teacher strategies in teaching reading...
TRANSCRIPT
TEACHER STRATEGIES IN TEACHING READING
COMPREHENSION AT THE THIRD GRADE OF STATE JUNIOR
HIGH SCHOOL 23 JAMBI
THESIS
BY :
RIO GUSTI RANGGI
TE 141035
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2019
TEACHER STRATEGIES IN TEACHING READING
COMPREHENSION AT THE THIRD GRADE OF STATE JUNIOR
HIGH SCHOOL 23 JAMBI
THESIS
Submitted as a Partial fulfillment of the requirements to obtain Undergraduate
Degree (S.1) in English Education Program
BY :
RIO GUSTI RANGGI
TE 141035
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI
2019
iv
DEDICATION
Thanks to Allah SWT, The most Gracious, The most Merciful
for the blessing and leading me.
I could finally finish writing this thesis.
Sholawat to the Prophet Muhammad SAW.
His coming really changed the world
This Thesis I dedicate special to:
My adored father A’RIFAI, my adored mother NURIAH, and my wife YUNI
RAHMA WANTIKA and my beloved MUHAMMAD AL-HABSYI who
always love and encourage me and never stop praying for my success now and in
the future with endless love, always being with and guiding me, your prayers are
really powerful.
My beloved brother and sisters, HARLINGGA PANDAWA, PUTRI
RAHMADONA AND RAHMAH. All of my family, thanks for your supports,
love and never stop giving spirit to finish this thesis its make me strong and wish
your hopely will come true.
My second advisor Firdiansyah SS, MA and first advisor Dr. Hj. Dewi
Hasanah, M.Ag. for your patiently,give me motivation to guiding and teaching
me to finished my thesis
My lovely Friends Rudi, Hendra, Bima, Rezu, Pitra and all of my classmate’s
friends, who can not say your name one by one, thank you for being my best
friends in giving support every day, thanks for help, suggestions and spirit in
arranging this thesis, without all of you I don’t mean.
May Allah SWT always bless us.
Aamiin .
v
MOTTO
﴾١﴿اقرأ باسم ربك الذي خلق
نسان من علق ﴾٢﴿خلق ال
﴾٣﴿اقرأ وربك الكرم
1. “Read (Proclaim!) In the Name of your Lord Who created’’
2. “Created man, out of a clot (of congealed blood).”
3. “Read (Proclaim!), and your Lord is the Most Generous,"
vi
ACKNOWLEDGEMENT
Bismillahirrphmanirrohim.
Alhamdulillahirabbil’alamin, thank to Allah SWT because the writer could
complete this research as one of the requirements for getting undergraduate degree
(S1) in English Department of Tarbiyah faculty of State Islamic University
Sulthan Thaha Saifuddin Jambi by presenting a thesis entitled: “Teacher Strategies
in Teaching Reading Comprehension at the Third Grade in one of State Junior High
School Jambi ”
The writer would not have been completed without supports, guidance,
advice and special recognition for their invaluable help in accomplishing this
thesis. Therefore, the writer would like to express deep appreciation to:
1. Dr. H. Hadri Hasan, MA as a rector of the state Islamic University Sulthan
Thaha Saifuddin Jambi
2. Prof. Dr.H Suaidi, Ma, Ph.D. Dr, H. Hidayat , M.Pd. And Dr. Hj.
Fadhillah Husen, M,Pd As Vice Rector’s I,II,And III Of State Islamic
University Sukthan Thaha Saifuddin Jambi
3. Dr. Hj. Armida, M.Pd as the dean of tarbiyah faculty and teacher training
the state Islamic University Sulthan Thaha Saifuddin Jambi
4. Dr. H. Lukman Hakim, M.Pd As The First Vice Dean Of Faculty Of
Education And Teacher Training Zawaki Afdal Jamil, M.Pd As The
Second Vice Deans Of Faculty Of Education And Teacher Training , And
Dr. H. Kemas Imran , M.Pd.I As Third Vice Dean Of Faculty Education
And Teacher Training.
5. Amalia Nurhasanah, S.Pd, M.Hum as the chief of English study program
of state Islamic University Sulthan Thaha Saifuddin Jambi.
viii
ABSTRACT
Name : Rio GustiRanggi
Department : English Language Education Program
Title : Teacher's Strategy in Teaching Reading Comprehension in
Third grade of state junior high school 23 jambi
The aims of this study were to find out the teachers strategies in teaching
reading comprehension at the third A of state junior high school 23 jambi, and
how she implements the strategies in teaching reading comprehension at the third
grade of state junior high school 23 jambi ? The method of this research was
qualitative research. The subject of this study was an English teacher of state
junior high school 23 Jambi. The instruments of this study were observation and
interview. The results of the study found two strategies used by the teacher,
Scaffolding and QAR (Answering Questions), and the teacher was able to learn
about which students received assignments given and students who were guided
to focus more on the text and what was contained in the text.
Keywords: Teacher Strategy, Reading Comprehension
ix
ABSRAK
Nama : Rio GustiRanggi
Jurusan : Program Pendidikan Bahasa Inggris
Judul : Strategi Guru dalam Pengajaran Pemahaman Membaca di SMP
Negeri 23 Jambi
Tujuan dari penelitian ini adalah untuk mengetahui strategi guru dalam mengajar
pemahaman membaca di SMP Negeri 23 jambi, dan bagaimana ia menerapkan strategi
dalam mengajar pemahaman membaca di kelas tiga SMP negeri 23 Jambi? Metode
penelitian ini adalah penelitian kualitatif. Subjek penelitian ini adalah guru Bahasa
Inggris di SMP negeri 23 jambi. Instrumen penelitian ini adalah observasi dan
wawancara. Hasil penelitian menemukan dua strategi yang digunakan oleh guru,
Scaffolding dan QAR (Menjawab Pertanyaan), dan guru dapat belajar tentang siswa yang
menerima tugas yang diberikan dan siswa yang dibimbing untuk lebih fokus pada teks
dan apa yang terkandung dalam teks.
Kata kunci: Strategi Guru, Pemahaman Membaca
x
TABLE OF CONTENT
Cover Tittle ............................................................................................................
Official Note........................................................................................................... i
Thesis Approval .................................................................................................... ii
Originality Statement ........................................................................................... iii
Dedication ............................................................................................................ iv
Motto ..................................................................................................................... v
Acknowledgement................................................................................................ vi
Abstract .............................................................................................................. viii
Abstrak ................................................................................................................. ix
Table of Content .................................................................................................... x
List of Appendix .................................................................................................. xi
CHAPTER I : INTRODUCTION
A. Background of the research ....................................................................... 1
B. The research focus..................................................................................... 3
C. The formulation of research ...................................................................... 3
D. The objectives of research ......................................................................... 3
E. Significance of research ........................................................................... 4
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Role of the teacher .................................................................................... 5
B. Reading comprehension ............................................................................ 8
C. Teaching reading ....................................................................................... 9
D. Teaching strategy......................................................................................10
E. Strategy in teaching reading .................................................................... 12
F. Strategies in teaching reading comprehension.........................................14
G. Review related studies..............................................................................19
CHAPTER III : RESEARCH METHOD
A. Research design ....................................................................................... 21
B. Setting and subject the research .............................................................. 21
xi
C. Kinds and sources of data ....................................................................... 22
D. Technique of collecting data ................................................................... 23
E. Technique of data analysis ...................................................................... 25
F. Triangulation .......................................................................................... 26
CHAPTER IV FINDING AND DISCUSSION
A. Finding ................................................................................................... 27
B. Discussion .............................................................................................. 29
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................. 34
B. Suggestion ............................................................................................... 35
REFERENCES.....................................................................................................36
APPENDIXS.........................................................................................................39
xii
LIST OF APPENDIX
Appendix 1 : ................................................................................................. 39
Appendix 2 : ................................................................................................. 40
Appendix 3 : .................................................................................................. 42
Appendix 4 : ................................................................................................. 44
1
CHAPTER I
INTRUDUCTION
A. Background of Study
English is an important international language that can connect people with
the world in various aspects including aspects of education. This has been
demonstrated by government regulations that make English subjects as
compulsory subjects for students from elementary school to high school. Even at
the level of higher education, all courses must provide English courses for 1 or 2
semesters even though the disciplines taken are not related to English. This shows
the importance of mastering foreign languages, especially English as an
introduction to the success of one's academic field and to support careers in the
world of work (Sinaga, 2010).
