teacher’s strategies in teaching reading to students
TRANSCRIPT
TEACHER’S STRATEGIES IN TEACHING READING TO STUDENTS’
EIGHT GRADE AT MADRASAH TSANAWIYAH TARBIYATUS
SHOLIHIN MUARO JAMBI
THESIS
WIWIN SURYANI
STUDENT ID: TE. 130597
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
TEACHER’S STRATEGIES IN TEACHING READING TO STUDENTS’
EIGHT GRADE AT MADRASAH TSANAWIYAH TARBIYATUS
SHOLIHIN MUARO JAMBI
THESIS
Submitted as Partial Fulfillment of Requirement to get
Undergraduate Degree (S.1) in Education
WIWIN SURYANI
STUDENT ID: TE. 130597
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
i
ii
iii
iv
v
vi
DEDICATION
Alhamdulillah God the grace and gifts of thy God, I can finish this thesis. I dedicate
this thesis to:
1. For my father Sutrisno and my mother Hartini who always give prayer, motivation
and suggestion for me over the years. I will try to give the best for you. How this self
wants to see you guys proud of me with the results that I have achieved today.
2. For my sister Khoirunnisa who always make me smile and also loved me
3. For my advisors who have guided my thesis, I would like to thank the infinite on
science that you have given to me.
4. For all of my friends Yunita, Wardah, Meira Anaputri, Susita, Lena Faiz, Nafiatun,
Ngizatul Latifah on campus that I cannot mention one by one, the moment that I
missed when gathered with all of you in the class.
5. For my partner of life Sukarminto who always care of me and understand all the
time
6. The last for all people who have helped me in writing this thesis. I would like to say
thank you so much. I love you all as always.
vii
MOTTO
MOTTO
“Messenger, announce that which has been revealed to you from your Lord, and if you
do not, then you have not conveyed His message. And Allah will protect you from the
people. Indeed, Allah does not guide the disbelieving people.” Al-Maidah (2): 67.
Artinya: Hai rasul, sampaikanlah apa yang diturunkan kepadamu dari Tuhanmu. dan
jika tidak kamu kerjakan (apa yang diperintahkan itu, berarti) kamu tidak
menyampaikan amanat-Nya. Allah memelihara kamu dari (gangguan) manusia.
Sesungguhnya Allah tidak memberi petunjuk kepada orang-orang yang kafir.
viii
ABSTRAK
Nama : Wiwin Suryani
Jurusan : Bahasa Inggris
Judul :. Tentang Strategi Guru Dalam Mengajar Membaca Untuk
Siswa Kelas Delapan di Madrasah Tsanawiyah Tarbiyatus
Sholihin Muaro Jamb
Skripsi ini membahas tentang strategi guru dalam mengajar membaca untuk
Siswa Kelas Delapan di Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi. Ini
adalah penelitian kualitatif, penelitian yang menggunakan observasi dan wawancara
untuk mengumpulkan data dan analisis data dalam penelitian ini adalah analisis
deskriptif.
Hasil penelitian menunjukkan bahwa strategi guru dalam mengajar membaca
pemahaman di kelas delapan Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi
menggunakan tiga strategi, seperti; strategi pemindaian di mana guru memberikan teks
kepada siswa berdasarkan minat siswa, kemudian dia meminta siswa untuk membaca
teks dan menghafal tiga hingga lima kosakata dan yang artinya secara individu terkait
dengan topik yang mereka diskusikan; strategi menebak di mana guru menulis cerita
di papan tulis dan para siswa akan bertanya untuk menebak ceritanya tentang, dan juga
kosakata yang dia pilih; bekerja dalam kelompok kecil, dalam strategi ini siswa akan
bekerja dalam kelompok kecil untuk menyelesaikan latihan mereka. Siswa bekerja
bersama sebagai tim untuk tidak hanya mempelajari materi tetapi juga saling
membantu untuk memahami materi karena dapat dipelajari dan ditingkatkan melalui
kerja tim. Strategi ini membantu siswa dalam berpikir cara yang lebih mudah, lebih
cepat, dan lebih menyenangkan untuk menguasai memberikan ide sehingga mereka
benar-benar mendukung peningkatan pemahaman siswa
Kata Kunci : Strategi Guru Dalam Mengajar Membaca Bahasa
Inggris
ix
ABSTRACT
Name : Wiwin Suryani
Study Program : English Department
Title :. Teacher‟s Strategies in Teaching Reading to Students‟ Eight
Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi
The aim of this study was to investigate teacher‟s strategies in teaching reading
to students‟ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
This a qualitative research, the research employing observations and interviews to
collect data and data analysis in this research was descriptive analysis.
