium UIN STS Jambi such as class A, B, C, D
and E, in this research the researcher only takes class A because the limit of time and
the students always follow the activity “Environment Exploring Learning‟s Strategy”
once in a week than others class and also the students are good in reading the texts and
also their score in academic. Some students know how to read and pronoun the words
well and they can get the information and answer the questions easily.
D. Data and Sources of Data
In this research the researcher takes the data from the teacher‟s strategy
through observations, interviews and documents when the teacher as the subject
applies the strategies in teaching reading and the students as the object in practicing
learning process. The sources of data in this study is teacher as a person who applies
the strategies in teaching reading, student‟s interactions and situations process when
teacher uses the environment exploring learning‟s strategy in teaching reading and
also student‟s note, photos, modules.
E. Technique of Data Collection
This research uses three kinds of technique to collect the data. They are
observations, interviews and documentation. It can be seen in the explanations below:
1. Observation
The researcher uses this technique to observe the teacher‟s strategies in
teaching reading comprehension for class A and also student‟s interactions and
situations process. The researcher comes and sits in the class and writes the
important points that the researcher finds and also uses the observation field to find
out the teacher‟s strategies in teaching reading comprehension at eight grade at
MTS Laboratorium UIN STS Jambi.
2. Interview
The interview is also used to answer the formulation of the study, related to
the objectives of the teacher‟s strategies in teaching reading comprehension. An
unstructured interview is used to collect data and the researcher asks the teacher
and the students of eight grade class A. The researcher starts with a general
guiding question based on formulation and allow the teacher and the students to
talk freely and to avoid misunderstanding the teacher and students will be
interviewer in Indonesia language Later the interview take shape as themes
emerged from the information given by the teacher and students.
3. Documentation
The last technique is documentation. Documentation is used to collect
teacher‟s modules, materials and photos when teacher uses the strategies in
teaching reading comprehension. The researcher will collect the notes, pictures of
the conditions while teaching and learning process. The documentation of their
notes will help the researcher gets additional data.
F. Technique of Data Analysis
The technique of data analysis in this research is descriptive analysis. Using
this technique, the researcher collects, arranges and presents the data. The qualitative
method is a kind of research without using any calculation or statistic procedures. The
scheme above is the techniques in analyzing data by;
1. Data Reduction
During the field notes processes, 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 data that would
be analyzed.
2. Presentation
The data are organized and managed for they are able to be understood.
Data presentation enables the researcher to understand the teacher‟s strategies and
the whole situation. Presentation of data gives possibility of taking of conclusion
and taking action. In this study presentation of data is descriptive. Descriptive
means giving description of the teacher‟s strategies in the narrative way. The
researcher was collecting the information from the teacher and students based on
Brown (2000) and Mukhroji (2011) theories about teacher strategies in teaching
reading comprehension and after taking the information then explain the data and
take the conclusion.
3. Conclusion
The conclusion needed to be verified for its credibility. Verification is
some programs 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. Triangulation
Triangulation was a technique that use to examine and check the data validity or
in other word knows like “trustworthiness” with use something other out of data for
check and compare the data are collected (Creswell, 1997, p. 34), triangulation of data
was a technique that was used to compare and check back of time and different
equipment in qualitative research that would be rich through the observations,
interviews or document analysis. Triangulation can be done by;
1. Comparing between the results of observations and the result of interviews.
2. Comparing about people saying in public with what he or she says in private.
3. Comparing between someone‟s opinions in front of public with researcher
observation.
4. Comparing the interviews result to the data document that related to the object of
the study.
5. Comparing between observation data and document analysis of the teacher‟s
strategy with the environment exploring learning in teaching reading
comprehension to students‟ eight grade at MTS Laboratorium UIN STS Jambi in
the academic year of 2018/2019.
Finally, the result of data reduction, data display, and also the result of
triangulation process were elaborated in the form of words, phrases, and sentences
through a descriptive qualitative. The qualitative descriptive method will be used to
present analysis along with citations of the original sources and a part of analysis
interpretation.
H. Research Schedule
Schedule of the study can be seen in the following table:
NO Activities
Month
May June July August September
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of
proposal
2 Improvement
of proposal
3 Seminar of
proposal
4 Improvement
of seminar
5 Research
permit
6 Research
preparation
7 Research
improvement
8 Scrip arrange
9 Scrip
improvement
10 Final report
Note: it can be changed in any times
CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Finding
1. Teacher’s Strategies in Teaching Reading Comprehension
Based on the result of observation and interview to the subjects of the
study, the researcher presented the finding of the study. The data were also taken
from documentation. The following researcher presented the findings of the study,
it can be seen below::
In reducing the difficulty of students in speaking English, I give students
activities namely word guessing games. For that reason, I told them to
make groups. After that each group guesses the word explained by the
student where the student has been shown a word before. Then the students
who were appointed as representatives of each group explained without
mentioning the word. So one student from their group will answer the
word[Refky Wardana].
From the interview above, it tells us that teacher gives a game to the
students. The teacher diveded the students in some groups and shows to the
students a word to guess to the student. Then, one of student frome each groups try
to guess the word. This part presented the research findings which the researcher
found in the field by doing observation and interview. It related to the teacher‟s
strategies in teaching reading comprehension at Eight Grade MTS Laboratorium
UIN STS Jambi. After the researcher investigated the teacher strategies in teaching
reading, finally, the researcher got some data. The results of the research findings
were presented in the descriptions bellow. There were four strategies used by the
teacher in teaching, they were memorizing, question and answer and games
strategies. All the strategies were used by the teacher in teaching reading
comprehension effectively, because with those strategies the students can
understand the material easily, as he said that on (25th March 2019).
There are a number of strategies that I use in teaching reading in class, I do
not focus on one strategy, but by using a number of strategies that I
combine to match those that are based on students' needs in learning. Of
course I have implemented and made a positive impact on students in
improving their reading skills, making it easier to understand texts and also
pronounce words correctly[Refky Wardana].
The teacher believed that in teaching reading comprehension the he needs
to understand his strategies very well, it is used to make students understand and
have fun to the materials that the teacher give. The first strategies when teaching
reading comprehension to encourage students‟ reading comprehension is
memorizing, the teacher gave three or five vocabularies based on the materials that
students learnt. In this strategy the teacher utilizes memorizing strategy on student
for reading comprehension‟s learning. After the activities in the classroom the
teacher asked to students to memorize minimum three vocabularies from text
readings that was taught, student was given a few minutes to memorize
vocabulary. After that, the student asked to memorize vocabularies at each theirs
seat with attendance. As he said that on (25th March 2019) “I told to them to
memorize at least three words from the texts and it will help them”, this strategy
utilizes in order the student easily to understand content of that text‟s reading. This
strategy can help students to understand the reading text. Because after memorize
and know what it means students will easily understand in understanding the text.
