TEACHERS STRATEGIES IN TEACHING READING

COMPREHENSION

Novi Yanti, Clarry Sada, Eusabinus Bunau

English Education Study Program of Teacher Training and Education Faculty
Tanjungpura University, Pontianak
Email: [email protected] , [email protected],
[email protected],id

Abstract
The purpose of this research was to discover what strategies used by the English
teacher and what strategies frequently used by the teacher in teaching reading
comprehension Immanuel 2 Sungai Raya, Academic Year 2019/2020 by using
questionnaire and depth interview. The subject of this research was an English
teacher who has been teaching English since 2002 at the school. Besides being an
English teacher, he is also a vice headmaster at the school. The type of this research
was case study. The data were collected by using questionnaire and interview. The
questionnaire was distributed to the students as the supported participants by
google form meanwhile the interview had been done by phone. From the result of
questionnaire and interview that was analyzed, it showed that the strategies used
by the teacher were 71% scaffolding, 78.8% think aloud and 79.4% QAR strategy.
From this result, it is noticeable that the teacher cannot rely on only single teaching
strategy. As a conclusion, the teacher frequently used QAR strategy.

Keywords: reading comprehension, teaching reading comprehension.

INTRODUCTION to implement an assortment of

Strategies are actions that the teaching methods and techniques.
teacher takes to achieve the teaching- According to the Ministry of
learning goals, which are set for the education and culture, (2013), the
teaching process and its various teaching-learning process at the
components to achieve the goals of vocational high school is to prepare
the lesson. To comprehend the text, students to master the English
students should be taught by the language knowledge and skills that
strategies that can bring them to will support the achievement of
understand the text. The teacher is proficiencies and skills to implement
supposed to use different strategies in the program competence and skills
teaching reading such as applying mastery of English language skills in
various teaching methods, media, and oral and written communication. The
games to stimulate students’ interests. texts that are taught in tenth-grade
It is in line with H Douglas Brown, students are descriptive, recount,
(2007) who said the essence of narrative, and announcement. To
teaching strategies is to make it easier discover the strategies used by the
1
English teacher, the researcher general, there are lack of students’
conducted a pre-research observation ability in understanding the text; lack
of the teacher during the researcher’s of students’ capability in mastering
teaching practice from August to the meaning of vocabulary, it is very
October 2019 at the school of Tenth common and they always face that
Grade. The teacher has been teaching problem in understanding the
English since 2002 at SMKS K difficult vocabulary.
Immanuel 2 Sungai Raya. Besides At this point, the teacher gives
being an English teacher, he is also a them an opportunity to analyse what
vice headmaster at that school. The problem they face. Whether they are
researcher found that the activities of fully not understanding at all or
the teacher are: whether there are other problems that
1. Introducing the topic of the bothered them such as not mastering
lesson to the students. the meaning of vocabularies and
2. Showing the text that will be stuff. It is because the vocabularies
comprehended. not only to know both the real
3. Reading aloud and then the meaning and its meaning in
students repeat after him. contextual sentences. It also
4. Asking the students to influences the tenses and grammar,
comprehend the text by giving whether the tense is in the past, now
them several questions related or future time. Sometimes, students
to the text. The questions are even facing a problem in knowing
usually are in the students’ the contextual of the text simply
English textbook. because they are not mastering the
5. Guiding the students to tense used in the text.
understand the English text Reading is a cognitive activity in
properly. which the readers take part in a
6. Helping them if there are any conversation with the author through
problems faced by the the text. Through reading activities,
students. The common readers are provided with information
problems are about the and ideas they need to understand and
vocabulary, the meaning of can improve their language
the sentence, the main idea of experience. The purpose of reading is
the text. to connect the ideas and get the
The students’ problems during meaning of the text they read.
the teaching and learning process on Reading helps readers to understand
reading comprehension. The more what they read. Readers might
situation in the classroom is variety develop their English vocabulary, get
since they come from different circle the necessary knowledge, and learn
and also different the existence of many things from reading activity.
social level. It is also influenced by The most important goal in reading
their environment (their original skills is comprehension.
place). The problem in teaching Reading comprehension is the
comprehension are various. In process by which the readers