The result of the study showed that teacher‟s strategies in teaching reading
comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi was used three strategies, such as; scanning strategy where where the teacher
gave the texts to the students based on the students‟ interesting, then she asked the
students to read the text and memorize three to five vocabularies and those meaning
individually related to the topic that they have discussion; guessing strategy where the
teacher wrote the story in the whiteboard and the students would ask to guess the story
tells about, and also the vocabularies that he choose; work in small groups, in this
strategy the students would work in small groups to complete their exercise. Students
worked together as a team to not only learn the material but also help each other to
understand the material because it can be learned and enhanced through teamwork.
These strategies help the students in thinking easier, faster, and more enjoyable ways
to master giving the ideas so they really support the students‟ reading comprehension
improvement.
x
ACKNOWLEDGEMENTS
By reciting Alhamdulillahirabbil‟alamin, with all of mercies and blessing of
Allah, finally the author accomplished the research and this thesis. The objective of
this thesis is a partial requirement for the undergraduate degree (S1) in English
Education Program, Faculty of Education and Teacher Training in the State Islamic
University Studies Studies Sulthan Thaha Saifuddin Jambi which is entitled
“Teacher’s Strategies in Teaching Reading to Students’ Eight Grade at
Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi”.
I would like to express my sincerely gratitude to Drs. Ilyas Idris, M. Ag., as the
first advisor and Reni Andriani, SS, M. Pd, as the second advisor who have given
guidance and support for accomplish in this thesis. The researcher also likes to express
many thanks to the following people who have given in accomplishing this thesis,
namely:
1. Dr. Hadri Hasan, MA, As the Rector of the State Islamic University Studies Studies
Sulthan Thaha Saifuddin Jambi.
2. Vice Rector I, II and III of the State Islamic University Studies Studies Sulthan
Thaha Saifuddin Jambi.
3. Dr. Hj. Armida, US, M. Pd. I the Dean of Faculty of education and teacher training
the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
4. Vice Dean I, II, III of Faculty of education and teacher training the State Islamic
University Studies Studies Sulthan Thaha Saifuddin Jambi.
5. Amalia Nurhasanah S. Pd., M. Hum, as chief of English Study Program Faculty of
education and teacher training the State Islamic University Studies Studies Sulthan
Thaha Saifuddin Jambi.
6. Drs. Ilyas Idris, M. Ag as first and Reni Andriani, SS, M. Pd as second advisor.
7. All lecturers at Faculty of education and teacher training of the State Islamic
University Studies Studies Sulthan Thaha Saifuddin Jambi.
xi
xii
TABLE OF CONTENT
PAGE OF TITLE .............................................................................................. i
THESIS AGREEMENT ................................................................................... ii
THESIS AGREEMENT ................................................................................... iii
OFFICIAL NOTE ............................................................................................. iv
LETTER OF RATIFICATION ....................................................................... v
STATEMENT OF ORIGINALITY ................................................................ vi
DEDICATION ................................................................................................... vii
MOTTO ............................................................................................................. viii
ABSTRAK ......................................................................................................... ix
ABSTRACT ....................................................................................................... x
ACKNOWLEDGEMENT ................................................................................ xi
TABLE OF CONTENTS .................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of the Study ...................................................................... 1
B. Research Question ................................................................................ 5
C. Purpose of the Study ............................................................................. 5
D. Limitation of the Study ......................................................................... 6
E. Significance of the Study ...................................................................... 6
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Review ............................................................................... 8
1. Definition of Reading ....................................................................... 8
2. Teaching Strategies .......................................................................... 10
3. Teacher Strategies in Teaching Reading .......................................... 14
4. Teaching English in Madrasah Tsanawiyah..................................... 17
B. Previous Studies .................................................................................... 19
xiii
CHAPTER III RESEARCH METHOD
A. Research Design.................................................................................... 24
B. Setting Description................................................................................ 25
C. Subject of the Research ......................................................................... 25
D. Data and Sources of Data ...................................................................... 26
E. Technique of Data Collection ............................................................... 26
1. Observation ...................................................................................... 26