The second strategy was question and answer.Teacher utilized question and
answer ‟s strategy on student for reading comprehension‟s learning at the class. In
this strategy which utilized by teacher, the teacher gave problem or question to
student as much 1 until 2 problems at each learning final so the students answer
that the problem. The teacher believed this strategy used to give material to the
student in order the students easy to accept material that gave by teacher. This
strategy was used by the teacher to see if students really understand it with text
they read. If the student can answer the questions they have been understood in
understanding the text, and if they cannot answer the question then the students not
25
understand with those text. This strategy can help students if students really
answer that question with their own words or with the answer from the text.
The following is field note that researcher got on 25th March 2019. The
field note describes an activity conducted by teacher in providing the students
opportunity to memorize the words and asking the questions. In the second
observation, the researcher observed the Eight Grade MTS Laboratorium UIN STS
Jambi of A class. In the A class the teacher asked the students to understand the
texts very well, the students allowed to see dictionary if they could not find the
meaning. The students also are asked to memorize the words at least three words,
it is used to enhance their vocabularies, so they can speak English in any time.
Teacher gave the easy questions to the students. It is depending on how a question
is asked to enhance to enhance students‟ reading comprehension, the student may
use various abilities such as interpretation, analysis, and recognition of
assumptions to form a conclusion based the questions (Lai, 2012, p. 6). The
teacher asked to the students to give suggestions about the questions and the
answer must tell about the facts. The teacher could start the level thinking
questions could be start or end with words or phrases such as, „„explain, ‟‟
„„compare, ‟‟ „„why, ‟‟ „„which is a solution to the problem, ‟‟ „„what is the best
and why, ‟‟ and „„do you agree or disagree with this statement?‟‟.
He also used open-ended questions to encourage discussion and active
learning. Students and teacher incorporated questioning into their everyday
discussions with students. He worked on the text book from which the students
read the text and discussed with partner. He explained the texts before, during, and
after the text was read and asking the questions to the students. Generally the
teacher read or asked the students to read the text, he explained what the text
talked about, then the teacher asked to the students to answer the questions related
to the reading text. In that process whenever students found the unfamiliar words,
the students were asked to translate them by asking her or look up in the dictionary
to find out the meaning. Because dictionary was the easiest tool that can solve their
difficulties in finding the meaning of the vocabularies, so they can understand the
texts.
He knew that his students have problems in their study or not. He tried to
compare and contrast about anything in the classroom and the book that his
students read. He compared and contrast today‟s English lesson with the last
week‟s about the ideas are endless. Teacher developed the questions that were
going to help students‟ assignments. He helped his students with essential
questions to make sense of the knowledge they were learning. He also used open-
ended questions, with no right or wrong answer, which prompts exploration in
different directions and require synthesis of information. Sometimes the teacher
round that some of students when they discussed about one lesson or topic. If there
were students could not understand the text well the teacher asked them to find out
the meaning in dictionary.
Sometimes he asked the students when they were doing and understanding
the texts. The teacher gave the clue if the students ask about the meaning of
sentences so they can guess the meaning of the sentences. The students looked
enjoyable in doing their activities in the class. Not only giving the clue of the
words, the teacher also asked the students to explore their ideas about the topics
and if the students could not understand to speak in English the teacher asked the
students to write in their paper and then they could speak based on the writing on
the paper. The teacher also asked his students to write on the paper and then the
students spoke based on the texts. When the students could not understand the
words in English, the teacher gave them chance to use dictionary to know the
words, meaning and pronunciation. He was not only asked his students to use
dictionary when they want to find the meaning or sentence, but also when they
learned at home. He asked his students to ask her or their friends when they had
troubles in learning English. So, it could be one of activity to practice their
thinking mastery.
The third strategy is game. The teacher used this strategy in reading
comprehension class. The teacher used picture dictionaries, guessing and filling
the blank game. In this game the teacher divided the students into some group. The
teacher used card or piece of paper that there was a picture. So, the teacher showed
that card in front of the class and all of students saw. Next, the students answer that
picture and spell the words with find the in the dictionary quickly. And the group
who that they had low score the other group will get the punishment. This
punishment was done by the teacher in order the student active. This strategy
helped the students because the students felt enjoy in following this lesson.
The teacher gave the games to the students to make comfortable class
during learning process and in this activity students did not work in groups, but
they make a circle in classroom. They listened the familiar song that had given in
previous meeting. After listening, the students played a game related to the song,
called Roundtable. The fourth strategy was Discussion. Teacher utilized
discussion‟s strategy on reading comprehension‟s learning in the class. Teacher
divided student in little group, and teacher gives the passage to each group with
different title. Teacher asked students for translating the passage reading with each
group. After that the teacher also asked one of student of that group presentation in
front of the class. And the other groups comment the result of presentation. This
strategy can help students because students can share ideas with their friends.
Because in this discussion one group should give ideas in order to get the right
answer.
The students working together in the group used to force the students to
communicate orally with friends frequently. Students would work in their groups
if materials from textbooks were used after that they told to other groups about
their finding from the texts. On the other hand, when additional materials were
given to help them understand the reading, students would not work in groups.
However, even though students were not in their groups, students would still
work cooperatively with friends since the seating position in the classroom. The
students would take a place based on the situation. Thus, group would be applied
all the time. Students worked together as a team to not only learn the material but
also help each other to understand the material because it can be learned and
promoted through teamwork. The success of the exercise depends on combining
their work. Every student would have texts and they would have good
communication with all members in the group and they need to practice
communicating in a positive ways.
The teacher would normally start giving the materials to the students. Next,
the students read the story from their textbook and then do the activities given by
the teacher. Sometimes the teacher would ask the students to do workheets, make a
drama, and so forth. When the students were reading and discussing with friends,
the teacher would move around them and visit each group to see their progress and
assist them in learning. The teacher became facilitator and helper. By asking the
students to playing the game, he had word games which were good to use not only
to enhance students reading comprehension, but also to make his students enjoy in
learning process. He asked his students to describe some pictures by using some
word that has been discussed before, while the other students guessed what was to
be described. In testing his students understanding the texts, he did not mention if
he test it, because through her daily teaching he could know how far his students
thinking mastery. It was representing through their students‟ speaking, or writing.
