An Analysis of English Teachers' Strategies for Enhancing  Reading Comprehension

Arnelli Arnelli

doi:10.36448/bl.v6i2.3950

An Analysis of English Teachers' Strategies for Enhancing Reading Comprehension

Arnelli Arnelli

Abstract

The research aims to identify and analyze the strategies employed by teachers in teaching reading comprehension. This study utilized a descriptive research design with a qualitative approach. The population consisted of two teachers, referred to as Teacher A and Teacher B. The sample was drawn from first-grade students at SMA Sebhak Tangerang. Data collection methods included classroom observations, teacher interviews, and documentation. The data were then identified, described, and analyzed through the use of these observations and interviews. The results indicated that the English teachers employed four strategies for teaching reading comprehension at SMA Sebhak. These strategies included cooperative learning, reciprocal teaching, Question Answer Relationships (QAR), and summarizing. The implementation of these strategies helped make students more active participants in the teaching and learning process, as they were appropriately applied to enhance engagement. Reading comprehension involves constructing meaning from written texts by interpreting the information through prior knowledge and experiences while using effective comprehension strategies. The findings revealed that the teachers primarily used two strategies in teaching English: Reciprocal Teaching and QAR. Students perceived these methods as easier to understand, helpful in conveying and changing opinions, and beneficial in generating new ideas. They also felt motivated to think critically in groups and gained more opportunities to practice speaking through questioning and answering. In conclusion, the students responded positively to the use of these strategies.

Keywords

Perception; Strategies; Students’ Perception; Teachers’ Strategies; Teaching English

Full Text:

PDF

References

Anggreyni, G., & Baluqiah, K. (2022). An analysis of an English textbook “English in mind second edition-students’’ book 3" for the tenth grade of the vocational high school based on ur’s criteria.” Teaching English and Language Learning English Journal (TELLE), 02(02), 128–137. https://doi.org/10.36085/telle.v2i2.3767

Arulogun, O. T., Akande, O. N., Akindele, A. T., & Badmus, T. A. (2020). Survey dataset on open and distance learning students’ intention to use social media and emerging technologies for online facilitation. Data in

Brief, 31, 105929. https://doi.org/https://doi.org/10.1016/j.dib. 2020.105929

Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., & Pickup, D. I. (2019). Twenty-first century adaptive teaching and individualized learning operationalized as specific blends of student-centered instructional events: A systematic review and meta-analysis. Campbell Systematic Reviews, 15(1–2), e1017. https://doi.org/https://doi.org/10.1002/cl2.1017

Berry, R. A. W. (2006). Teacher talk during whole–class lessons: Engagement strategies to support the verbal participation of students with learning disabilities. Learning Disabilities Research & Practice, 21(4),

–232. https://doi.org/10.1111/j.1540-5826.2006.00219.x

Capellini, S. A., Pinto, C. de A. R., & Cunha, V. L. O. (2015). Reading comprehension intervention program for teachers from 3rd grade’ students. Procedia - Social and Behavioral Sciences, 174, 1339–1345. https://doi.org/https://doi.org/10.1016/j.sbs pro.2015.01.756

ChanLin, L. (2007). Perceived importance and manageability of teachers toward the factors of integrating computer technology into classrooms. Innovations in Education and Teaching International, 44(1), 45–55. https://doi.org/10.1080/14703290601090390

Chung, E. (2022). Effecting change in teachers’ epistemological and pedagogical beliefs about vocabulary learning and teaching: The role of dialogic reflection. Sage Open, 12(1), 21582440211071084. https://doi.org/10.1177/21582440211071084

Cuban, L. (2006). Getting past futile pedagogical wars. Phi Delta Kappan, 87(10), 793–795. https://doi.org/10.1177/003172170608701017

Daniels, D. H., & Perry, K. E. (2003). “Learnercentered” according to children. Theory Into Practice, 42(2), 102–108. https://doi.org/10.1207/s15430421tip4202_3

Davis, D. S., Bippert, K., & Villarreal, L. (2015). Instructional tendencies in the teaching of reading comprehension: a portrait of practice in the measures of effective teaching (MET) database. Literacy Research: Theory, Method, and Practice, 64(1), 285–306. https://doi.org/10.1177/2381336915617399

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683

Fadilah, R., Ayudhia, H. Y., Pratama, V. M., & Harmawan, V. (2023). Teachers’ teaching reflection: English teachers’ challenges in rural areas of Indonesia. LET: Linguistics, Literature and Language Teaching Journal,