2
understand the texts they read. It comprehension because can help
involves the readers interacting with students to comprehend the text. The
the texts to create the meaning of second study Adi, (2017), showed
them. Comprehension is a complex that in teaching reading
process that demands much from the comprehension the teacher used three
reader. It is one of the components of teaching strategies; scaffolding
reading ability. The components of strategy, think-aloud strategy, and
reading are phonics, phonemic QARs. Another study was done by
awareness, vocabulary, fluency, and Nurhamidah et al., (2018) showed the
reading comprehension. Having a result was teacher activated
good reading comprehension may background knowledge of students
contribute the participation in the and reading aloud together. Then,
classroom to have a good learning Wibowo et al., (2020), found the
process. Good readers are aware of strategies used by the teacher are nine
how well they understand a text while most dominant strategies; Question
reading. Good readers also take active Generating, Question Answering,
steps to overcome difficulties in Encouraging the Use of Dictionaries,
reading comprehension. Predicting, Monitor Comprehension,
Nowadays, students in this era Generating Text, Skimming,
love to see and watch through picture Scanning, and summarizing by the
and video. As a result, they rather two teachers.
used visual learning than listening to The previous studies above did
the teacher’s talk and explanation not state clearly about the
without any visual stuff (picture and differentiation definition among
video). It caused by the usage of the strategy, method, and technique in
internet mainly social media and their study. The complex definition
stuff. Thus, the teacher thought that and function of strategy are still found
the students’ brain tends to adjust to in their study. Although they want to
visual learning since they focus only on strategy, they still bring
accustomed learning through picture, the method and technique issue in
video and so on. their study. It made the studies less
As a result, it is important to teach focused only on the strategy that
the strategies by naming the strategy should be the only thing to be
and how it should be used (Duke & discussed. Meanwhile, the strategies
Pearson, 2005). There were similar that have been used by the previous
studies conducted to investigate the research are different from the
strategies used by the English teacher strategies that this study used. The
in teaching reading comprehension. strategies are broader than the
The first study is done by Kurniawan, previous study. The purpose is to get
(2017), the finding of his study the chance for the teacher, which
showed the strategies; memorizing, strategies that possibly used by the
question and answer relationship, teacher in teaching reading
game, and discussion which are comprehension. That becomes the
effective in teaching reading difference between this study and the

3
previous study. individual to a class, a school, or an
On the other hand, those studies entire community. A case study can
also have a good point that the result in data from which
researcher wants to find in this study. generalizations to the theory are
Those strategies were effective in possible (Ary et al., 2010). Therefore,
teaching reading comprehension the researcher desired to use this kind
because can help the student to of approach to research to find out
comprehend the text. Therefore, the what strategies are used by the
researcher thaught that it is important English teacher in teaching reading
to discover more about the teachers’ comprehension in a special case.
strategies used in teaching reading
comprehension. Research Participant
The participants of this study are
tenth grade students of SMKS Kristen
METHOD Immanuel 2 Sungai Raya and their
The data of this study is presented English teacher. There are four
qualitatively, therefore the researcher classes on tenth grade and consist of
used a case study as the method to 158 students. There is no general rule
achieve the aims of the study. about the number of participants to
Qualitative research concerns the include in a qualitative study (Ary et
qualitative phenomenon, i.e., al., 2010). The teacher has been
phenomena relating to or involving teaching English since 2002 at this
quality or kind. According to Ary et school. For this reason, the researcher
al., (2010), qualitative researchers is interested to find whether the
seek to understand a phenomenon by strategies he used are the same or not.
focusing on the total picture rather Besides being an English teacher, he
than breaking it down into variables. is also a vice headmaster at that
Ary et al., (2010) states that a case school. Thus, to gain the best and
study is a type of ethnographic deep understanding of this study; the
research study that focuses on a single qualitative researcher purposefully or
unit, such as one individual, one intentionally selects individuals and
group, one organization, or one sites. In this study, the researcher
program. attempts to investigate an individual
Moreover, the goal is to arrive at or unit in-depth. One objective of
detailed description and qualitative research is to present the
understanding of the entity (the complexity of a site or the
"case"). A case study was chosen information provided by individuals.
since the purpose of this research is to It is supported by Creswell (2014) by
investigate the teacher's strategies in stated that the intent of qualitative
teaching reading comprehension. inquiry is not to generalize to a
Therefore, the appropriate method for population but to develop an in-depth
this research is a case study. It is a exploration of a central phenomenon.
single instance of some bound
system, which can range from one