He said that if the students able to answer the question automatically, they
mastered the topic that has been learned.
The third strategy is discussion, the following is field note that researcher
got on 14th
August 2016. The field note describes an activity conducted by teacher
in providing the students opportunity to share and discuss to make a group. In the
third observation, the researcher observed the Eight Grade MTS Laboratorium
UIN STS Jambi of A class. In the A class the teacher discussed the exercises in
module. In discussing the exercises the teacher asked his students by saying “do
you have any question? Or “have you understood?” Those questions were replayed
by the teacher before he continued her teaching. And in this strategy the students
can become involved in agree/disagree discussions. In this type of discussions, the
teacher form groups of students, preferably 4 or 5 in each group, and provide
controversial sentences like “students learn best when they read vs. students learn
best when they travel”. Then each group works on their topic for a given time
period, and presents their opinions in front of the class.
Additionally, teacher asked the students to make dialogue in group based
on the certain texts that have been learned and practice it. Sometimes the teacher
also asked his students to retell the texts. Those activities helped the students to
understand the context of the texts. Because the teacher believed that context was
important as it helped students‟ to understand well the texts. In addition, in order to
make the students have a good retention in thinking, the teacher asked his students
to give their opinions that they have learned and used them in daily life
communication. The subject not only worked on the text books, but also worked
with some literatures that were available online. He asked his students in a group
to find out some texts on internet such as some kind of texts that have been learned
for example descriptive text, recount text, narrative text, etc. After the students
have found some kind of texts, the teacher asked his students to give their ideas
about the texts and discussed them with others group in the class before it was
collected as group assignment. In promoting students to seek both sides of an issue
is pro and con grids. Students created grids with the pros and cons or advantages or
disadvantages of an issue or treatment.
The data related to the teacher‟s strategies in teaching reading
comprehension at Eight Grade MTS Laboratorium UIN STS Jambi were taken
from conducting interview with the subjects and having observation. The
presentation of findings, in this part covers four strategies, they were memorizing,
question and answer, discussion and game strategies. It can be seen below:
a. Teacher Used Memorizing
In this strategy, the teacher gave the texts to the students based on the
students‟ interesting, then he asked the students to memorize three to five
vocabularies and those meaning individually related to the topic that they have
discussion. It is done in the end of lesson. In a week the students memorized
ten vocabularies because in a week they have two meeting with English lesson,
as he said that on (25th March 2019).
I ask them to read the text, but before that they need to understand the
purpose of their reading, they also use skimming, scanning and
guessing the meaning of words when they read, Sometimes I ask them
to read aloud, they read the text. in front of the class and sometimes I
ask them to read on their own. So they can understand information
from the text. I teach them time of the week, at each meeting I ask them
to memorize vocabulary based on the text in class. When they want to
share their memory, they can come to me or their friends that I have
chosen to be a leader. They are interesting because I have tried to do
my best for them [Refky Wardana].
It can be known that, the teacher made good strategies for teaching
reading comprehension in the classroom, because he always asked the students
to read carefully on their texts, sometimes he asked his students to read loud in
front of the class and sometimes focused on their text, it was used to get the in
formations from the text. After the students understand the text, then they
memorized the words if they could not understand the words itself. The teacher
also helped the students to remember vocabulary based on the context. He
explained the words clearly in front of the class, because the words should be
introduced within the context of a story, everyday situation, sport, activity or
any context his students are familiar with. In understanding the texts the
students were asked to use skimming strategy if the texts were explained
before with the teacher. The researcher‟s observation found that the teacher
asked the students to find the topic first and then the students can develop the
texts based on the students‟ experiences, as he said that on (25th March 2019).
By memorizing words in the text students are learning, they will get
additional vocabulary and finally they can speak English well, because
of course I hope they can read and understand the text well so that they
can communicate in English well. I also use a cursory reading strategy
when the topic is easy and has passed, such as traveling, family, or also
about animals[Refky Wardana].
He believed that by using skimming strategy the students can develop
their experiences with the texts that they read, so it will help them to be easy in
understanding and getting the information from the texts. The teacher also
asked the students about the vocabularies that they have memorized, because
repetition should follow at progressively longer intervals. So, to ensure that
students will remember the words you teach them, they must use them again
and again.
After the students understood the texts and answer the questions in the
texts, then the teacher asked the students to find the vocabularies in the texts
and they must memorize those words, the words could be three to five. He also
did not forget to ask his students in general review of words learned in the
previous week and the last he concluded the texts before close the class, as the
students said that on (25th March 2019).
Actually there are not many strategies that you use in teaching us to
read in class, if I am more interested when you are not angry and
comfortable learning, you always pay attention to all the friends in the
class [Dimas] You give praise and appreciation in learning, like
chocolate and so on, so we follow our words well. By memorizing the
words that have been discussed, we find it easy to understand the text.
Baoak also allows us to use skimming or scanning, depending on the
interesting thing[Novita].
It means that, teacher should make the students loved her in learning
in the class, so the students will follow teacher‟s attention. He also allowed the
students to use skimming or scanning the texts depend on their interest,
because he believed that if the students have many vocabularies in their mind,
they will easy to understand the texts. In every meeting the students should
memorize five vocabularies and those meaning. They memorize the vocabulary
from reading passage that they have done. In a week, the students have ten
vocabularies to memorize, because in a week only twice meeting. The trick
used to memorize call by teacher directly one by one.
These strategies help the teacher in teaching reading comprehension in
the class. Because with memorize the words that the teacher gave, the student
always remember what already the teacher to give them. Although maybe
available one forgets, but students tries to remember it back. The words that
was memorize by the students, teacher took from reading passage that already
work together sometimes also from the teacher‟s utterance. The teacher did
this, in order the students if they found the words that have not known they will
not be lazy to memorize it and it also help the teacher in process teaching and
learning which is if there is difficult word the students will not always ask to
the teacher.
b. Teacher Used Question and answer
In this strategy, the teacher gave to the students more than one
questions. So the students answer that question. The questions were about the
lesson that they want to discuss of they had discussed. It was done by the
teacher to know students understand or not understand about the materials. It
was done in final learning with the teacher point one of student to answer that
question. And they answer it by sits in chair each, as he said that on (25th
March 2019).
The strategy that I use is related to the material that we will discuss in
class, from the questions of course related to their skills, they will more
easily understand the material to be discussed, but I also prepare
questions that also correspond to the material they have
discussed[Refky Wardana].
These strategies help the teacher in teaching reading comprehension.