2. Interview .......................................................................................... 27
3. Documentation ................................................................................. 27
F. Technique of Data Analysis .................................................................. 27
1. Data Reduction ................................................................................. 27
2. Presentation ...................................................................................... 28
3. Conclusion or Verification ............................................................... 28
G. Research Schedule ................................................................................ 29
CHAPTER IV FINDINGS AND DISCUSSION
A. The Description of The Subject ............................................................ 30
B. Research Finding .................................................................................. 30
1. Teacher‟s Strategies in Teaching Reading Comprehension ............. 30
2. Types of Teacher‟s Strategies in Teaching
Reading Comprehension .................................................................. 30
a) Scanning Strategy ........................................................................ 32
b) Guessing Strategy ........................................................................ 36
c) Working in Group Strategy ......................................................... 44
C. Discussion ............................................................................................. 50
1. Teacher Used Scanning Strategy ................................................... 51
2. Teacher Used Guessing Strategy ................................................... 52
3. Teacher Used Work in Group Strategy .......................................... 53
xiv
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................ 55
B. Suggestion ............................................................................................. 56
REFERENCES
APPENDIXES
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching is the process of teacher in helping students to learn by sharing of
knowledge and experience. It also includes any technique that involves the students in
learning process for their own learning (Halik, 2016). Teacher must have many
experiences of active teaching techniques without being aware of students, by asking
questions as a part of normal teacher style. The goal of teaching and learning is to
make students understand the language even spoken and written (Muslaini, 2017). It
means that teachers need to teach the students which are relevant to the student‟s
current situation and the teachers should find good strategies in teaching in the
classroom.
Teaching strategy is a teachers‟ plan in teaching and learning process to
achieve a purpose which has been plan (Muslaini, 2017). In other word, teaching
strategies are approaches to teach the students. The teachers have to apply the strategy
which is balance between strategies and also materials. One of factors to be successes
in teaching is teaching strategies (Wulandari and Ihsan, 2014). It means that teacher
should have understood well four language skills in order that their students could use
the skills to communicate or express their thoughts, feeling, and opinions in English.
2
One of the vital components of the language in learning language besides listening,
speaking and writing is reading (Nugroho, 2013).
Reading is one of the four skills in English that must be mastered by every
student. Rahman (2015) said that reading is the ability of an individual recognizes a
visual form to associate the form with the sound or meaning acquired in the past, and
the past experience, understand and interpret its meaning. It means that reading is
individual ability in understanding and finding the message written by the author.
Reading may help students to develop their language skills necessary for success, but
it is not easy to implement an effective reading, especially in countries where English
language is treated as foreign language, it means the success of implementing reading
will depend on the students‟ interest.
Mahardinata (2012) stated that reading skill is very important, especially for
students who in learning to develop their skill in education and they also can apply in
their daily life. By reading students can get some information to increase their
knowledge. Reading is very important in education world because it provides access to
get the information, knowledge, facilitates life-long learning, and open doors to
opportunity (Marlini, 2014). Reading is also very important for English students
because reading can enlarge their knowledge, vocabulary, and information (Riyanti,
2012). From reading students can extract a lot of information and knowledge from
many text books, references and related library reading they read. Reading can also
serve pleasure feeling. It is mostly gained by reading magazine, newspaper, short
story, novel, etc according to what they like (Nugroho, 2013). By reading those
3
material, it can feel relax and joyful since in this type of reading it just read what they
want. Reading then can be said as a means of studying and thinking as well as a means
of enjoying.
During teaching reading, teachers need the materials and the strategies that are
suitable with the students, because strategy is an action that the teacher takes to attain
one or more of the teaching learning‟s goals (Gurning and Regar, 2017). The strategy
can be defined as a general direction set for the teaching process and its various
components to achieve a desired state in the future. The teacher should use many
strategies in teaching reading such as applying various teaching methods, media and
games in order to stimulate their interests. The fundamental of teaching strategies is to
make it easier to implement a variety of teaching methods and techniques
(Kusumastuti, 2013).