4
Techniques of data collection Techniques of data collection
The simple statistic of questionnaire. The questionnaires
As this research is a case study, it The tools that the researcher used
is important in qualitative research to to help her in doing her research was
provide a clear, detailed, and in-depth questionnaires and recording phone
description. Therefore, the first interview. The questionnaires were
techniques that the researcher applied used to find out or discover what
in collecting the data was strategies used by the teacher in
questionnaires. It is important to get teaching reading comprehension. The
the students’ perception about the questionnaires contain statements
strategies being used by their teacher about the strategies that had to be
in teaching reading comprehension. answered by the respondents. The
Through questionnaires, the purpose of using questionnaires as the
researcher used some steps of each tools in collecting the data is to get the
strategy to be answered by pattern of the teacher in teaching
respondents or participants. The reading comprehension. It was a tool
questionnaires that the researcher of collecting data that contain some
gave the students was the online statements to be answered by the
questionnaires using google form in respondents (students). The
google drive (See Apendix). questionnaires are an effective tool of
collecting data if the researcher
The interview understands the variable that will be
Due to the global pandemic measured and what the researcher can
caused by Covid-19, all the life aspect expected from the respondents.
is effected and it came up with the
online activities instead of meeting The interview
people in person. As a result of an In addition, the researcher used
unhealthy situation created by Covid- the interview to clarify the result of
19, there is no teaching and learning questionnaire. The researcher
process in the classroom as usual. conducted a semi-structured
Therefore, the researcher applied a interview provided in the interview
phone interview as the technique to guidelines adapted from the
collect the data. The phone interview questionnaire that have been modify
was more suitable for questions that to be an interview for the teacher (See
require exploratory to obtain adequate Appendix). The questions on the
information especially in this interview contained indicators of the
pandemic era (Walliman, 2017). This strategies in teaching reading
interview aimed to discover comprehension provided in the frame
information about the teacher's of theory. Additionally, the
explanation and experiences towards documentation is taken to support the
the strategies used in teaching reading data obtained by recording the
comprehension. interviewee's responses during the
interview section. The interview was
a phone interview that used to record

5
the teacher’s statements or responses interview section in order to get the
towards the questions about the clear information from the
strategies in teaching reading participant. After doing the interview,
comprehension. This phone interview the researcher started to analyze the
aimed to discover information about teacher’s data of interview.
the teacher's explanation and
experiences towards the strategies After collecting the data, it is
used in teaching reading important to do data analysis to
comprehension. Furthermore, the discuss the research findings. In this
phone interview was mainly used to study, there are two kind of data that
record the teacher’s answer related to would be analyzed.
his strategy in teaching reading a. After received the questionnaire’s
comprehension. All the conversation feedback from the students, the
and teacher’s statement had been researcher counted the result of each
transcribed into the written form that strategy whether it is valid enough to
was used as the samples to support the be stated as a strategy or not by using
researcher’s analysis. Likert Scale.
b. The researcher analyzed the result
The procedure of collecting the data of the questionnaires whether it can
The process of data collecting was be concluded as the students responds
conducted based on the following and perceptions towards the teacher
procedures: activity in the classroom especially in
1. Questionnaire teaching reading comprehension.
The researcher fulfilled some
formal administered procedure The validation could be calculated by
including getting the Headmaster of using a simple formula by Sugiono
SMKS Kristen Immanuel 2 Sungai (2015).
Raya’s permission to collect the data.
After the permission was given, the ΣR
researcher conducted the 𝑃= 𝑋 100%
N
questionnaire by giving the 158 (Sugiono, 2015)
students (four classes) as the
respondents to give them the
questionnaire and arrange the Keterangan:
schedule, so the researcher could do P = Presentase skor yang dicari
the research. The researcher gave the ΣR = Jumlah jawaban yang
participant questionnaire of the diberikan oleh validator
strategies being researched. N = Jumlah skor maksimal
2. Interview
After analyzed the result of The validity result of questionnaire
questionnaire, the researcher can be obtained based on the interval
interviewed the participant through proposed by Arikunto (2008).
phone interview. The researcher also
recorded the conversation during the