In learning english language there are four skill must be mastered by students
including: reading ,writing, listening and speaking. This applies too in the english
process called listening and reading as receptive skills while reading and speaking
as productive skills. Often people call only by mastering speaking, this is true,
written language also important to master. For Example, our compilation opens
the internet and want to reply to an email, of course you need carteful reading
skills the ability to write using the correct language give appropriate answers.
One of strategies which should be managed and applied by teachers in the
classroom is teaching reading strategies. Wallace (1992:57), states that a reading
strategy is a unitary process which cannot be subdivided into part skilss. This
means as a process, a reading strategy involves ways of processing text which will
vary with the nature of the text,the reader’s purpose, and the context of situation.
The significance of reading strategy is indicated implicitly in the indonesia
national curriculum of 2006. In this curriculum, it is stated that the objective of
teaching reading, as one of the four major skilss, in learning english as foreign
2
the message comprehensively from particular reading texts (BSNP, 2006).
According to Klingner, (2007:2), reading comprehension is ‘the process of
constructing meaning by coordinating a number of complex processes including
word reading ,word and world knowledge, and fluency’. It refers to the ability in
interpreting the word, understanding the meaning and the relationships between
ideas conveyed in a text. Furthermore, he summarized reading comprehension
instruction for the teacher as following a three-step procedure: mentioning,
practicing, and assesing. That is, teachers mention the skills that the students want
to use, then they give them opportunities to practice those skills through
workbooks or work sheets, and finally asses whether or not they use the skill
successfully.
Meanwhile, According to Wilis (2008:127)`Understanding Objective to
build Understanding available to improve Efficiency at every step of the
Understanding process’. This is a strategy used to improve understanding, based
on the facts above Reading Comprehension is a way to Understand or Understand
texts that not only read words, words knowledge or fluency, but by reading, we
can get extensive information and insight from the text.
Reading comprehension needs specific strategies and abilities. There are the
six components of reading comprehension, that are : (1) skimming and scanning,
(2) vocabulary in context, (3) finding topic and ideas, (4) finding purpose and
organization, (5) finding reference words, (6) finding details and factual
information.
Based on informal interviews with english teacher and student of state junior
high school 23 jambi. The researcher found students had difficulty understanding
comprehension. Most students lack vocabulary, so they find it difficult to find the
meaning of words and percipient words. They also face difficulties in
understanding the contents of the teks.students are also unable to understand
reading, because they do not know how to apply this technique in reading skill
such as skimming and scanning. To be a better reader, student need to pay
3
attention to how they read, and what they can do to improve their understanding
of can do to improve their understanding of reading a text. and one of them is to
have a strategy in reading comprehension.
Therefore researchers want to see what strategies are used by english
teacher so that in reading comprehension, student can understand directly the
content and purpose of the text. Based on the description above, the researcher
intends to conduct a research entitled: Teacher Strategies in Teaching Reading
Comprehension at The Third Grade of State Junior High School 23 Jambi
B. The Research Focus
This research focus on the analysis of teacher strategies in teaching reading
comprehension. This research focuses on the third grade A of state junior high
school 23 jambi.
C. The Formulation of Research
Based on the background of study above, the formulation of the problem in
this research are:
1. What is the strategies of English teacher in teaching reading comprehension
at the third grade A of state junior high school 23 jambi.
2. How does the English teacher implement the strategies in teaching reading
comprehension at the third grade A of state junior high school 23 jambi.
D. The Objective of Research
This research aims to find out the teachers strategies in teaching reading
comprehension at the third grade A of state junior high school 23 jambi.and how
she implement the strategies in teaching reading comprehension at the third grade
A of state junior high school 23 jambi.
4
F. The Significance of Research
1. Practical Significance
A. For The Student
The Finding of the research can be used as a new reference to learn English,
especially reading. They can know kinds of teacher’ teaching strategies and they
can choose one of the strategies that use by the teachers to comprehend reading.
B. For English Teachers
The finding are expected to be useful contribution that can be transferred to
learners based on their characteristics. By considering each student may employ
different strategy, the teacher can take one of the strategies in teaching reading for
comprehend to their students. Based on the statement above, teacher has to have a
strategy to make the student’s ready to speak. By applying the correct strategies in
teaching and learning process,
C. For The Next Researcher
This thesis will give some contribution and information for next
researchers about strategies in reading used by the third grade A of State Junior
High School 23 jambi. The result of the research is expected to give some
contributions for students, teachers, and future researches.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Role of The Teacher
According to Supriyadi ( 2013 : 73-75 ) on principle, the function and the
important role of the teacher in the teaching and learning process was as director
of learning. It means that the teacher is expected to be good at directing student
learning activities in order to achieve success in learning ( academic performance)
as has been applied in the target activities teaching learning process, so each
teacher serves as :
1. Teacher as Designer of Instruction
This function requires teachers to always be able and ready to design a
successful teaching and learning activities effectively and efficiently.
2. Teacher as Manager of Instruction
This function requires teacher ability to process (organizing and
controlling).
3. Teacher as Evaluator Students Learning
This function requires teacher to constantly keep abreast of the progress of
learning achievement level academic performance of students each period
of learning.
According to Harden (2002:5 ) the six areas of activity of the teacher can be
summarizes as :
1. The Teacher as Information Provider
a. The Lecture
Traditionally students expect to be taught. They believe that it is the
responsibility of the teacher to pass on to them the information,
6
appropriate at the stage of their studies.
a. The Clinical or Practical Teacher
The clinical teacher explains the basic skills of history taking and
physical examination in clinical practice based and simulated
situations.
1. The Teacher as Role Model
a. The on the job role model
The importance of the teacher as a role model is well documented.
The role models were genuinely interested in facilitating the growth of
the students, which manifested in being selected by students as a
model.
b. The Role Model as a Teacher
Teachers serve as role models not only when they teach students
while they perform their duties as doctors, but also when they fulfill
their role as teachers in the classroom, whether it is in the lecture
theatre or the small discussion or tutorial group.
2. The Teacher as Facilitator
a. The Learning Facilitator
The move to a more student-center view of learning has required a
fundamental shift in yhe role of the teacher. No longer is theteacher
seen predominantly as a dispenser of information or walking tape
recorder, but rather as a facilitator or manager of the students learning.
b. The Mentor
The role of mentor is a further role for the teacher which is in
vogue. Everyone has a mentor or is beginning to want one. The mentor
is usually not the member of staff who is responsible for the teaching
or assessment of the students and is therefore offline in terms of
relationship with the students.
3. The Teacher as Assessor
7
a. The Student Assessor
The assessor role of the teacher is often perceived as different
from the other roles. While as information provider, role model,
facilitator and curriculum planner, the aim of the teacher is to assist the
student in a variety of ways to achieve the course goals, as an assesor
the teacher has the role of passing judge on the student.
b. The curiculum assesor
The teacher has a responsibility not only to plan and implement
educational program and to assess the students learning, but also to
assesss the course and curriculum delivered. Monitoring and
evaluating the effectiveness of the teaching of courses and curricula is
now recognized as an integral part of the educational process.
4. The Teacher as Planner
a. The Curriculum Planner
Most medical school and postgraduate bodies have education
committees charged with the responsibility for planning and
implementing the curiculum with in their institution. Teachers
employed by the school and members of the postgraduate institution
may be expected to make a contribution to curriculum planning.
b. The Course Planner
The best curriculum in the world will be ineffective if the courses
which it comprises have little or no relationship to the curriculum that
is in place. Participation in course planning gives the teacher an
opportunity to exert a significant influence on the educational process
and to design courses which will achieve the learning outcomes
specified by the institution.
