AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING COMPREHENSION AT SMA MUHAMMADIYAH 1 METRO ACADEMIC YEAR 2017/2018

Desca Ariyana, Deri Sis Nanda

Abstract


This study was conducted to know the students reading comprehension between two variable. There were two problems: (1) To know the teacher strategies in teaching reading at SMA Muhammadiyah 1 Metro. (2) To know what extent the strategies help the teacher in teaching reading comprehension at SMA Muhammadiyah 1 Metro. This study was conducted to improve whether “How do the teachers improve students’ reading comprehension at SMA Muhammadiyah 1 Metro”. The subject of this study were 28 students of the first years students of SMA Muhammadiyah 1 Metro. They were considered as the sample of the whole population. It was assumed that teacher strategies and reading comprehension in english was very important in learning English. As doing assigments or home works, preparing the lesson at home, using a spare time for reading etc. it would be useful for improvement of their ability in reading comprehension. This study was to verify the hypothesis that there was reading subject is one important material same as the other skills likes writing, speaking and listening. This study was obtained by field research by observation. The result of this research were collected by observation and interview to the teacher and students.

Keywords


teacher strategies; teaching reading comprehension; improving reading comprehension

Full Text:

PDF

References


Adler, D. (2003). The Comprehension Strategies Instruction for Language Teaching. Cambridge: Cambridge University Press.

Alyousef, H.S. (2006: 69) Teaching Reading Comprehension to ESL/EFL Learners. Journalof Language and learning,Volume 5.

Amberg & Vause 2000. American English: History, Structure, and Usage. Cambridge University Press.

Anthony (2006: 65) Exploring EFL Teachers’ Strategies in Teaching Reading Comprehension.Indonesia University of Education.

Antoni (2010: 39) Students’ usage of reading strategies in the faculty of education.

ProcediaSocialandBehavioralSciences.

Catania A.C. Learning (interim ed.) Cornwall-on-Hudson, NY: Sloan; 2007.

Cline, F., Johnstone, C., & King, T. (2006: 2) Focus group reactions to three definitions of reading (as originally developed in support of NARAP goal 1). Minneapolis, MN: National Accessible Reading Assessment Projects.

Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work.

New Jersey: Pearson Prentice Hall.

Jones and Bartlett (2010: 165) Strategies for Reading Comprehension:Think-Pair-Share.Available at http://www.readingrequest.org/strat/tps.html.accessed on January 14th2013.

Maggie (2014: 18) The Teaching of Reading in Inclusive Classrooms. Department of Special Needs Education Faculty of Educational Sciences. University of Oslo.

Peters, E.E. & Levin, J.R. (1986). Effects of a mnemoic imagery on a good and poor readers’ prose recall. Reading Research Quarterly, 21, 179-192.

Perfetti (2001: 280) Reading Skills Learning Research and Development Center University of Pittsburgh.

Peterson et. al (2000) Building Reading Proficiency at the Secondary Level.

Southwest Educational Development Laboratory.

Pettit and Cockriel (1974: 64) A Factor Study of the Literal Reading Comprehension Test and the Inferential Reading Comprehension Test. College of Education, University of Missouri, Columbia.

Pourkalhor & Kohan (2013: 53) Teaching Reading Comprehension Through Short Stories In Advance Classes. Asian Journal Of Social Sciences & Humanities. Islamic Azad University, Tonekabon Branch, IRAN.

Sanchez (2010:36) Perspectives on learning history: A case study. Journal ofLiteracy Research 29: 363-395.


Refbacks

  • There are currently no refbacks.