In effective reading, teachers lead each student in the classroom to become
proficient and successful readers. Effective teachers do not use only one specific
strategies, but implement many strategies and skills to accommodate the needs and
learning styles for each individual student in the classroom. The successful reading
teachers realize that reading can be taught by using a variety of strategies (Kasim and
Wahyuni, 2016). It must be modified by the teachers depending on the students‟
needs. Teaching reading is one of language skills learned in Madrasah Tsanawiyah to
understand and not only the content of it, but also the pronunciation and intonation.
Reading comprehension is fundamental for English foreign learner in observing new
information and knowledge.
4
The researcher found that Madrasah Tsanawiyah Tarbiyatus Sholihin is one of
the favorite schools for the students in Mestong Muaro Jambi and it is located in the
street of Jambi-Bajubang Kilometer 32. This school always makes positive
extracurricular activities such as; drama performance, speech, football competition in
Mestong District and this school gets support from the police of Mestong Muaro
Jambi, where the police always give sports aids to this school. The students also get
knowledge, experience, money and certificate when they follow the competition and
become the winner. Moreover, this school has an activity which called “The Power of
Reading” once in a week, the teacher holds this activity and this activity is a place for
students to read the interesting materials in a library and also learn English in a joyful
environment. The students will have opportunities to read and share their ideas. The
students always practice their English from different background and skills based on
their knowledge and experience that is why some students are interesting in learning in
this school.
The English teachers provide students to assess their learning styles, strengths
and weaknesses by reading and sharing in group and it can enhance student‟s
motivations to read the texts and enhance their academic performance. The teachers
also help the students to communicate or express their thoughts, feeling, and opinions
in English. Some students are good in reading the texts and also their score in academic.
Some students know how to read and pronoun the words well and they can get the
information and answer the questions easily. It means that the teacher should have a
plan as accurate as possible to get an effective teaching and learning. Especially, to
5
reach a good development in teaching reading, teacher should create various teaching
strategies to enhance student‟s motivation to understand the texts easily.
So, the researcher conducted this research for some reasons. First, English
teachers in Madrasah Tsanawiyah Tarbiyatus Sholihin have good knowledge,
experience in making comfortable atmosphere, understanding, style and interest in
teaching reading. Second, students can read more accurately and easily to understand
the events, information, concepts in a text and they feel motivated to read in school
and for pleasure. Third, most of the students are active when they are studying in
classroom and also they can make decision or arguing for their opinions. The last, the
school has good achievements of their graduations. Based on the reasons above, the
researcher analyzes this thesis proposal entitled “Teacher’s Strategies in Teaching
Reading to Students’ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin
Muaro Jambi”.
B. Research Questions
The researcher decided to focus on two relevant questions to address for the
purpose of this study was formulated as follow:
How are strategies applied by the teacher in teaching reading to students‟ eight
grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi?
C. Purpose of the Study
The purpose of this study is to find out the teacher‟s strategies in teaching
reading comprehension at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
Therefore, the purpose of this study is:
6
To find out the strategies applied by the teacher in teaching reading to
students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi.
D. Limitation of the Study
In this study, the researcher focuses on teacher‟s strategies in teaching reading
comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi and the object on the first year in the academic year of 2017/2018.
E. Significance of the Study
In this study, there are two significances of the study, namely;
1. This study is expected to be input in practicing and learning process especially
for knowing the teacher‟s strategies in teaching reading to students‟ eight grade
at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi and give additional
information and knowledge to the readers especially to the students and
lectures in English Department who want to read this paper.
2. The researcher hopes this study can give some suggestion for the teachers in
teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus
Sholihin Muaro Jambi.
3. The researcher also hopes this study will give new knowledge to the researcher
itself about teacher‟s strategies in teaching reading.
4. From this research researcher hopes can be developed the writing ability and
this study will be done by the researcher as one of requirement on getting
7
S1 Degree in English Education, Education Faculty and Teacher Training, The
State Islamic University.
5. The researcher hopes this study will be useful as guidance of reference to the
next researcher in understanding teacher‟s strategies in teaching reading to
students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi and it can give contrBapaktion to the society.
8
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. The Definition of Reading
Many experts have given their definition about what reading really means.
Reading is very important skill that the students must be mastered, because the
reading cannot be separated in the process of teaching and learning. Reading is the
most important activity in any class, not only as a source of information, but also
as a means of consolidating and extending one‟s idea and knowledge of language.