5. The Teacher as Resource Developer
a. The Resource Material Creator
An increased need for learning resource materials is implicit in
many of the developments in education. With problem- based learning
and other students center approaches, student are dependent on having
8
appropriate resource material available for use either as individuals or
in groups.
b. The Study Guide Procedure
The trend from the teacher as an information provider to the
teacher as a manager of students learning has been discussed. While
learning is facilitated by face to face contact with students, the amount
of time available for this is restricted and can provide only to a limited
extent the necessary guidance for students. Study guides suitably
prepared in electronic or print from can be seen as the students’
personal tutor available 24 hours a day and designed to assist the
students with their learning.
From the definition above, the researcher concludes that the roles of the
teachers is educator than in the learning process covering many respected like
teaching manager class, as a mediator or facilitators and evaluators.
B. Reading Comprehension
Different from reading in general, reading comprehension has a deeper
meaning to elaborate. There are many definitions of reading comprehension
accepted from some writers. According to Klingner (2007:2), reading
comprehension is the process of constructing meaning by coordinating a number
of complex process including word, understanding the meaning and the
relationships between ideas conveyed in a text. Furthermore, he summarized
reading comprehension instruction for the teacher as following a three-step
procedure : mentioning, practicing, and assessing. That is, teacher mention the
skills that the students want to use, then they give them opportunities to practice
those skills through workbooks or work sheets, and finally assess whether or not
they use the skill successfully.
Hillerich (1983:126) Classifies Reading Comprehension into three levels:
1.Literal Comprehension 2.Inferential Comprehension 3.Critical comprehension
literal comprehension level requires the reader to recall facts that are overtly
9
stated in the text. For examples: it is to recall names, things, and areas. Then, the
inferential comprehension level allows the reader to suggest relevant additional
information based on the text confronted and personal experience. It refers to
understanding what an author meant and what was said, developing general
conclusions, inferring main idea, sequencing, making judgment, predicting
outcomes, etc. At last, the critical comprehension level leads to the making of
balanced judgments about the author’s style and some other aspects of the text. It
has to do with evaluating or making judgments in four major areas: central issues,
support for those issue, language style, and logic used to arrive at conclusions.
C. Teaching Reading
Teaching is a complex process, it does not only give the information from the
teacher to the students. There are many activities that can be doing especially
when the process of teaching and learning in the classroom.According to Jaremy
Harmer, teaching is not an easy job, but it is a necessary one, and can be very
rewarding when the teacher see our students progress and know that we have
helped to make it happen. It is true that some and students can be difficult and
stressful as times, but it also worth remembering that it is best teaching can also
be extremely enjoyable, (Harmer, 2008). Regarding to some explanation of the
teaching, the researcher concludes that teaching is the activities and manage the
environment in a good condition to make and give the opportunity for the students
in learning process to get the purpose. Teaching reading usually has at least two
aspects. First, it can refer to teaching learners who are learning to read for the first
time. A second aspect of teaching refers teaching learners who already have
reading skill in their first language.
In the classroom, reading is one of ways to make the students understand in
teaching – learning process. Every student has different character, so the teacher is
expected to present some ways to make the student interesting to conduct their
lesson. The strategy of teaching reading which the teacher is present one of ways
in the classroom. The first is summarizing. Summarizing is how we take larger
10
selections of text and reduce them to their bare essentials: the gist, the key ideas,
the main points that are worth noting and remembering. Webster's calls a
summary the "general idea in brief form" it's the distillation, condensation,
orreduction of a larger work into its primary notions.
Summarizing teaches students how to discern the most important ideas in a
text, how to ignore irrelevant information, and how to integrate the central ideas
in a meaningful way. Teaching students to summarize improves their memory for
what is read. Summarization strategies can be used in almost every content area.
The second is questioning. Questioning is one of the most important dimensions
of teaching and learning. It gives tutors the chance to find out what students know
and understand, and it allows students to seek clarification and help. The third is
skimming. Skimming is aimed at getting quickly the main ideas and the purposes
of reading selection (Cahyono et al, 2011). The fourth is scanning. Scanning is
quick reading to find the general idea, scanning is quick reading to locate specific
information.From the statement above, it is clear that the strategies influence for
the students’ learning in reading comprehension. So, it can be concluded that
strategies is important for students to learn Reading..
D. Teaching Strategy
Brown (2007: 119) stated that stratigies are special methods of approaching a
problems or task modes of operation for achieving a particular end, planned
design for controlling and manipulating certain inforrmation. Based on the
explanation above, these mean that strategy that is used by the teacher is based on
the approach that has been used by the implementation of the method. Strategy
also used by the teacher to make planning about what material and manner to
success on teaching learning process.
According to David (1971:80) teaching strategies is a plan, method, or series
of activities designed to achieves a particular educational goals. Based on the
explanation above, it can be concluded that teaching strategy is plan that contains
a series of activities the teacher and students to achieve specific educational goals.
11
Davison and Dowson (2003:124) stated that there are there stratigies for
teaching reading, that are individual class, group class, and whole class, the
explanation as follows:
1. Individual Class
Pressure to prepare clases for common examinatin texts can make it
seem a luxury to allow pupils the time to read their own choice of books in
english lesson, especially to allow sufficient time for real enggement in
such text. Private reading is crucial to meeting the different needs of
pupils, through access to appropriate reading material and task tailored to
the individual.
2. Group Class
This strategy of reading is suitable for small groups of pupils reading
a core text, author or genre, and working on a task, either as a group or
individually: pupils show that they have taken account of the responses
and views of others in their reading of the text. Group reading is
damanding in terms of class organization and sufficient resources. It is
howover a critical bridge between individual reading and class set text,
between pupils exercising their own purely personal criteria for
responding to a text, and learning about the prevailing literary discourses
of examination , and how to be critical readers. It allows for guided choice,
for the teacher to ensure range, while supporting the autonomy and reader.
It allows for guided choice, for the teacher to ensure range, while
supporting the autonomy and reader. It is a way of keeping a personal
dialogue going, and maintainingan individual reading position, while
pupils move towards examination, which increasingly prescribe what to
read and how to respond.
Group reading is an important way of addressing difference, and
requires both the class and support teacher to give guidance and allocate
appropriate targets for reading.
12
3. Whole Class
Many pupils love to read aloud to the class, some with an enthusiasm
that is not always matched by competence. The dynamic of the text is
quickly lost by just a few minutes of inexperienced , hesitant reading,
which frustrates readers that are more able. When a whole class is sharing
a text, practice in reading can be built into the scheme of work, which
gives everyone an opportunity to develop reading skills. Pupils need to
hear good models for reading on a whole class basis, from the teacher, and
from pupils who have a mutual agreement with the teacher about reading
aloud sometimes.
E. Strategy in Teaching Reading
Psychologically, reading is a viewed as an interactive process between
language and thought. There are there kinds of activities involved inrelation to the
reading class activities: pre reading activities, during reading activities, and post
reading activities, Mukhroji (2011).
1) Pre- Reading Activities
Pre-reading activities are interactional activities carried out before students
conduct the real reading activities. In pre-reading activities, activation is
concerned with the student’s background knowledge, objectives of reading class,
learning activities, and motivating the students. In this stage, teachers try to
activate the students’ schemata related to the topic or explaining briefly the
contents of the text. Pre-reading is to tell students the purpose of reading and
learning.Pre-reading is also to motivate the students. Motivation in reading
attracts students; attention the text. The activities of pre-reading are activities
aiming at facilitating the students’ understanding about the reading text
2) During Reading Activities
During reading activities are the activities that reader does while reading take
place. Mukhroji (2011) Mentions that while reading includes: (a) Identify the
13
main idea, (b) Finding detail the text, (c) Following sequence, (d) Inferring from
the text, and (e) Recognizing the discourse patterns. During reading activities are
instructional activities that are going on while reading activities are happening.