With this strategy the teacher able to know how far their students understand
what he had given to them. And in this stage the students were not only read
the passage but also really understand what the content of the content. In this
strategy, the teacher also prepared well for the class. He composed specific
questions that he would ask to her students. That was used to make the learning
process run well, he also anticipate the answer if the students would ask her
about the previous lesson. It helped the teacher to increase student participation
and encourage active learning. When teacher asked questions in the classroom,
he was modeling a process that students can and should use themselves.
Teacher encouraged his students to use the following questioning and
strategies. It was used to assess what they have learned, to develop their
reading skills and to study for exams. The teacher used the questions to make
students practice some skills, as well as communicate to them the facts, ideas,
and ways of understanding the texts that were important to their learning in his
class, as he said that on (25th March 2019).
Of course, all things must be well prepared, I also read a lot of books
related to student needs. I have to make some questions to help my
students improve their reading, they can learn how to communicate
among themselves about facts, ideas from the texts and also how to
give their ideas about the topics they studied at that time, because It is
important to make our students active and they know how to solve
cases [Refky Wardana].
It means that, teacher should make the goal by asking students to
explain why they answered the way they did. The teacher did not ask more
than one question at once because students often did not respond. It because
they were unsure which question the teacher wanted them to answer. Asking
questions throughout the class would not only make the class more interactive,
but also helped teacher measure and improve student learning. The teacher said
he would not ask the students if he only had two or three minutes before the
time was up, “I will not ask my students in the end of the class about the topic
if I have not enough time. Thus, at least twenty minute before the end of time I
will ask them. It is to make me easy to give the suggestion about their
questions”. In doing this strategy to enhance students‟ reading comprehension,
the teacher would wait the students to answer her question. He waited for
students to analyze and formulate responses for 5-10 seconds. It would
increase the number of students who volunteer to answer if students did not
volunteer before 5 seconds have passed.
This strategy can make students felt easy to understand and get the
information from the texts, the students can use their experiences related to the
topics that the teacher gave. The teacher always make interaction to the
students to build students motivation and the teacher always respect and give
chance to all of the students. Teacher would repeat the questions to listen their
answer about the questions. The teacher also did not interrupt students’
answers because he thought he knew what the student was going to say. So,
the teacher let the students to thing about the answer from the questions. He
showed that he was interested in students’ answers, whether right or
wrong. By using facial expressions that show he was listening and engaged.
He did not look down at her notes while student was speaking if there was a
student gave an incorrect or weak answer. He pointed out what was
incorrect or weak about the answer, but also he asked the student a
follow-up question. That would lead that student, and the class, to the
correct or stronger answer as the students said that on (25th March 2019).
We are asked to understand their reading texts in the right way, you
always use the question as a beginning before the beginning of learning
or before giving the text to learn. Every student in the class will have
the opportunity to give their views on the text that will be discussed
[Yessi]. Indeed there are some friends who can not answer properly.
You keep asking us to practice using analysis and available knowledge
[Danil].
It means that the teacher wrote the notes from the student‟s answer
overlooks. The most important conclusion of the study they were discussing,
then he asked that same student to try to recall what that conclusion was. If he
or he did not recall the conclusion, teacher asked by using these questions to
the class (Appendix II). Questions should be designed to promote evaluation
and synthesis of facts and concepts. Asking a student to evaluate when
exercises should be included in a teaching, it is more challenging than asking a
student to define all the time. Lower and Higher-level thinking questions could
be start or end with words or phrases such as, „„explain, ‟‟ „„compare, ‟‟ „„why,
‟‟ „„which is a solution to the problem, ‟‟ „„what is the best and why, ‟‟ and
„„do you agree or disagree with this statement?‟‟
In some occasions, the teacher asked the students to look up at
dictionary if they could not understand the meaning of the texts. It was done by
the teacher to help the students become independent learner. This activity
could be done by the students not only at school but also at home when they
found the difficult words. If the students found some difficult word, the teacher
asked the students to look up dictionary. They were supposed to translate some
words by themselves in most cases with the help of dictionaries as he said that
on (25th March 2019).
During the learning process in class, if there are some problems that
can be solved well at that time, for example when students make a fuss
with their friends behind them, I can ask or order them to move to
another seat. I also asked some students to open the dictionary when
they could not understand the meaning of the words of the text I gave
them. They can do it themselves or they can work with friends if they
don't carry a dictionary. I gave them an explanation of how to use a
dictionary too[Refky Wardana].
At first; the teacher gave instruction about how the students used what
they found in a dictionary so they could transfer meaning they found into
something useful. Students might be confused by different meanings for the
same word, but later they would accustom to do it by themselves. From those
ways, the students knew the meaning, spelling, and pronunciation from the
vocabulary. As subject stated, “By asking me or their friends and looking up at
dictionary, the students could easily learn vocabularies”. After the students can
understand the words in the texts it will make them easy to get the information
from the texts itself. The students also were asked to answer the questions in
the texts itself.
Sometimes, the teacher gave additional materials beside the stories
from the textbooks. The teachers presented the short story in the LCD projector
so all students could read it. One student was in charge of reading and others
were reading silently too while listening to their friends. The teachers asked
other students to retell the story in their own words in order to check their
comprehension. This activity integrated reading, listening, and speaking. In
addition, when retelling the story, the student needed to employ their
vocabulary, pronunciation, and grammar at the same time to produce correct
and understandable discourse as he said that on (25th March 2019).
I also often add a few short texts or pictures that have some knowledge
in it, how to be a good person and also by showing some successful
people if they have a diligent life, this is intended to build student
motivation to continue learning. In addition, I also ask them to read the
text that I put on the LCD, so that all students focus on the LCD and
they will one by one have the opportunity to read and explain the
meaning of the text and images on the LCD [Refky Wardana].
The teachers then asked more evaluation questions to the students, like
the moral message of the story according to the student. The teachers also
asked knowledge questions to check students‟ background knowledge, such as
“why the pronoun he in present tense the verb must be followed by s/es”.
Students tried to guess the answers, but at the end, the teachers told them the
correct one.
c. Teacher Used Guessing game
Usually the students are happy with this activity because it is conducted
with students in group. For example, the teacher in front the class showing the
card that there is a picture and the students finding the answer what is the
picture. And if the students did not know the English language and the spelling
the student can open the dictionary. And they must answer that picture quickly.
Game is conducted with the students in group. The teacher divides some group.
After that the teacher stands in front of the class and show piece of paper or the
card that there is the picture. So the students answer what is the picture and
how to spell it done quickly. If the students do not know the English language
about that picture the students can open the dictionary. And who group have
low score will get the punishment. This punishment done in order the students‟
active as he said that on (25th March 2019).