According to Linse and Nunan (2005, p. 68), reading is a fluent process of readers
combining information from a text and their own background knowledge to build
meaning. It means that reading is a complex conscious and unconscious mental
process in which the reader uses a variety of strategies to reconstruct the meaning
that the author is assumed to have intended, based on data from the text and from
the reader‟s prior knowledge.
Reading is as approach in a thinking process-one in which the student
interacts with the textual material and sorts, evaluates, and reacts to its
organization and content. Numerous strategies for perceiving patterns and structure
within sentence are included. In addition, according to Linse and Nunan (2005, p.
75) states reading is fluent process of readers combination of word recognition,
intellect and emotion interrelated with prior knowledge to understand the message
9
communicated. It means that the participants or the reader transfer meaning from
the text and give assessment from the text to understand the message
communicated.
The other opinion about definition of reading is decoding written words so
that the readers can produce them orally. Similarly, Richard and Renandya (2002,
p. 12) defines reading as the meaningful interpretation of written or printed verbal
symbols. This definition is also supported by Linse and Nunan (2005.68) who
states that reading is a fluent process of readers combining information from a text
and their own background knowledge to build meaning. The same way that
reading requires the reader to focus attention on the reading materials and integrate
previously acquired knowledge and skills to comprehend what someone else has
written. It means that reading is a set of skills that involves making sense and
deriving meaning from the printed word. In order to read, we must be able to
decode (sound out) the printed words and also comprehend what we read.
Reading, which is one of the four language skills, can be classified into two
types: initial reading, it is an effort made by those who have not been able to read
to learn reading (e.g., how to read the alphabets and combination of letters or
simple words) and reading comprehension, it is an activity aimed to understand the
messages of a particular text (Brown, 2000, p. 306). Initial reading and reading
comprehension are the types of reading which have the advantage. Initial reading
very useful to use for the children who are learning to read English. For example is
how to read the alphabets while reading comprehension is understand the message
10
of the text fully. The researcher will use the reading comprehension in this
research.
Based on the definition above, it can be concluded that reading is an
interactive process that goes on between the reader and the text, a reader will use
his knowledge, skills, and strategies to understand what the text talk about. It
means that the reader tries to recognize the words. He or she meets in print and
find the meaning of the written text. So, the reading brings a maximum of
understanding to the author‟s massage.
2. Teaching Strategies
There are a variety of teaching strategies that teachers can use to improve
student learning. Kimbly and Garmezy in Brown (2000, p. 7) define that teaching
is the activities to show or help someone to learn how to do something, give
instructions, guide in the study of something, provide with the knowledge, causes
to know, understand knowledge and give new knowledge. Brown (2000, p. 7) also
says that “teaching cannot be defined apart from learning. Teaching is guiding and
facilitating learning, enabling the learners to learn, setting the conditions for
learning”. Meanwhile learning is getting the knowledge or the acquisition of the
knowledge. From the definitions above, it can be known that teaching as helping,
facilitating, and giving instructions how to learn and get something or knowledge.
Here the teacher is the subject in doing those because the teacher has the obligation
to help the students getting or acquiring the second language that is English.
11
According to Richards and Renandya (2002, p. 16-27), there are ten
teaching principles that may be appropriate in teaching reading that is summarized
below.
a) Lowering Inhibitions
In the classroom, students need some activities to decrease their
difficulties in studying English. Nation and Newton (2009, p. 61) said that
there were many activities that teacher can apply in the classroom, those are,
playing guess and communication games, doing role-replay and skits; sing a
songs, using group work, laughing with the students, having them share fears
in small groups.
b) Encouraging risk-taking
Richards and Renandya (2002, p. 19) say that when students feel afraid
in making mistakes in studying or doing exercises, some efforts can be applied
in the classroom, those are, praising students for making science efforts to try
out language, using fluency exercises where errors are not corrected at that
time, giving outside-of-class assignments to speak or write or to try out the
language.
c) Building students‟ self-confidence
Teacher need to build the students‟ confident in studying English
because self-confident is one of important factor which influents the students‟
success in studying English (Brown and Palincsar, 1984, p. 97). To do that,
teacher should tell students explicitly (verbally and nonverbally) that he or she
12
do indeed believe in them that their students can do their job. Teacher should
ask them make lists of their strengths of what they know or what they have
accomplished so far in the course.