Mukhroji (2011), Five activities to do while reading. The first,readers identify
main idea of the text and identifying topic sentence through skimming. Second,
readers find the details in the text and finding specific information. Third, readers
follow a sequence by relating items in particular order or proses. Fourth, readers
infer from the text by trying to understand the text using their schemata and
experience. Fifth, readers recognize the discourse patterns to understand the text
holistically.
3) Post-Reading Activities
Post-reading activities are the activities conducted by a reader after reading.
In post-reading activities, student do post-question, feedback. The post-question
are more active in incidental comprehension and the objective, since information
of both greater and lesser importance is learned.
Post-reading activities are instructional activities that the students and teacher
do after reading take place. Mukhroji (2011) point out that postquestion, feedback,
and group and whole class discussion are activities that can be done in the phase
of post-reading activities. The activities function to check student’s
comprehension about the text being read. The post-question after reading class
activity are very important since information of both greater and lesser important
is learned. Besides asking question, summarizing the contents of the text is also
applicable to the students. The activity of post-reading can also be in the form of
discussion. Thus discussion can be in group or whole-class discussion. The
discussion may depend on the class size, if the class is big, it will be better to have
group discussion. If the class is small, it will be better to have whole class
discussion
F. Strategies in Teaching Reading Comprehension
14
Successful reader can also read for thorough comprehension. This means they
read to understand the total meaning of a passage. This kind of reading is often
done in academic and other settings where complete comprehension is necessary.
There are some strategies in teaching reading comprehension according to Vacca
& Vacca (1999:53) :
1) Scaffolding
A key change in the delivery of instruction that would make a difference in
the content literacy of all learners, especially students from diverse backgrounds,
is to scaffold the strategies for text.
Gasong, 2007 stated that scaffolding is a lesson in which students are given
some assistance during the early stages of learning and then reducing the aid and
providing opportunities for students. Scaffolding allows teachers help diverse
learner negotiate meaning and overcome difficulties in text-related learning
situation.Scaffolding is as a process where by a student is helped to solve a
particular problem beyond its developmental capacity through the help of a
teacher or other person with more ability.
From the definition described above it can be concluded that scaffolding is a
support, support to students of teachers that enable the development of learning
ability so that there is a higher level of mastery of material shown by the
completion of more complicated problems.
2) Think-aloud
Think Alouds is a strategy that helps students on learning activities, Aims to
recall more significant information from the texts given by the teacher. The ability
of teachers to transfer creativity Them and control the students in completing each
step of the way think alouds strategy in understanding reading texts and teachers
make their thinking explicit by verbalizing their thoughts while reading orally.
Davey, 1983 suggest five basic steps when using think-aloud. First, select
passage to read aloud that contain points of difficulty, ambiguities, contradictions,
15
or unknown words. Second, while orally reading thinking-aloud, have students
follow silently and listen to how trouble spots are through. Third, have students
work with partners to practice think-aloud by taking reading short, carefully
prepared passages and sharing thoughts. Fourth, have students practice
independently, using a checklist to involve all students while verifying use of the
procedures. Finally, to provide for transfer, integrate practice with other lessons,
and provide occasional demonstration of how, why, and when to use think-aloud.
Five points that can be made during think-aloud are showing how (1) To
develop hypotheses by making predictions, (2) To develop images by describing
pictures forming in one’s head from the information being read, (3) To link new
information with prior knowledge by sharing analogies (4), and to monitor
comprehension by verbalizing a confusing point (5) To regulate comprehension
by demonstrating strategies.
a). Developing hypotheses by making predictions teacher might model how to
develop hypotheses by making predictions from the title of a chapter or from
subheadings within the chapter. Suppose you were teaching with an earth science
text. You might say, “From the heading ‘How Mineral Are Used, I predict that
this section will tell about things that area mode out of different minerals.” The
text continuous: Some of the most valuable minerals are found in ores. An ores is
a mineral resourcemined for profit.
b). Develop images to model ho to develop imaging, at this point you may stop
and say. “I have a picture in my head from a scene I saw in a movie about the Old
West. I see blacksmith pumping bellows in a forgetto heat up an iron horseshoe.
When the iron turns a reddish orange, he picks it up with his tongs, and he
hammers. The sparks fly, but slowly the horseshoe changes shape to fit the
horse’s hoof.”
c). Share analogies to model how to link new information with prior knowledge,
you might share to following analogies. “this is like a time when I tried to eat a
piece of pizza with extra cheese. Every time I took a bite, the cheese kept
16
stretching and stretching into these long strings. It is also like a time when I went
to the county fair and watched people make taffy. They got this glob of candy and
put it on a machine that just kept pulling and stretching the taffy, but it never
broke.
d). Monitor comprehension to model how to monitor comprehension, you can
verbalize a confusing point. “This is telling that metals have metallic luster. I
don’t know that that is. I’m also confused because I thought this section was
going to be about things that are mode out of different minerals. This is different
from what I expected”.
e). Regulate comprehension to model how to correct lagging comprehension, you
can demonstrate a strategy: “I’m confused about what metallic luster means, and I
don’t know why the authors are talking about this when I expected them to talk
about stuff mode out of minerals. Maybe if I ignore the term metallic luster and
keep on reading, I’ll be able to make some connections to what I expected and
figure it all out.”
3) Reciprocal Teaching
Reciprocal Teaching is a strategy that asks students and teachers to share the
role of teacher by allowing both to lead the discussion about a given reading.
Reciprocal Teaching involves four strategies that guide the discussion: predicting,
question generating, summarizing and clarifying. Reciprocal Teaching is a great
way to teach students how to determine important ideas from a reading while
discussing vocabulary, developing ideas and questions, and summarizing
information. It can be used across several content areas; it works particularly well
with textbooks and non-fiction text.
Reciprocal Teaching (Palinscar & Brown 1984) is a guided reading
comprehension strategy that encourages students to develop the skills that
effective readers and learners do automatically (summarise, question, clarify,
predict and respond to what they are reading). Students use these four
17
comprehension strategies on a common text, in pairs or small groups. Reciprocal
Teaching can be used with fiction, non-fiction, prose or poetry.
Then students take turns assuming the teacher’s role. A key to the
effectiveness of this strategy is adjusting the task demand to support the students
when difficult occurs. That is, when students experience difficulty, you provide
assistance by lowering the demands of the task. As the process goes on, you
slowly with draw support so that students continue learning. Reciprocal Teaching
is in some ways a compilation of four comprehension strategies.
1.Prediction.
Ask students to predict what they think the reading may be about. Get them to
think about what is going to happen by asking questions like a detective might do.
2.Question as you go
Remind students to generate questions as they listen and read. Remind them of the
three levels of questions:
a. Right-There questions (answer in the text)
b. Between-the-lines questions (inference needed)
c. Critical Thought questions (require their opinion)
3.Clarify
As students listen and read remind them to ask themselves what words and
phrases are unclear to them. These clarifications may take the form of the
following questions.
a. How do you pronounce that ...?
b. What does the word mean ......?
c. I think the author is saying .....?
18
4.Summarize
a. Students summarize verbally, within pairs, and then share with their assigned
small group or record their summary and read it aloud to their small group.
b.Each small group could create a semantic map with major points of significance
shared by each group member.
4). Question-Answer Relationship (QARs)
The type of question asked to guide comprehension should be based on the
information readers need to answer the question. Therefore, teachers must help
student become aware of likely sources of information as they respond to
questions (Pearson & Johnson 1978). A reader draws on two broad information
sources to answer question: information in the text and information inside the
reader’s head.
The procedure QARs can be taught directly to students by reading teachers
and can be reinforced by content area specialists. Keep in mind, however, that
students may come to your class totally unaware of what information sources are
available for seeking an answer, or they may notknow when to use different
sources. In this case, it is worth several days’ effort to teach students the
relationship between question and answer.