I also use games to make students happy and eager to learn in class.
They will be divided into two groups, then I show pictures of an object,
and then students from one group will answer the words in English, but
if they cannot answer they will be given the opportunity to other
groups. I also added a guessing presentation, students will go from one
of the group representatives, he will explain sign language or other
information that approaches the word, so friends in his group will
answer and if they cannot answer it will be given an opportunity to
another group[Refky Wardana].
The teacher had word guessing which were good to use not only to
teach students‟ reading comprehension, but also to make his students enjoy in
learning process. He asked his students to describe some pictures by using
some word that has been discussed before, while the other students guessed
what was to be described. In testing his students understanding he did not
mention if he test it, because through her daily teaching he could know how far
his students thinking mastery.
d. Teacher Made discussion
The third strategy was discussion, they worked on the text book from
which the students read the text and discussed with partner. He explained the
texts before, during, and after the text was read. The students to read the text
and they explained what the text talked about, then their friends asked answer
the questions related to the reading text. In that process whenever students
found the unfamiliar words, the students were asked to translate them by asked
her or look up in the dictionary to find out the meaning. Because dictionary
was the easiest tool that can solve their difficulties in finding the meaning of
the vocabularies, so they can understand the texts as the students said that on
(25th March 2019).
"Before starting learning, the importance of delivering the material
first. More effective because it will not create confusion when asked
about its understanding of the material to be studied. After we read the
material that we decided earlier, we discussed it on the topic itself, we
looked for strengths and weaknesses of the material we read. We will
give each other the opportunity to give their opinion about the material
we read. "[Yannti]. The need for division of members to exchange
ideas with each other, who knows by exchanging ideas makes it easier
for us to understand what is explained. We always discuss every text or
material what we learn, if it is not discussed there will be nothing for
that we sit together to discuss it with mutual respect for each
other[Azizah].
It means that they need to discuss the materials in every meeting. They
would respect each other to listen and give the questions about the materials.
Sometimes they tried to compare and contrast about anything in the classroom
and the book that they read. They compared and contrast today‟s English
lesson with the last week‟s about the ideas are endless. They can develop the
questions that were going to help students‟ assignments. They helped each
other with essential questions to make sense of the knowledge they were
learning. They also gave problem or question to each other as much 1 until 2
problems each learning final so they can answer that the problem. They
believed this strategy used to give material to the them in order easy to accept
material that gave by that day. This strategy was used by the students to see if
they really understand it with text they read. If the student can answer the
questions they have been understood in understanding the text, and if they
cannot answer the question then the students not understand with those text.
This strategy can help students if students really answer that question with their
own words or with the answer from the text.
The major strategy in learning reading comprehension was discussion.
The students read the story based on the lesson at that day, because the
students loved on the text book from which they read the text. In reading text
automatically the students read and understand the text. Generally, the teacher
read or asked the students to read the text. There were various types of text
such as notice, narrative, and recount. They explained each other about the
words before, during, and after the text was read as the students said that on
(25th March 2019).
"... Discussion is a very appropriate step to solve complex problems.
Ideas that are solved together make it easy to solve a complex problem
with together. We must continue to discuss time before reading, while
reading and also after reading the text, so we continue to discuss from
the text we read, we also often ask questions from the text we read, if
there are friends who can't answer, sometimes we play face scribbles
using baby powder [Azizah]. "Frequently creating discussion groups
will make it easier for us to share good ideas and of course the problem
will be resolved quickly. I keep on discussing, so from our discussion
we got a lot of new knowledge, so we found out who really read the
text and sometimes those who were too lazy to get caught, and that's
where we really wanted to learn so there was motivated diligently.
"[Efendi]
Before reading, students were unknown story in the text. In this case,
the students had a preparation about what kinds of the text that was learnt. It
was easy stories used there, and decided which story was new, difficult to
understand the story and presented them before reading activity. During
reading, sometimes the students read text by silent and aloud the text. After the
text was read, they explained what the text talked about. He discussed the new
information, and then asked the students to answer the questions related to the
reading text. Through this activity, from this activity will make the students‟
thinking mastery could increase, because the students found a lot of events in
the story that they had never known before.
According to the subject, the students needed to know the meaning of
the texts well. It was used to understand the story because the texts in English
language, so the students could work in group to find the meaning of the texts,
then the students could read and tell the story or give their opinion from the
text. Sometimes they used two languages when they wanted to explain the
story in learning process. For example, the student used Indonesian language in
explaining the story. The following is field note that researcher got during the
observation (29th April 2019) that gave illustration that the teachers used
Indonesian language in explaining the story in learning. “the students read and
understand the text in their group. It was started from the first group than
continued to another group. The students discussed and explained the story
from the text by speaking it in Indonesia” From the illustration it can be known
that in explaining the story, they used Indonesian language. The understanding
the texts were done when the students worked in group. They discussed with
their friends and do the exercises on the text book or module. Firstly the
teacher asked the students to read and tell the story in front of the class. It was
used to know their understanding of the text as well as the students said that on
(25th March 2019).
"Usually we discuss together and can discuss many things that we will
discuss, of course with this frequent discussion many ideas come out.
Where we usually discuss it can be anywhere. But we often We discuss
in class and outside the class with pleasure, because the topics we
discuss are always interesting, starting from the latest news and also
about global issues, but of course with positive things. "[Aisha]. "When
we have discussions we don't always solve complicated problems
seriously. We also take small discussions sometimes, joking too, so that
the atmosphere is too serious and not playing too. That discussion is
what we like the most, because there are funny, funny, especially if
there is a friend who does not master the material, so he got confused ".
[Evi]
From that statement, it can be seen that the other useful way to enhance
their reading comprehension by practicing discussion, conversation or debate.
The student firstly read dialogues and stories so that other students should
listen carefully to get an idea what the text was about and provides short
information of the story. Secondly, listening was done after the text was read
and students listen and read consequently. After that they should be able to
provide more detailed information. Since the students had different experiences
of proficiency, the topics given to them were news issues which can be seen
the current actual issue in society. The students would work in team to practice
debate. Sometimes the team in agree or disagree towards a motion, the reason
must lie on a strong ground that could cover the whole argumentation. Theme
line was the underlying reason which answers the big question “why” one side
of the house supports or opposes a motion. Theme line was what a team needs
to proof, it is also the main reason why a team attacks the opponent‟s case.