d) Helping students develop intrinsic motivation
Developing intrinsic motivation can help students to improve their
achievement in studying English. Some efforts that can be done by the teacher
are reminding students explicitly about the rewards for learning English,
describing students that many jobs requires English, playing down the final
examination in favor of helping students to see rewards for themselves beyond
the final exam (Cameron, 2001, p. 21).
e) Promoting cooperative learning
In studying English in the classroom, teacher needs explain that
cooperative learning in the class is more important than competition between
the students. some activities can be done in cooperative learning are directing
students to share their knowledge in a group, asking the students to think of
themselves as a team so that the students who have a good ability in learning
can help the students who do not have it (Richards and Renandya, 2002, p. 21).
f) Encouraging students to use right-brain processing
In studying English, teacher should insist that learning is not only doing
exercises and decide the right and the wrong answer but the teacher also needs
some activities to develop the students‟ creativity in learning English
(Cameron, 2001, p. 21). Some activities which can be done are using movies
13
and tapes in class, having students read passages rapidly, doing skimming
exercises, doing rapid „free writes‟, doing oral fluency exercises where the
object is to get students to talk or to write a lot without being corrected.
g) Promoting ambiguity tolerance
Making the classroom is enjoyable and comfortable is a good way to
make students feel relax in studying English. Some activities can be done are
encouraging the students to ask you and each other, questioning when they do
not understand something, making your theoretical explanations very simple
and briefly by doing translation into a native language to clarify a word or
meaning (Richards and Renandya, 2002, p. 23).
h) Helping students use their intuition
Making the students not depend to the teacher is a good way to building
their intuition. Some strategies can be done by the teacher are praising the
students for good guesses, doing not always give explanation of errors, letting
a correction suffice and correcting only selected errors (Harmer, 2001, p. 72).
i) Getting students to make their mistakes work for them
Teacher does not need to correct and always explain why the students
make errors in their learning. Asking the students to do self-learning activities
is good way for them (Cameron, 2001, p. 21). Some activities can be done are
recording students‟ oral production and getting them to identify their errors,
letting students catch and correct each other‟s errors, encouraging students to
make lists of their common errors and to work on them on their own.
14
j) Getting students to set their own goals
Setting the students‟ own goals are good way to improve their study.
The activities are asking them to make list of what they will achieve on their
own particular week, getting students to make specific time commitments at
home to study the language, and giving “extra credit” work (Brown and
Palincsar, 1984, p. 98).
These are the ten principles which can be implemented in the teaching
reading in the classroom. Teacher can select one or two appropriate principles
as the need of the students because the appropriate principle influences the
students‟ achievement. From ten principles above, it will be used to know the
teacher‟s strategies in teaching reading comprehension at eight grade at
Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
3. Teacher Strategies in Teaching Reading
In teaching English, teacher as the center and facilitator to the students in
the classroom needs to prepare some teaching strategies and principles to teach the
students so that they can understand well what the teacher teach in the classroom.
In teaching reading, the teacher needs some strategies to make the students
comprehend the reading texts. According Brown (2000, p. 306-311), the following
are eight strategies which can be applied in the teaching reading comprehension in
the classroom:
15
a) Identifying the purpose in reading
By knowing the purpose of what the reader reads, the reader can throw
the unwanted distraction or information. By doing this, students know what
information they want to know in reading the texts (Brown, 2000, p. 306).
b) Using graph emic rules and patterns to aid in bottom up decoding
(especially for the beginning level learners)
At the beginning levels of learning English, one of the difficulties that
students encounter in learning to read is making the correspondences between
spoken and written English. Here teacher also need to teach how to read the
sound words with sort vowel sound such as (bat, leg, wish, etc) and the sound
words with final silent “e” such as (late, time, bite, etc) (Brown, 2000, p. 306).
c) Using efficient silent reading techniques for relatively rapid comprehension
(for intermediate to advanced levels)
In advanced learner, teacher can apply reading fast to reduce time
consuming in reading (Richards and Renandya, 2002, p. 29). Readers do not
need to pronounce every word and do not need to know the meaning of every
word but the comprehension of the text is more important.