QARS is a reading strategy through understanding and analysis of questions.
In other words this strategy guides students to understand the questions in order to
get an information in a reading itself. So that in practice in the classroom students
only glance read the reading and to understand further the focus of students is the
questions given by the teacher about the text reading
G. Review Related Studies
19
Study Relavan by Lutviana Sari Entitled English Teacher Strategies in
Teaching Reading at the Eight Grade of the Islamic Junior High School Kenali
Besar Jambi. This research is english teacher strategies in teaching reading.This
research conducted by Lutviana Sari in English Education program faculty of
education and teacher training the state institute for islamic studies sulthan thaha
saifuddin jambi. The result of his research is convincingly related english teacher
strategies in teaching reading at the Eight Grade of the State Islamic Junior High
school Kenali besar Jambi.
Study relevant by Indah Permata Sari Entitled the using of scamper teaching
strategy to improve students reading comprehension at the eight grade of the state
junior high school 19 Kota Jambi. This research revealed that scamper teaching
strategy is an effective way to enhance the students’reading comprehension in
english subject, particulary in junior high school. This research conducted by
indah permata sari in english Education program faculty of education and teacher
training the state institute for islamic studies sulthan thaha saifuddin jambi. The
result of his research is convincingly related the using of scamper teaching
strategy to improve students reading comprehension at the eight grade of the state
junior high school 19 Kota Jambi.
Study Relavan by Mohd. Kussori Entitled english teacher strategies in
teaching english for ninth grade students ( case student at the state junior high
school 1 Muaro Jambi regency). This research was done at the state junior high
school 1 Jambi luar kota distrrict Muaro Jambi regency this school was located in
simpang sungai duren, .This research conducted by Mohd. Kussori in english
education department tarbiyah science and teacher training faculty the state
institute for Islamic studies Sulthan Thaha Saifuddin Jambi. The method of this
research was qualitative research. The subject of this research was teacher
strategies in teaching english in junior high school 1 Muaro Jambi.
The other study by Notha Nesia entitled Teaching strategies in teaching
reading comprehension at senior high school 11 jambi city. This research is
20
teacher beliefs about teaching reading strategies and their classroom practices.
This research conducted by Notha Nesia in english education program faculty of
education and teacher training the state institute for islamic studies sultan thaha
saifuddin jambi. The method of this research was qualitative research. The
subject of this research was English teacher in senior High School 11 jambi
city . The difference in research between the four of his that my research is more
focused to teacher strategies in reading comprehension at the third grade of state
junior high school 23 jambi, and my research uses qualitative research. Technique
of collecting datause,Observation,Interview,Documentation. Hopefully the results
of this study could be useful for Further Research.
21
CHAPTER III
RESEARCH METHOD
A. Research Design
The researcher used descriptive design in this research because this
research is focused on a certain phenomenon in the school environment. In
this case the phenomenon is the activities of teaching and learning English.
This research also does not need to give the treatment to the object of the
research. Then, the researcher observes and describes the phenomena as in the fact
as clear as possible without manipulation. Therefore,the appropriate design can be
used in conducting this research is descriptive research.
The design consists of two stages. The first is observation to the teacher and
the student.The researcher observes the class the school condition and teaching
learning process. The second stage is doing the interview with the English
teacher.
This interview happens after the researcher doing the observation. In this
process the interview the researcher ask detail about the strategies that she used
for her teaching. The design of this research is descriptive qualitative with
the direct observation, interviews, and documentation. Descriptive method is a
method used to examine the status of human groups, an object, a condition,
the thoughts, and the events that will occur (Sugiyono, 2008).
B. Setting and Subject of the Research
1. Setting of the Research.
The research was conducted at the students of state Junior High
School 23 jambi. which is located on jl. Raden Fatah Sijinjang, Kec. Jambi
Timur, Kota Jambi
22
The subject of this research will be conducted at the teacher strategies in
teaching reading comprehension at the third grade of state junior high school 23
Jambi. For the third grade consist of 5 classes, there are differently class for
women and man. All of the students at the three grade consist of 144 students,
there are 88 womens and 56 mans.
C. Kinds and Sources of Data
1. Kinds of Data
In this research, the researcher uses primary data and secondary data.
(a). Primary data
According to Kriyantono (2006 : 41), Primary data is data obtained from the
first or first hand datya in the field. This data source can be in the form of
respondents or research subjects, from the results of filling out observation,
interviews, documentation.
According to Ruslan (2010: 138), Primary data is data collected directly from
the source and processed by a separate institution for use. Primary data can be
used for individuals or group, and influence on subjects (physical), events,
activities and various specific things. There are two methods used to callect
primary data, namely through the dani survey.
primary data are data obtained from respondents through questionnaires,
focus groups, and panels, or also data from researchers interview with resource
persons. So, the conclusions found by the authors are primary data collected
directly by researchers from the respondents, and not from data that has been done
before.primary data is data obtained from original sources.
23
(b). Secondary data
According to Ruslan (2010 : 138), Secondary data is data that allows directly
(other media) which is not a processor, but can be used in certain studies.
Secondary data uses records or data reports by certain institutions.
So, the conclusions obtained by the author that data is data that has been
created or developed from data pimer. Presentation of the data can be done in the
form of tables or diagrams.
2. Sources of Data
The meaning of data source research is where data can be found. The research
will collect the source of data in this research from some sources. There is an
observation both of students and teacher in learning and teaching process and then
in the students reading comprehension in English subject at the three grade
students of junior high school 23 jambi. The observation and interviews as source
from the students.
D. Technique of Collecting Data
1. Observation
The teacher was observed by the researcher using the observation. In this
case, The researcher analysis all the activity in the claass during the teaching
learning process. In arranging observasiton field note, the researcher observed the
teacher during teaching and learning process. In observation stage, the researcher
observed the teacher how the teacher taught their student about reading
comprehension and what the strategies that the teacher used in class during the
lesson from opening until closing.In this case, The researcher observed whatever
done by the English teacher related to the teacher strategies in teaching reading
comprehension in the classroom It was used to investigate the English teaching
and learning process in the classroom. It recorded English teaching process that
was conducted by the English teacher.
24
Observation is a major data collection in qualitative research. Observation is
directly to see an object of the research in teaching and learning process.
Observation is the complex process, a process that determined from whole aspects
of biology and psychology Arikunto, (2013:172). In this research the researcher
used observation non participant. Sugiyono (2016,p,66) stated that a passive
participant or non participant observer means that the research is present at the
scence of action but does not interact or participate. In the observation, the
research observes the students learning activity in the class because it can support
this research in order to see when the students comprehending reading texts.
2. Interview
Sugiyono, (2008:231) Stated that interview is a meeting of two persons to
exchange information and idea through and responses, resulting in communication
and joint construction of meaning about a particular topic.
There are kinds of interview, namely (a) unstructured interview. In this type,
the interviewer carries out the interview with no systematic plan of question, (b)
structured interview. The interview carries out the interview by using a set
questions arranged in advance, (c) semi structured interview. The interviewer uses
a set question which is developed to gain the specific information. The interview
was conducted to get the addition of information in response to interesting or
important answer that arises unexpectedly from the planned questions.In this case,
the researcher used structured interview.
The interview was done with the English teacher SMP 23 jambi. The
interview was done after finished the teaching and learning process. This
interview would conduct to gain a spoken respond from the participants. The
functions of interview in this research were to cross-check the data and to make
sure that the data from the observation were really valid.