6
 Table 1. Percentage of each Scaffolding
category According to the result of
questionnaires filled by the students,
Kategori Besarnya 𝒙̅ Keterangan the percentage of the strategy was
A 80% - 100% Sangat sesuai 71%. Therefore, the first strategy
B 60% - 79.9% Sesuai used by the teacher is scaffolding
C 40%-59.9% Netral strategy, the teacher used this
D 20% - 39.9% Tidak sesuai strategy in; teaching the
E 0% - 19.9% Sangat tidak sesuai pronunciation of difficult words;
teaching the meaning of critical,
Analyzing the data of interview: unknown vocabulary words;
a. First of all, the researcher teaching or activating any necessary
transcribed the phone background knowledge; teaching
interview into a written form review the story or the article;
by listening to the record. utilizing passage reading procedures
b. In the phone interview, every that provide adequate reading
teacher’s utterances, practice; teaching can ask
responses and answers were appropriate questions during passage
transcribed in page. reading; teaching strategies that can
c. Afterwards, from the be applied to passage reading;
recording, the researcher teaching can use graphic organizers
analysed and classified the to enhance comprehension; engaging
strategies used by the teacher students in a discussion; guiding
in teaching reading students to answer written questions;
comprehension. providing explicit instruction on
d. The researcher sorted out the comprehension skills; providing
data to analyse the strategy engaging vocabulary practice;
being used by the English guiding students to write summaries
teacher in teaching reading of what they have read.
comprehension.
e. The researcher classified the Think aloud
strategy based on the result of The second strategy is think-
questionnaire and supported aloud strategy. According to the
by the data of interview. result of questionnaires filled by the
f. After analyzing the data from students, the percentage of the
the research findings, the strategy was 78.8%. Those are
researcher discussed the selecting a passage to read aloud that
findings then the conclusion contain points of difficulty,
was drawn. ambiguities, contradictions, or
unknown words; having students
RESULT AND DISCUSSION follow silently and listen to how
Result trouble spots are through; having
1. The strategies used by the teacher students work with partners to
in teaching reading comprehension practice think-aloud by taking

7
reading short, carefully prepared above, the researcher concluded that
passages, and sharing thoughts; the teacher’s most used strategy in
having students practice teaching reading comprehension is
independently, using a checklist to QAR strategy.
involve all students while verifying
the use of the procedures; providing Discussion
for the transfer, integrate practice 1. The strategies used by the teacher
with other lessons, and provide an in teaching reading comprehension:
occasional demonstration of how, Teaching strategies are an
why, and when to use think aloud. important point in teaching learning
process in the classroom. The
2. The strategies frequently used by appropriate strategies will give
the teacher in teaching reading positive effect for both of teacher &
comprehension students for their ability. While
QAR strategy teaching learning reading
The most strategy employed comprehension, sometimes students
by the teacher is QAR (question- are faced many difficulties and lose
answer relationship) strategy. their concentration to focus on the
According to the result of reading text. Therefore, the teacher
questionnaires filled by the students, should have an appropriate strategy to
the percentage of the strategy was solve the problem. In teaching
79.4%. this strategy is the frequently reading comprehension, the English
strategy used by the teacher. QAR teacher uses some strategies to teach
strategy is a kind of strategy of the students. The teacher wants to
reading comprehension that can be make the students understand about
applied in teaching reading at school. the explanation or instruction, so that
This strategy, the teacher asserted, the students can understand about the
asking the students to answer the material by practicing or doing the
questions that explicitly are in the task. Based on the result of the
text, within a single sentence of the students’ questionnaires, the
text; demanding the students to strategies used by the teacher are
answers the questions that the scaffolding strategy, think aloud
answers are available from the text strategy & QAR strategy. According
but requires the reader to put together to the result of questionnaire and
information from several parts; interview conducted with the English
guiding the students to answer these teacher about the teacher’s strategies
kinds of questions based on in teaching reading comprehension,
information provided in the text but the researcher discovered that there
the students are required to relate it are three strategies used by the teacher
to their own experiences; asking in teaching reading comprehension of
students to speculate or hypothesize the tenth grade students of SMKS
and apply the information to their Kristen Immanuel 2 Sungai Raya in
own experiences or background academic year 2019/2020. Based on
knowledge. Based on the statement the result found by the researcher,