(1), 85–104. http://jurnal.uinantasari.ac.id/index.php

Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Technology for Teacher Education, 9(1), 109–123. https://doi.org/10.1080/14759390000200075

Gao, L., & Watkins, D. A. (2002). Conceptions of teaching held by school science teachers in P.R. China: Identification and cross-cultural comparisons. International Journal of Science Education, 24(1), 61–79. https://doi.org/10.1080/09500690110066926

Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education, 21(4), 403–414. https://doi.org/https://doi.org/10.1016/j.tate.2005.01.009

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Npj Science of Learning, 1(1), 16013. https://doi.org/10.1038/npjscilearn.2016.13

Jonassen, D. H. (1985). Learning strategies: A new educational technology. PLET: Programmed Learning & Educational Technology, 22(1), 26–34. https://doi.org/10.1080/1355800850220104

Kissau, S., & Hiller, F. (2013). Reading comprehension strategies: An international comparison of teacher preferences. Research in Comparative and International Education, 8(4), 437–454. https://doi.org/10.2304/rcie.2013.8.4.437

Lenz, B. K. (2006). Creating school-wide conditions for high-quality learning strategy classroom instruction. Intervention in School and Clinic, 41(5), 261–266. https://doi.org/10.1177/10534512060410050201

Masadeh, T. S. Y. (2015). Performance of Saudi English language teachers in reading comprehension classes. Sage Open, 5(4), 2158244015621598. https://doi.org/10.1177/2158244015621598

Nurhasanah, A., Marissa, E., & Mahmudah, F. (2019). The English teacher strategies to enhance students’ speaking performance. Proceedings of the 3rd Asian Education Symposium (AES 2018), 481–485. https://doi.org/10.2991/aes-18.2019.108

Ogunnaike, O. O., Ayeni, B., Olorunyomi, B., Olokundun, M., Ayoade, O., & Borishade, T. (2018). Data set on interactive service quality in higher education marketing. Data in Brief, 19, 1403–1409. https://doi.org/https://doi.org/10.1016/j.dib.2018.05.082

Okagbue, H. I., Oguntunde, P. E., Obasi, E. C. M., & Akhmetshin, E. M. (2021). Trends and usage pattern of SPSS and Minitab Software in Scientific research. Journal of Physics: Conference Series, 1734(1), 012017. https://doi.org/10.1088/1742-6596/1734/1/012017

Pratt, D. D. (2002). Good teaching: One size fits all? New Directions for Adult and Continuing Education, 2002(93), 5–16. https://doi.org/https://doi.org/10.1002/ace.45

Sakolrak, S. (2014). The strategic development to enhance reading comprehension instructional competency of elementary school teachers based on comprehension ability diagnostic instruments. Procedia -Social and Behavioral Sciences, 116, 2946–2951. https://doi.org/https://doi.org/10.1016/j.sbs pro.2014.01.685

Simmons, D., Fogarty, M., Oslund, E. L., Simmons, L., Hairrell, A., Davis, J., Anderson, L., Clemens, N., Vaughn, S., Roberts, G., Stillman, S., & Fall, A.-M. (2014). Integrating content knowledgebuilding and student-regulated comprehension practices in secondary english language arts classes. Journal of Research on Educational Effectiveness, 7(4), 309–330. https://doi.org/10.1080/19345747.2013.836766

Soliman, A. M. (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of Architectural Research, 6(2), 204–217. https://doi.org/https://doi.org/10.1016/j.foar.2017.03.002

Suárez, N., Sánchez, C. R., Jiménez, J. E., & Anguera, M. T. (2018). Is reading instruction evidence-based? Analyzing teaching practices using T-Patterns. Frontiers in Psychology, 9(FEB). https://doi.org/10.3389/fpsyg.2018.00007

Tuleja, E. A. (2002). A qualitative research study of oral communication performance. Performance Improvement Quarterly, 15(3), 130–148. https://doi.org/https://doi.org/10.1111/j.1937-8327.2002.tb00260.x

Williams, K. J., & Martinez, L. R. (2019). Supporting reading comprehension for students who are learning English and have learning disabilities. Intervention in School and Clinic, 55(1), 23–31. https://doi.org/10.1177/1053451219833019

DOI: http://dx.doi.org/10.36448/bl.v6i2.3950