25
E. Technique of Data Analysis
In this research, the researcher used a qualitative data analysis
technique.Data analysis in qualitative research is a time consuming and difficult
process. Itis the process whereby researcher systematically search and arrange
their data inorder to increase their understanding of the data and to enable to
present the result to others. Data analysis is the process of managing the
data, organizing it into a good pattern, category and basic unit”. Qualitative
analysis is messy and nonlinear. Data analysis in qualitative research is
often done concurrently or simultaneously with data collection. Nevertheless,
Ary, Donald (2010 ; 283) states that the data analysis in this research can
be broken down into four stages; they are Coding, Data Reduction, Data
Display, and Conclusion or Interpretation. Those can be explained as follows:
1. Coding
The first stage in analyzing qualitative data here involves coding. Coding is
analogous to getting ready for data provided. The first step in coding is referred to
as open coding, preliminary coding, or provisional coding. The most common
approach is to read and reread all the data and sort them by looking for
units of meaning-words, phrases, and sentence to make it easy to be learned. In
this stage,after get the data the researcher collected the data. After all data are
collected the researcher places all units having the same coding together. It
will be easier to read the data. In short, by coding the all data we gathered,
we can underline the significant data that are appropriate with our topic of
research. So, it will be easier read the data.
2. Data Reduction
The second step of data analysis is data reduction. It is the process of
reducing the data occurring repseatedly. Reducing the data means summarizing,
choosing the main thing, focusing on the important things, finding the topic
and the form. In this stage, the researcher get the data from interview with
26
the teacher. The result interview shows how the teacher used the strategies in
teaching reading comprehension. In this step, the irrelevant data is reduced and
the needed data is included.
3. Data Display
After data reduction the next step in analyzing data is Data Display. It is
process of displaying data in the form of table or essay so what it gets
more understandable. Miles and Huberman (1984) points out “looking at
displays help us to understand what is happening and to do something-
further analysis or caution on that understanding’
4. Conclusion
In this last step data analysis that is conclusion. Here, the researcher
begin to see what is the data. The researcher examines all entries with the
same code and then merges these categories and finding the connection
among the categories. Then, it continues to tell the stories and to make
connection among stories. Finally, the researcher can get the result and
conclusion of the research.
F. Triangulation
Deni andriana explained that researchers used triangulation as a technique to
check the validity of the data. Where in its sense triangulation is the technique of
checking the validity of the data used to compare the result of interviews with the
object of research(Moloeng, 2004:330).
Triangulation can be done using different techniques (Nasution, 2003:115),
namely interviews, and documents. This triangulation to check the correctness of
the data was also done to enrich the data. According Nasution, besides that
triangulation can also be useful for the validity of the researchers’ interpretation of
the data, therefore triangulation is reflective.
27
CHAPTER IV
FINDING AND DISCUSSION
A. FINDING
This chapter presents findings and discussion of research. The findings of the
research covers the analysis of teacher strategies in teaching reading
comprehension and the result of interview about the strategy in teaching reading
comprehension process.
1. Scaffolding
The first strategies that the teacher used scaffolding, scaffolding strategies
were used by teachers when students got difficulties, teachers need provide
tailored help to the needs of the students, like the teacher doing the classroom, the
teacher gave help to the students to know how to correctly read the text.
Scaffolding helped the students how to read properly and then told the students
read the text but when the student either mentioned the words in the text the
teacher helped them and also the teacher asked the students which word they did
not know in the text. And this strategies the students were expected can read and
adjust how to read in accordance with the british and american so the students can
repeating of the text.The teacher using scaffolding strategy because the teacher
helped the students how to read properly.
Gasong, 2007 stated that scaffolding is a lesson in which students are given
some assistance during the early stages of learning and then reducing the aid and
providing opportunities for students. Scaffolding strategies are used by teachers
when students got difficulties, teachers need to provide tailored help to the needs
of the students, like the teacher doing the classroom, the teacher gives help to the
students to know how to correctly read the text.Scaffolding is a support, support
to students of teachers that enable the development of learning ability so that there
28
is a higher level of mastery of material shown by the completion of more
complicated problems.
1. QARs ( Question, answer relationship )
The second strategy was question answer relationship. Teacher utilizes
question answer relationship's strategy on student for reading comprehension's
learning at the class. In this strategy which utilized by teacher, the teacher gave
some questions to student as much 1 until 2 at each learning final so the students
answer that the questions. According to the teacher, this strategy used to give
material to the student in order the students was easy to accept material that given
by teacher.
This strategy was used by the teacher to see if students really understand it
with text they read. If the student could answer the questions, it means they have
understood of the text, and if they could not answer the question then the students
not understand with those text. This strategy couldhelp students if students really
answer that question with their own words or with the answer from the text. And
this strategy could not help students if the students answer the teacher's question
got from their friends or not using his or her own words.
Tompkins, 2016 stated that QARs strategy is considered suitable in learning
to understand the text because in the process of learning students in guidance to
focus more on the text. This is reflected in QAR's strategy step, (1) reading the
questions, (2) understanding QAR question level (3) read the text (4) answering
questions and (5) various answers. According to (Pearson & Johnson 1978) the
type of question asked to guide comprehension should be based on the
information readers need to answer the question. Therefore, teachers must help
student become aware of likely source of information as they respond to
questions.
This strategies help the teacher in teaching reading comprehension. With this
strategy the teacher able to know how far their students understand what the
teacher has given to them. And in this stage the students not only read the passage
29
but also really understand what the content of the content. The teacher using this
strategy because the students must understand the reading text and the students
guided to more focus on the text.
The teacher gave some question to the student and then the student wrote the
answer in their book. This strategy was used by the teacher to see if students
really understand it with text they read. If the student could answer the questions
they had been understood in understanding the text. The procedure QARs could
be taught directly to students by reading teachers and could be reinforced by
content area specialists. In this case, it was worth several days’ effort to taught
students the relationship between question answer. According to (Vacca:1999) “A
reader draws on two broad information sources to answer question: information in
the text and information inside the reader’s head”. To answer this question teacher
points one of student to answer it. And student not must go forward but they can
answer that question with sit in their chair each.
B. DISCUSSION
The interviews with two key informants were conducted in Junior High
School 23 of Jambi. The researcher interviewed the teacher from Junior High
School 23 of jambi. The interviews the teacher was held on Saturday, feb 04 2019
.
(Interview the teacher : February, 04 2019)
30
Data that was not revealed through interviews, completed with the data from
the direct observation which was conducted from February in a participatory
manner. To strengthen the substance data from the interviews and the
observations, we conducted a study of documents and archival materials. All the
data from this study were described according to the focus of the research
questions. Researcher conducted the interviews techniques, documentation and
observation to acquire data on the implementation of the English teacher
strategies in teaching reading comprehension.
1.The implementation of the strategies in teaching reading comprehension
Day/Date: Thursday, February 2 2019
The teacher opened the class by saying greeting and asking students’
condition. The teacher also asked students about the previous lesson and told
about the topic to learn. After that the teacher chose one of the student to lead a
prayer.
The opening activity of the teachers inculcated the religious attitude, polite,
and logical thinking. Steps on preliminary activity with teacher inculcated polite
greetings by giving a smile to the students when entering the classroom and said
“Assalamu’alaikum”. Teacher instilled religious attitude by choosing one of the
students to pray together with read the al-qur’an "Let’s pray together hopefully
learning today can run well!" The students together read the prayer before
studying. teacher asked the students about their activities in the past or at the time
in Indonesian. But just a little of the student knew that material at the time, the
teacher explained that material before after that the teacher moved to the next
material.In the core activities, thereading material which would be taugh namely
“I will learn to describe people, animals, things in order”.
31
(Handbook of studentsat the Third grade in Junior High School 23 jambi )
a. Scaffolding
The teacher told the student to open their book after that the teacher
exemplifies how to read clearly and how to mentioned it well. And this situation
the students pay attention to what was done by the teacher. In fact, the teacher
using scaffolding strategy because the teacher helped the students how to read
properly and then told the students read the text but when the student either
mentioned the words in the text the teacher helped them and also the teacher
asked the students which word they did not know in the text.