(Observation on January 16th
2018). This strategy used by the students like a
battle of argument, in which each team stands on their position, attacks the
opposite and defends their own case by using logical thinking. To win in
debate, the team was not only needed to build a strong case but they also have
to attack their opponent‟s arguments and provide strong defense from any
attacks. That was why rebuttal was one of the key to get the crown of victory
as the students said that on (25th March 2019).
"Certainly in discussions we have rules in conveying ideas or ideas that
we will express. In discussions we respect each other, and also requires
compact group work to avoid mistakes, in this discussion we are
sometimes divided into groups and also sometimes each of them, it's
better if I think it's a group, because it can help other friends and can
argue according to each other's understanding and be fun. [Shafa]. "...
Usually the text can be one by one, after that we will read the text first,
sometimes there are some who have explained the description of the
contents of the text to be discussed, so that it will facilitate us in doing
it. In addition, we also discuss with friends who are there, sometimes if
a friend who can not explain properly it will get scribbles in his face,
using the game will add excitement in the discussion. ".[Parel]
It means that by working in team the students might be got new
knowledge. It was not easy for the students since the students could not prepare
the topic. The students needed to prepare form many references or sources to
support their arguments. Besides, prepare materials also meant prepare team
stands on their position, attacks the opposite and defends their own case by
using logical thinking, this kind of strategies was a useful invention for
promoting all students‟ understanding. Sometimes this strategy applied in
classroom and outside classroom, so the students can feel enjoy and fun as he
said that on (25th March 2019).
"The formation of discussion groups certainly has its own benefits.
there are so many benefits to get when discussing it. Discussion groups
are very good for students, because they will train themselves to give
their opinions and also make comments on the material delivered by
their friends. By giving each other input it will establish good
cooperation and also the addition of knowledge. For this reason, they
will be more motivated to learn when they take part in group
discussions. And do not forget to give motivations to students. With the
encouragement of motivation will make students more active in
following the lessons and also more independent. " [Refky Wardana].
From the explanation above, it can be known that group decision gives
chance to students do discuss a topic to a targeted group of people where the
individuals collectively decide their opinions. As a group has a lot of members
and they as individuals come from different backgrounds so ultimately they
have unique and different ideas and opinions regarding the matter at the hand.
All the ideas may be as unique and better in comparison to the individual
decision making. The active members may or may not be the expert in that
particular topic but their opinion still matters because of the participation and
dedication shown. It is important that the members in the group should have an
understanding nature because all members have to accept the decision no
matter what the quality may be as the decision affects in the favor of the group
as a whole. Acceptance of the suggestion and opinions bring motivation and
eagerness of the participation within the group, thus generates quality decision.
From making discussion, it helps in removing the barrier of monopoly
in the decision making process. At times if a decision is made by a single
individual it is unreliable in nature. Hence with the help of having a collective
idea chosen the factor of unreliability is removed. A decision by a single
person can be partial in nature and mainly works in his favor so collective
decision making is important because it can favor all the people in the
organization. Active participation from all the individuals of the group helps in
building the morale of the team and builds a healthy and coordinative
relationship among the members of the team of the particular group. As this
happens the members develop certain skills pertaining to the decision making
process which benefits the group members and the group as a whole. It means
that making discussion is a process where a large number of ideas are put forth
in front of the group and a decision needs to be made which will come in favor
of both the individual and the firm. For this verdict to be decided, voting is
used to come to a common outcome acceptable by all the members. One
member is given one vote and the opinion which receives the most votes is
chosen as it is in favor of the functioning and working of the firm leading to its
development.
The activity of the discussion regarding attention based on the
observation are; listening to the videos in LCD about the topic or new issues
and the then, is the conscious thinking of some events in the videos. The
activity based on the listening activity such as; focusing to the information and
check the place and also focusing on new vocabularies (taking note in every
new words, phrases or quotations). It means the recognition of a general rule.
The activities of the debate regarding the understanding about the topics, every
student got chance to re-tell the story chronologically or information. So the
teacher pointed one student to re-tell and it will be continue by all students.
The students divided into two teams and each team there were three or five
students it depended the number of the students. Moreover, students should
contribute ideas and make note the ideas. Once one student had offered an
idea, ask if any other students have a view on the matter. It was important to
remember that there were no right or wrong answers: encouraging students to
express an opinion and encouraging discussion is the most important thing.
Furthermore, the activity benefits to increasing understanding about topic and
speaking ability.
The following is field note that researcher got on 12th
March 2018. The
observation describes an activity conducted by students in providing the
opportunity to share and discuss to make a group. The students made dialogue
in group based on the certain texts that have been learned and practice it.
Sometimes they retell the texts that they have read. Those activities helped the
students to understand the context of the texts. Because the context was
important as it helped students to understand well the texts. In addition, in
order to make the students have a good retention in thinking, the students can
give their opinions that they have learned and used them in daily life
communication. The subjects not only worked on the text books, but also
worked with some literatures that were available online.
They also make making discussion and active learning with fun. They
can incorporate questioning into their everyday discussions with each other.
They worked on the text book from which they read the text and discussed
with partner. Sometimes one of them will explain the texts before, during, and
after the text was read and asking the questions to their friends. They can ask
their friends when they were doing and understanding the texts. Their friends
gave the clue if the students ask about the meaning of sentences so they can
guess the meaning of the sentences. The students looked enjoyable in doing
their activities in the class. Not only giving the clue of the words, the students
also asked each other to explore their ideas about the topics and if the students
could not understand to speak in English they can write in their paper and then
they could speak based on the writing on the paper. They can use dictionary to
know the words, meaning and pronunciation. So, it could be one of activity to
practice their thinking mastery.
When additional materials were given to help them understand the
reading, students would not work in groups. However, even though students
were not in their groups, students would still work cooperatively with friends
since the seating position in the classroom. The students would take a place
based on the situation. Thus, group would be applied all the time. Students
worked together as a team to not only learn the material but also help each
other to understand the material because it can be learned and promoted
through teamwork. The success of the exercise depends on combining their
work. Every student would have texts and they would have good
communication with all members in the group and they need to practice
communicating in a positive ways.
B. Discussion
This part presents the discussion of the research findings. There was one
research question proposed in this study. This research focused on the teacher‟s
strategies in teaching reading comprehension at Eight Grade MTS Laboratorium UIN
STS Jambi. In attempt to make the teaching and learning process successful, especially
in teaching student‟s reading comprehension, the teacher should consider some
factors, there were two factors, which are: (1) Individual factors such as students‟
ability to use the concept map, students‟ motivation about topics discussed in the
online group discussions, and individual learning style and (2) Group factors consisted
of a combination of students‟ learning styles in a group and group roles facilitator and
summarizer. In this case, the teacher of Eight Grade MTS Laboratorium UIN STS
Jambi considered that factors, one of them was by considering the strategies he
employed to teach the reading comprehension. In employing the strategies in teaching
reading comprehension, she also taught based on the principle of reading
comprehension (Richard and Renandya, 2002, p. 274).
