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Abstract
This study aims to investigate the strategies used by English teachers to teach reading comprehension and how these strategies are implemented. This study is classified as descriptive qualitative research. The study employed observations, interviews, and documentation as its primary methods. The research's informants were two English teachers. The results showed that the teachers used three different tactics: discussion strategies, question-answer relationships, or QARs, and scaffolding. Scaffolding involves providing support and gradually reducing this support as students become more independent, allowing them to build on their existing knowledge and skills. The QAR strategy, which involves asking questions, answering them, and then reviewing the answers, is particularly effective in deepening understanding and retention of text. Discussion, facilitated by the teacher or in small groups, encourages students to articulate their thoughts and interpretations, fostering a deeper engagement with the material. These strategies, when integrated into reading comprehension instruction, not only support students in developing their reading comprehension skills but also promote a deeper understanding and appreciation of the texts they read.
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Copyright (c) 2024 Fatin Nadifa Tarigan, Siti Aminah Hasibuan
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References
- Afdhalina, A. (2022). The effect of reading strategis and learning styles on the students achievement in reading comprehension. Jurnal Scientia, 10(2), 172-186.
- Banditvilai, C. (2020). The effectiveness of reading strategies on reading comprehension. International Journal of Social Science and Humanity, 10(2), 46-50.
- Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.
- Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of basic and clinical pharmacy, 5(4), 87.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: an expanded sourcebook. 2nd ed
- Novi, Yanti., Clarry, Sada., Eusabinus, Bunau. (2022). Teachers strategies in teaching reading comprehension. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 11(4) doi: 10.26418/jppk.v11i4.54416
- Tarigan, F. N., Heriani, D., Simanjuntak, A. A., & Hasibuan, S. A. (2023). Exposing EFL Students’ FLRA in Reading Section: The Case of TOEFL Course. SALTeL Journal (Southeast Asia Language Teaching and Learning), 6(2), 9-16.
References
Afdhalina, A. (2022). The effect of reading strategis and learning styles on the students achievement in reading comprehension. Jurnal Scientia, 10(2), 172-186.
Banditvilai, C. (2020). The effectiveness of reading strategies on reading comprehension. International Journal of Social Science and Humanity, 10(2), 46-50.
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.
Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of basic and clinical pharmacy, 5(4), 87.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: an expanded sourcebook. 2nd ed
Novi, Yanti., Clarry, Sada., Eusabinus, Bunau. (2022). Teachers strategies in teaching reading comprehension. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 11(4) doi: 10.26418/jppk.v11i4.54416
Tarigan, F. N., Heriani, D., Simanjuntak, A. A., & Hasibuan, S. A. (2023). Exposing EFL Students’ FLRA in Reading Section: The Case of TOEFL Course. SALTeL Journal (Southeast Asia Language Teaching and Learning), 6(2), 9-16.