32
(The picture showed that the teacher did scaffolding strategies when the students
were difficult to understand of the text : february, 02 2019)
From the observation above the researcher got the activities showed that the
teacher used this strategies because when the researcher observed in the
classroom, the researcher have analysis that the way teacher asked first to all the
students which words that they did not know in the text. So first, the students
mark some words that has not know before, after that the student asked to the
teacher that words have not know.
b. QARs (question-answer relationship)
In the middle teaching process after the students knew how to read the text
teacher asked the students one by one what is the meaning of this word. This
question was about the lesson that they had learn. It was done by the teacher to
know students understand or not understand about the material. And it was done
in final learning with the teacher point one of student to answer that question. for
example, what was the meaning of biru? putih? Abu-abu? pohon? Didepan?
Jembatan? Kecil? After that the student answer “blue” “white” “grey” “tree”but
when the teacher asked again “what is the meaning of fence?”only 5 students
knew the meaning of fence.
33
The researcher analysis that this situation above used QARs (question-answer
relationship) strategies. The teacher using this strategy because the students must
understand the reading text and the students guided to more focus on the text. This
strategy was used by the teacher to see if students really understand it with text
they read. If the student could answer the questions they had been understood in
understanding the text, and if they could not answer the question then the students
not understand with those text. And also the teacher told the students to answer
the question related to the text after that the students wrote the answer in their
book.
(The picture showed that the teacher did QARs strategies,when the students begun
to answer the exercises oftext and the teacher questions: February, 03 2019)
The teacher using this strategy to could help students in developing the
meaning contained in the text reading so that students more easily understand the
contents of reading.The teacher make their thinking explicit by verbalizing their
thoughts while reading orally. And also the teacher want to if the students
couldknow the meaning of the textand can understand of the text. From the
description above, the researcher had analysis that happened in the classroom
during learning process. The teacher translated some words were difficult to knew
the student or word that was not known by the students one by one before start
reading the text and the reason that the students were more easy knowing the
context of reading it can facilitate the learning process.
34
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings of the research and discussion in chapter IV, then
proposed the following conclusion:
The strategies that the teacher used in teaching reading comprehension in
SMPN 23 jambi were two strategies, Scaffolding strategy (1), and QARs
(Question Answer Relationship) (2). The teachers used these strategies to make
the student understand the reading text and the students guided to more focus on
the text and also teacher could help students in developing the meaning contained
in the text reading so that students more easily understand the contents of reading.
How the implement of the English teacher strategies in teaching reading
comprehension in SMPN 23 jambi. The strategy was used by the teacher (1)
scaffolding strategy, can develop about idea which readable. The last strategy was
used by this teacher (2) QARs (Question Answer Relationship) where when
students finished reading the text the teacher asked the vocabulary in the reading,
"what was the meaning of fence? What was in english gray, what was in english is
a tree? "From the teacher's question some of the students knew what the teacher
asked and also this strategy where the teacher asked students to answer questions
in the reading text like exercises1, and exercise 2.
This strategy was used so that students understand the reading and understand
the contents of the reading. Based on this research, those strategies were effective
in teaching reading comprehension because can help student to comprehend the
text. In short, those strategies gave good contribution for teacher. Students who
have difficulty in reading would be easier in mastering reading comprehension.
With used this strategy the teacher more easily gave the material to the students.
35
Those strategies could help the teacher because the students more active. And the
students could exchange their opinion with their friends.
B. Suggestion
Based on the conclusion above, the researcher would offer some suggestions
it is hopefully can be useful for:
1. For the Teacher
This research can improve the quality of the English teacher in teaching
English. Teacher’s strategies must be applied because this is the teacher’s way to
determine learning goals during teaching learning process.
2. For the student
With the strategy’s that use by the teacher, the students hope the students
more understand about reading comprehension and enjoy with his lesson.
3. The next researcher
The researcher wishes that other researcher could conduct this research in
wider area. The next researcher can conduct the research about the teacher
strategies that used by an English teacher which important in teaching and
learning process. Therefore, that result will be more advantageous and be applied
in a larger area.
REFERENCE
.
Arikunto, Suharsimi. Prosedur Penelitian. Jakarta: Rineka Cipta. 2013
Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka
Cipta, 1990.
Ary, Donald, Introduction to research in education. Canada : Thomson
Wordswort, 2010.
Brown, H. Douglas. Teaching by principle: An interactive approach to language
pedagogy.Michigan: San Fransisco State University
Brown, H.Douglas. 2004 . Language Assessment: Principles and classroom
Practices. United states of America: Pearson Education, Inc .
Cahyono, The Teaching Language Skill and English Language Components
Malang: State university of Malang Press, 2011.
Davey, B. Think aloud : Modeling the Cognitive Processes of Reading
Comprehension Jurnal of reading, 27(1),44-47, (1983)
David. 1991, language teaching Methodology: A Text Book for Teacher, hall
Cambridge University Press.
Davidson, jon & Dowson, Jane. 2003 Learning to Teach English in the secondary
School, New York: Routledge Falmer.
Depdiknas, (2006). Panduan penyusunan kurikulum tingkat satuan pendidikan
jenjang pendidikan dasar dan menengah, jakarta : BNSP
Gasong, ( 2007). Langkah langkah pembelajaran Scaffolding.
Grabe william& Stoller L. 2011. Teaching and researching reading. New york:
pearson Education Limited.
Harden (2000). The good teacher is more than a lecturer the twelve roles of the
teacher. University of Dundee
Harmer, Jeremy.(2007). The practice of english language teaching .UK.person
longman.
Harmer, Jeremy, The Practice of English Language Teaching, 3rd Ed, New York:
Pearson Education Limited, 2001.
Isabella, U. Scaffolding Program Pendidikan Usia Dini. Jurnal penabur, (2007)
Klingner , J.K. Vaughn , S. and Boardman, A. 2007. Teaching reading
comprehension to students with learniong Difficulties. New York :The
Guilford Press
Mcneil, John D. 1992 Reading Comprehension.New Edition for classroom
prectice. Los Angeles: University of California Press
Moleong, L. (2004). Metodologi penelitian kualitatif. Bandung : PT. Remaja
Rosdakarya
Mukhroji, M. 2011 The Importance of Teaching Reading Strategies to Improve
Students Reading Comprehension. Malang: State university of Malang
Press
Palincsar A S & Brown A L.Reciprocal Teaching of Comprehension-Fostering
and Comprehension-Monitoring Activities. Cognition Instruct. 1:117-75,
1984
Pearson, P. D., & Johnson. Teaching Reading Comprehension. New York
Sinaga, F. (2010). Peranan bahasa inggris dalam era globalisasi.
Tersedia http ://kursusinggris.wordpress.com, diakses tanggal 20 juli 2016
Stransser, Teacher Strategies. British 1964.
Sugiyono .(2009). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif,
dan R&D. Bandung : Alfabeta
Sugiyono, Metode penelitian kuantitatif, kualitatif dan r&d. Bandung: Alfabeta,
2008
Sugiyono . metode penelitian, pendekatan kuantitatif, dan R&D. Bandung :
Alfabeta , 2006.
Sugiyono. Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif,
R&d.cet.XXII: Bandung : Alfabeta
Supriyadi, (2013). Strategi belajar dan mengajar, Yogyakarta : Jaya ilmu
Vacca, Richard T& Vacca, jo Anne l. Content area Reading.Longman,1999
Wallace. Chaterine. 1996. Reading. New York: Oxford University Press.