From the research finding, the teaching strategies employed by teacher in
enhancing student‟s reading comprehension were so various. The first strategy was
memorizing in a week the students memorized ten vocabularies because in a week
they have two meeting with English lesson. The teacher always asked the students to
read carefully on their texts and then they will memorize the words if they could not
understand the words itself. The teacher also helped the students to remember
vocabulary based on the context. She explained the words clearly in front of the class,
because the words should be introduced within the context of a story, everyday
situation, sport, activity or any context her students are familiar with.
The second strategy was question and answer,the teacher prepared the
questions which have relation to the materials they were going to discussed in the class
and she also did well for the class from the times and help sessions, compose specific
questions that she would ask to her students it was used to make the learning process
run well, she also anticipate the answer if the students would ask her about the
previous lesson. Kurfiss (1988, p. 4) suggests that the thoughtful use of questions may
be the quintessential activity of an effective teacher. Questions were only as good as
the thought put into them and should go beyond knowledge level recall. The teacher
gave additional materials beside the stories from the textbooks. The teachers presented
the short story in the LCD projector so all students could read it. The teachers asked
other students to retell the story in their own words in order to check their
comprehension. This activity integrated reading, listening, and speaking. In addition,
when retelling the story, the student needed to employ their vocabulary, pronunciation,
and grammar at the same time to produce correct and understandable discourse.
The third strategy was guessing game, in this helped the teacher in teaching
reading comprehension class. The teacher divides some group. After that the teacher
stands in front of the class and show piece of paper or the card that there is the picture.
So the students answer what is the picture and how to spell it done quickly. The
teacher With these strategies the student feel enjoy to join the class. The teacher can
include the material without the students know. Guessing game can help him in
teaching and learning process because in this learning without student realize the
teachers can include materials into guessing game. Guessing game was used by the
teacher to interest student anxiety in learning reading comprehension. Teacher also
added short paper to understand the students‟ reading comprehension and also to build
students‟ writing, because short paper was one of seven types in writing assignments
(Smith, 2012, p. 6). Researcher found that in writing assignment‟s strategy teacher
gave Free Writing in 5 to 10 minutes to the student, where they can write anything that
comes to mind which is On or Off topic, make planning, teachers made planning to
make students‟ writing could get focused and keep them on track. The results of the
present study are related with the results of (Mahardinata, 2012; Nugroho, 2013;
Haryanto, 2011).
Another strategy was group discussion, in this strategy the students had made
preparation about what kinds of the text that was going to learn; easy stories used
there, and decided which story were new and presented them before reading activity.
During reading, sometimes students read the text by silent and aloud. After the text
was read they explained one by one based on the group what the text talked about,
discussed the new information, and then asked the students to answer the questions
related to the reading text. Through this activity, the students can get new knowledge
and also information because the students found a lot of events in the story that they
had never known before (Richard and Renandya, 2002.274). Sometimes, the students
also would work in team to practice the debate. Sometimes the team in agree or
disagree towards a motion, the reason must lie on a strong ground that could cover the
whole argumentation. Theme line was the underlying reason which answers the big
question “why” one side of the house supports or opposes a motion. To win in debate,
the team was not only needed to build a strong case but they also have to attack their
opponent‟s arguments and provide strong defense from any attacks.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the teacher‟s strategies in teaching reading
comprehension at Eight Grade MTS Laboratorium UIN STS Jambi were very useful
for the students. 1) Teacher used memorizing where in a week the students memorized
ten vocabularies because in a week they have two meeting with English lesson; 2)
Teacher used question and answer where the teacher prepared the questions which
have relation to the materials they were going to discussed in the class; 3) Teacher
used guessing game where teacher divides some group. After that the teacher stands in
front of the class and show piece of paper or the card that there is the picture; 4)
Teacher made discussion where students read the text by silent and aloud. After the
text was read they explained one by one based on the group what the text talked about
to enhance students‟ reading comprehension in the classroom and also build friendly
by using more than one teaching strategies such as: translation and understanding,
looking up at dictionary, practicing dialogue and storytelling, and writing an simple
essay for communication in daily life. These strategies helped the students in thinking
easier, faster, and more enjoyable ways to master giving the ideas so they really
support the students‟ reading comprehension improvement.
B. Suggestion
The researcher suggested English teacher can consider the strategy in teaching
students‟ reading comprehension was very important for the students because they had
to express their opinions. The students could still find a space to speak English more
often without having to worry about anything and with the right guidance from the
teacher. The researcher believed that if the students would follow the teachers‟
strategies, they would enhance their adding comprehension, even though it is not fully
fulfilled, this could bring students into positive results on their adding comprehension.
For the future researchers that are interested in conducting the other research but
still in the same scope, the researcher hopes that the other researchers could conduct
the other teacher‟s strategy to help students in speaking skills, writing skills and
listening skills. In additional, because this research only focuses on the teacher‟s
strategy teaching students‟ reading comprehension, the researcher hopes the future
researchers to investigate the solving strategies in other skills like in writing, listening
or reading. Last, hopefully this research could be a good guide which had reach
information for the further researches about the teacher‟s strategies in teaching reading
comprehension.
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APPENDIX II
List of Interviews Teacher’s Strategies in Teaching Reading at MTS
Laboratorium UIN STS Jambi
1. What are the purposes of teacher‟s strategies in teaching reading?
2. What are the objects of teacher‟s strategies in teaching reading?
3. What are kinds of strategies in enhancing student‟s motivation?
4. What are kinds of strategies in teaching reading at MTS Laboratorium UIN STS
Jambi?