8
there are three strategies that have a the ZPD should be maximized
high percentage. Those were 71% through the help of active learners
scaffolding, 78.8% think aloud, and with peers and teachers. Therefore,
79.4% QAR strategy. this strategy is expected to help
overcome the specific problems the
Scaffolding learners have already displayed in
The first strategy used by the reading comprehension.
teacher is scaffolding strategy.
Through scaffolding, the teacher Think aloud
helped diverse students negotiate The second strategy used by the
meaning and overcome difficulties in teacher is think-aloud strategy.
text-related learning situation. It is a Through think-aloud strategy,
key change in the delivery of teacher can ask the students to speak
instruction that would make a up what they think in text when they
difference in the content literacy of read, or simply responding to teacher
all learners, especially students from questions or other students. The
diverse backgrounds. Gasong, 2007 ability of teachers to transfer
stated that scaffolding is a lesson in creativity them and control the
which students are given some students in completing each step of
assistance during the early stages of the way think-aloud strategy in
learning and then reducing the aid understanding reading texts and
and providing opportunities for teachers make their thinking explicit
students. Thus, scaffolding is a by verbalizing their thoughts while
support to students of teachers that reading orally. It helps students on
enable the development of learning learning activities, aims to recall
ability so that there is a higher level more significant information from
of mastery of material shown by the the texts given by the teacher. Think
completion of more complicated aloud is a strategy that helps students
problems. Scaffolding is a process with learning activities that recall
through which a teacher or more significant information from the
competent peer gives aid to the texts. Jahandar et al., (2012) say that
students by the teacher. Vygotsky's using the think-aloud strategy will
main concern is that social enable students to raise their
interaction, i.e., to interact with the awareness of becoming strategic
child from "birth onwards" is readers. Also for teachers, using this
essential in cognitive development" strategy will provide information
(Attarzadeh, 2011). Learning or about the needs of individual students
cognitive development is the result and will enable them to provide
of scaffolding in the social appropriate instruction for students
interaction of the individual learning reading to improve their
community; this represents the comprehension.
principle of Zone of Proximal
Development (ZPD). According to 2. The strategies frequently used by
Piaget's theory of constructionism, the teacher in teaching reading

9
comprehension. three strategies used by the teacher in
teaching reading comprehension of
QAR strategy the tenth grade students of SMKS
The first strategy employed is Kristen Immanuel 2 Sungai Raya in
QAR (question-answer relationship) academic years 2019/2020. Those
strategy. QAR strategy is a kind of were 71% scaffolding, 78.8% think
strategy of reading comprehension aloud, and 79.4% QAR strategy
that can be applied in teaching reading comprehension
reading at school. According to
Chien (2013), QARs serve as a 1.The strategy used by the teacher in
reasonable starting point to address teaching reading comprehension.
the problems that stand in the way of The first strategy employed is
moving all students to high levels of scaffolding strategy. The percentage
literacy. QAR empowers students to of the scaffolding strategy was 71%.
think about the text they are reading Through scaffolding, the teacher
and beyond it, too. It inspires them to helped diverse students negotiate
think creatively and work meaning and overcome difficulties in
cooperatively while challenging text-related learning situation. It is a
them to use literal and higher-level key change in the delivery of
thinking skills. QAR strategy is a instruction that would make a
questioning strategy that emphasizes difference in the content literacy of
a relationship between the question, all learners, especially students from
the text, and the background diverse backgrounds.
knowledge of readers. The purpose of The second strategy is think-
the QAR strategy is to increase the aloud strategy. The percentage of the
students' awareness of the necessary scaffolding strategy was 78.8%.
information to answer reading Through think-aloud strategy,
comprehension questions. Teachers teacher can ask the students to speak
use question answer relationships to up what they think in text when they
teach the students so that the students read, or simply responding to teacher
can comprehend and develop their questions or other students. It helps
knowledge with information from the students on learning activities, aims
text and to find out the answers to the to recall more significant information
question. from the texts given by the teacher.

CONCLUSION AND 2.The strategy frequently used by the

SUGGESTION teacher in teaching reading
Conclusion comprehension
Based on the previous chapter, The most used strategy in teaching
the researcher concluded that the reading comprehension is QAR
result of questionnaire and interview (question-answer relationship)
conducted with the English teacher strategy. The teacher used 60% steps
about the teacher’s strategies in of QAR strategy. It is a kind of
teaching reading comprehension, the strategy of reading comprehension
researcher discovered that there are that can be applied in teaching
10
reading at school. It empowers research. Besides, it can also be used
students to think about the text they by them who carry out and develop
are reading and beyond it, too. It also similar study.
inspires them to think creatively and
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