Willis, Dave. Reading for information: Motivating learner to read
Eefficiently.2008
Appendix I: Interview
Pedoman Wawancara Guru
Teacher’s name : Anisah S.Pd
Years teaching at this school : 2018/2019
Grade :Third junior high school
Day/Date/Time :Monday, february,04 2019
1. Bagaimana pendapat anda tentang SMPN 23 kota jambi ?
2. Sejak kapan anda di terima mengajar di SMPN 23 jambi ?
3. Menurut anda, Apakah mengajar di SMPN 23 jambi ini menyenangkan ?
4. Kurikulum apa yang anda` gunakan di SMPN 23 jambi saat ini ?
5. Apakah anda menyesuaikan materi yang ada di RPP yang anda buat ?
6. Berapa jumlah kelas yang anda ajar di SMPN 23 jambi ini ?
7. Kesulitan seperti apa saja yang anda alami dalam mengajar ?
8. Menurut anda, apakah teknik dan strategi itu berbeda ?
9. Strategi apa yang paling sering anda gunakan saat mengajar materi
reading?
10. Apakah anda mempunyai strategi khusus dalam menghilangkan kejenuhan
siswa belajar reading ?
11. Apakah strategi tersebut efektif digunakan dalam kelas atau tidak ?
12. Apakah anda sering melatih pemahaman membaca pada siswa – siswi
anda ?
13. Bagaimana cara anda melatih pemahaman membaca pada siswa- siswi
anda ?
14. Bagaimana cara anda menyikapi ketika siswa – siswi anda sulit memahami
teks ?
Appendix II : Interview Transcription
TRANSKIP WAWANCARA
Nama Sekolah: SMPN 23 kota jambi
Waktu Wawancara: Senin , 04 february 2019
Tempat Wawancara: Ruang kelas
Masalah : Apa saja strategi guru dalam mengajarkan Reading
Comprehension
Responden: Guru Kelas IX (Anisah, S.Pd.)
1. Assalammualaikum wr, wb
= Waalaikumsalam wr, wb
2. Maaf ibu, saya mengganggu ?
=Tidak apa apa, ada yang bisa saya bantu
3. Ibu saya mau interview, apakah ibu berkenan ?
= Iya, saya mau. Mau interview apa ?
4. Bagaimana pendapat anda tentang SMP 23 kota jambi ini ?
= di smp 23 ini,siswa dan siswi nya agak lemah di dalam pembelajaran
bahasa inggris karena rata rata siswa dan siswi di smp ini tidak/kurang
menambah latihan atau kursus di luar sekolah. ada beberapa orang saja
yang mau khursus bimbel bahasa inggris, sehingga di dalam kelas
sangat kurang antusias siswa di dalam belajar bahasa inggris
5. Semenjak kapan anda mengajar di SMP 23 jambi ini ?
Dari tahun 2008 hingga sekarang
6. Apakah mengajar di SMP 23 jambi ini menyenangkan ?
iya menyenangkan, karena siswanya bisa mengikuti pelajaran dengan
baik. Walaupun dari segi belajar nya siswa masih lemah, tetapi
sebagian dari siswa bisa mengerti pelajaran tersebut
7. Kurikulum apa yang anda pakai di SMP 23 jambi ?
khusus kelas IX yang saya ajarkan di tahun 2018/2019 masih
menggunakan KTSP, sedangkan kelas VII Dan VIII menggunakan
K13
8. Apakah anda menyesuaikan materi yang ada di rpp yang anda
buat? = ya tentu saja, mengajar bedasarkan kurikulum 2006
9. Berapa kelas yang anda ajar di SMP 23 ini ?
Ada 5 kelas
10. Apakah anda mengalami kesulitan dalam mengajar ?
ya, karena siswa paling banyak tingkat kesulitan dari segi
berkomunikasi satu sama lain, vocebullary, dan mengartikan kata
perkata.
11. Menurut anda apakah strategi dan teknik itu berbeda?
Iya
12. Strategi apa yang sering anda gunakan dalam mengajar reading ?
Scaffolding, Qars(question, answer relationship strategi)
13. Apakah nada mempunyai strategi khusus untuk menghilangkan
kejenuhan dalam belajar reading?
Paling saya menggunakan media gambar, cerita dan tanya jawab.
14. Apakah strategi tersebut efektif di gunakan dalam kelas ?
lumayan efektif, karena dapat memacu siswa agar lebih menarik dan
merangsang siswa lebih menyukai pelajaran tersebut dengan baik.
15. Apakah anda sering melatih pemahaman membaca siswa siswi ?
Iya
16. Bagaimana cara anda melatih pemaham membaca siswa ?
palingan di pancing dan di rangsang dengan memberikan contoh
contoh yang mendekati dengan makna dari teks tersebut
17. Bagaimana cara anda menyikapi siswa siswi sulit dalam
memahami teks ?biasanya di bahas dalam forum atau di lempar
kembali ke anak2, dari kegiatan ini pasti ada dari siswa yang mengerti
dan paham dalam pembahasan tersebut. Baru lah di ambil dari
sebagian pendapat baru di jelaskan dengan jelas dan maksutnya.
Appendix III : Observation Field notes
Hasil Observasi Kelas IX
Hari/tanggal : Kamis, 03 February 2019
Tempat : SMPN 23 kota jambi
Subjek penelitian: Guru Kelas IX
Mata pelajaran : Bahasa Inggris
Waktu: 07.30 – 09.30
Hasil Observasi
NO Kegiatan Guru di Kelas Pengamatan
1 Guru menyapa dan membuka pembelajar dan
di awalin dengan doa bersama
Siswa merespon dan
berdoa bersama
2 guru mengabsen para siswa siswa menjawab absen
guru
3 Guru menyapa siswa dan menanyakan
pembelajaran yang sebelumnya
Siswa menanggapi dan
menjawab perkataan guru
4 Guru menjelaskan materi yang akan di pelajari
tentang strategi pemaham membaca
Siswa memperhatikan
guru
5 Guru menjelaskan tentang strategi
scaffolding
Siswa memperhatika
yang di lakukan guru
6 Guru mencontoh kan bagaimana penerapan
strategi scaffolding
Siswa memperaktekkan
strategi scaffolding
dengan cara siswa
membuka buku mereka,
lalu siswa menandai kata
kata yang sulit dan tidak
mereka mengerti
7 Guru menanyakan ke pada siswa tentang
penerapan strategi scaffolding apakah sudah
bisa di pahami oleh para siswa atau belum
Siswa sudah bisa
memahami beberapa
penerapan strategi
scaffolding dengan baik
8 Guru menjelaskan tentang strategi Qars
(Question- answer relationship)
Siswa memperhatikan
yang di lakukan guru
9 Guru mencontohkan bagaimana penerapan
strategi Qars
Siswa mempraktekkan
strategi Qars dengan cara
siswa menjawab
pertanyaan guru dengan
menulis jawaban di buku
mereka
10 Guru memberikan kesimpulan tentang materi
dan strategi pembelajaran pemahaman
membaca
Siswa mendengarkan
dengan baik dan
membuat catatan kecil
11 Guru menutup kegitan pembelajaran dengan
doa dan salam
Siswa berdoa dan
memberi salam
Appendix IV: Documentation
gambar 1.
(dari depan smp 23 kota jambi )
(Gambar 2 : SMP N 23 kota jambi)
(Gambar 3. : wawancara guru )
(Gambar 4. : buku pedoman )
Gambar 5. : saat guru menjelaskan kegunaan strategies scaffolding
Gambar 6. : saat guru menjelaskan strategi (Qars) question, answer relationship.
CURRICULUM VITAE
NAME : RIO GUSTI RANGGI
NIM : TE.141035
Date of Birth : Kota Jambi, Agustus 31th
, 1996
Gender : Male
Addres : Jl. Penyengat RT.35 Perumahan Mega Indah Kec. Jelutung
Identity : College Student
Email : [email protected]
Contact Person : 0853-6969-8471
Educational Background
No Level of Education Adress Year
1. SDN 19 Jelutung Kota
Jambi
Jelutung 2003-2008
2. Ponpes Modern Al-
Hidayah
Pal. 10 Kota Jambi 2008-2011
3. Ponpes Modern Al-
Hidayah
Pal. 10 Kota Jambi 2011-2014
4. UIN STS JAMBI Sei. Duren, Kec.Jaluko, Kab. Muaro
Jambi
2014-2019