5. How do these strategies enhance student‟s reading comprehension?
6. Why does teacher use these strategies in teaching reading?
7. What kinds of materials that teacher used?
8. What are the problems that the teacher finds in the classroom?
APPENDIX II
List of Interviews Teacher’s Strategies in Teaching Reading at MTS
Laboratorium UIN STS Jambi
1. What are the purposes of teacher‟s strategies in teaching reading?
In reducing the difficulty of students in speaking English, I give students activities
namely word guessing games. For that reason, I told them to make groups. After
that each group guesses the word explained by the student where the student has
been shown a word before. Then the students who were appointed as
representatives of each group explained without mentioning the word. So one
student from their group will answer the word. There are a number of strategies
that I use in teaching reading in class, I do not focus on one strategy, but by using a
number of strategies that I combine to match those that are based on students'
needs in learning. Of course I have implemented and made a positive impact on
students in improving their reading skills, making it easier to understand texts and
also pronounce words correctly
2. What are the objects of teacher‟s strategies in teaching reading?
I ask them to read the text, but before that they need to understand the purpose of
their reading, they also use skimming, scanning and guessing the meaning of
words when they read, Sometimes I ask them to read aloud, they read the text. in
front of the class and sometimes I ask them to read on their own. So they can
understand information from the text. I teach them time of the week, at each
meeting I ask them to memorize vocabulary based on the text in class. When they
want to share their memory, they can come to me or their friends that I have
chosen to be a leader. They are interesting because I have tried to do my best for
them
3. What are kinds of strategies in enhancing student‟s motivation?
By memorizing words in the text students are learning, they will get additional
vocabulary and finally they can speak English well, because of course I hope they
can read and understand the text well so that they can communicate in English
well. I also use a cursory reading strategy when the topic is easy and has passed,
such as traveling, family, or also about animals
4. What are kinds of strategies in teaching reading at MTS Laboratorium UIN STS
Jambi?
Actually there are not many strategies that you use in teaching us to read in
class, if I am more interested when you are not angry and comfortable learning,
you always pay attention to all the friends in the class [Dimas] You give praise
and appreciation in learning, like chocolate and so on, so we follow our words
well. By memorizing the words that have been discussed, we find it easy to
understand the text. Baoak also allows us to use skimming or scanning,
depending on the interesting thing
Discussion is a very appropriate step to solve complex problems. Ideas that are
solved together make it easy to solve a complex problem with together. We
must continue to discuss time before reading, while reading and also after
reading the text, so we continue to discuss from the text we read, we also often
ask questions from the text we read, if there are friends who can't answer,
sometimes we play face scribbles using baby powder [Azizah]. "Frequently
creating discussion groups will make it easier for us to share good ideas and of
course the problem will be resolved quickly. I keep on discussing, so from our
discussion we got a lot of new knowledge, so we found out who really read the
text and sometimes those who were too lazy to get caught, and that's where we
really wanted to learn so there was motivated diligently. "[Efendi]
5. How do these strategies enhance student‟s reading comprehension?
The strategy that I use is related to the material that we will discuss in class, from
the questions of course related to their skills, they will more easily understand the
material to be discussed, but I also prepare questions that also correspond to the
material they have discussed
"Usually we discuss together and can discuss many things that we will discuss, of
course with this frequent discussion many ideas come out. Where we usually
discuss it can be anywhere. But we often We discuss in class and outside the class
with pleasure, because the topics we discuss are always interesting, starting from
the latest news and also about global issues, but of course with positive things.
"[Aisha]. "When we have discussions we don't always solve complicated problems
seriously. We also take small discussions sometimes, joking too, so that the
atmosphere is too serious and not playing too. That discussion is what we like the
most, because there are funny, funny, especially if there is a friend who does not
master the material, so he got confused ". [Evi]
"The formation of discussion groups certainly has its own benefits. there are so
many benefits to get when discussing it. Discussion groups are very good for
students, because they will train themselves to give their opinions and also make
comments on the material delivered by their friends. By giving each other input it
will establish good cooperation and also the addition of knowledge. For this
reason, they will be more motivated to learn when they take part in group
discussions. And do not forget to give motivations to students. With the
encouragement of motivation will make students more active in following the
lessons and also more independent. " [Refky Wardana].
6. Why does teacher use these strategies in teaching reading?
Of course, all things must be well prepared, I also read a lot of books related to
student needs. I have to make some questions to help my students improve their
reading, they can learn how to communicate among themselves about facts, ideas
from the texts and also how to give their ideas about the topics they studied at that
time, because It is important to make our students active and they know how to
solve cases
"Certainly in discussions we have rules in conveying ideas or ideas that we will
express. In discussions we respect each other, and also requires compact group
work to avoid mistakes, in this discussion we are sometimes divided into groups
and also sometimes each of them, it's better if I think it's a group, because it can
help other friends and can argue according to each other's understanding and be
fun. [Shafa]. "... Usually the text can be one by one, after that we will read the text
first, sometimes there are some who have explained the description of the contents
of the text to be discussed, so that it will facilitate us in doing it. In addition, we
also discuss with friends who are there, sometimes if a friend who can not explain
properly it will get scribbles in his face, using the game will add excitement in the
discussion. ".[Parel]
I also use games to make students happy and eager to learn in class. They will be
divided into two groups, then I show pictures of an object, and then students from
one group will answer the words in English, but if they cannot answer they will be
given the opportunity to other groups. I also added a guessing presentation,
students will go from one of the group representatives, he will explain sign
language or other information that approaches the word, so friends in his group
will answer and if they cannot answer it will be given an opportunity to another
group
7. What kinds of materials that teacher used?
"Before starting learning, the importance of delivering the material first. More
effective because it will not create confusion when asked about its understanding
of the material to be studied. After we read the material that we decided earlier, we
discussed it on the topic itself, we looked for strengths and weaknesses of the
material we read. We will give each other the opportunity to give their opinion
about the material we read. "[Yannti]. The need for division of members to
exchange ideas with each other, who knows by exchanging ideas makes it easier
for us to understand what is explained. We always discuss every text or material
what we learn, if it is not discussed there will be nothing for that we sit together to
discuss it with mutual respect for each other[Azizah].
We are asked to understand their reading texts in the right way, you always use the
question as a beginning before the beginning of learning or before giving the text
to learn. Every student in the class will have the opportunity to give their views on
the text that will be discussed. Indeed there are some friends who can not answer
properly. You keep asking us to practice using analysis and available knowledge
During the learning process in class, if there are some problems that can be solved
well at that time, for example when students make a fuss with their friends behind
them, I can ask or order them to move to another seat. I also asked some students
to open the dictionary when they could not understand the meaning of the words of
the text I gave them. They can do it themselves or they can work with friends if
they don't carry a dictionary. I gave them an explanation of how to use a dictionary
too
8. What are the problems that the teacher finds in the classroom?
I also often add a few short texts or pictures that have some knowledge in it, how to be
a good person and also by showing some successful people if they have a diligent life,
this is intended to build student motivation to continue learning. In addition, I also ask
them to read the text that I put on the LCD, so that all students focus on the LCD and
they will one by one have the opportunity to read and explain the meaning of the text
and images on the LCD
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