d) Skimming the text for the main ideas
Skimming is the one of the most valuable reading strategies for
learners. Skimming consist of quickly running one‟s eyes across a whole text
(such as an essay, article, or chapter) to find out what the text tells about or to
find out the main idea of the text (Harmer, 2001, p. 69). Skimming gives
16
readers the advantages of being able to guess the purpose of the passage, the
main topic, or massage, and possibly some of the developing or supporting
ideas (Brown, 2000, p. 306).
e) Scanning the text for specific information
Scanning is quickly searching for some particular piece or pieces of
information that the reader needs in reading a text. Scanning exercises may ask
students to look for names or dates, to find a definition of a key concept, or to
list a certain number of supporting details (Brown, 2000, p. 308).
f) Using semantic mapping or clustering
Readers can resume the long string of ideas or events by grouping the
important key of the word they get from the reading (Harmer, 2001, p. 69). The
strategy of semantic mapping, or grouping ideas into meaningful clusters, helps
the reader to remember the contents of the text.
g) Guessing when you are not certain
Learners can use guessing to their advantages to:
(1) guess the meaning of a word,
(2) guess grammatical relationship (e. g. , a pronoun reference),
(3) guess a discourse relationship,
(4) infer implied meaning (“between the lines”),
(5) guess about a cultural reference, and
(6) guess content massages (Kader, 2008, p. 108).
17
From explanation above, it can be known that the researcher used
the theory above to find out the teacher‟s strategies in teaching reading
comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin
Muaro Jambi.
4. Teaching English in Madrasah Tsanawiyah
Teaching English in Madrasah Tsanawiyah has an important role in our
education. Tambe (2015, p. 234) categorizes children in the ages between 12 and
14 year as older children and between 7 and 8 years as younger children. Thus,
students of Madrasah Tsanawiyah, based on their level of ages, are still called as
young learners. In line with Cameroon (2001) and Brown (2001) state that
Madrasah Tsanawiyah students are in age of transition, confusion, self-
consciousness, growing, and changing bodies and minds. He also adds that teens
are in between childhood and adulthood, and therefore a very special set of
considerations applies to teaching them, as follows:
a) Intellectual capacity adds abstract operational thought around the age of
twelve.
b) Attention spans are lengthening as a result of intellectual maturation, but
once again, with many diversions present in a teenager‟s life, those
potential attention spans can easily be shortened.
c) Varieties of sensory input are still important, but, again, increasing
capacities of abstraction lessen the essential nature of appealing to all five
senses.
18
d) Factors surrounding ego, self-image, and self-esteem are at their pinnacle.
Teens are ultrasensitive to how others perceive their changing physical and
emotional selves along with their mental capabilities. One of the most
important concerns of the secondary school teacher is to keep self-esteem
high by:
(1) Avoiding embarrassment of students at all costs,
(2) Affirming each person‟s talents and strengths,
(3) Allowing mistakes and other errors to be accepted,
(4) De-emphasizing competition between classmates, and
(5) Encouraging small-group work where risks can be taken more easily by
a teen.
e) Secondary school students are of course becoming increasingly adult like
in their ability to make those occasional diversions from “here and now”
nature of immediate communicative contexts to dwell on a grammar point
or vocabulary item. But as in teaching adults, care must be taken not to
insult them with stilted language or to bore them with overanalyzes.
At Madrasah Tsanawiyah, the English teaching and learning
process is targeted to enable students to gain the ability to communicate in
daily life context. As language is a mean of communication, students have
to be accustomed to speak English orally. Their communicative
competence has to be developed through tasks and activities which are
carried out during the teaching and learning process. Considering the fact
19
that the students of Madrasah Tsanawiyah are still young learners, the
teacher has to organize the lesson based on their needs, interest, and
characteristics as well. They need enjoyable activities, which involves body
movement, pictures, real objects, during the teaching and learning process.
B. Previous Studies
In this study, the researcher did the research about the teacher‟s strategies in
teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus
Sholihin Muaro Jambi. There are some previous researchers that have discussed
aboutteaching reading comprehension, they are;
Firstly, the student from English and Literature Department Faculty of
Languages and Arts State University of Medan named Dessyana Nasution (2017, p. 5)
by journal entitled “The Teachers’ Strategies on Teaching Reading
Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat”.
This research discussed about the Teachers‟ Strategies on Teaching Reading
Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat. It was
conducted by using qualitative research method. The subjects of this study are two
English teachers at SMA Negeri 1 Simpang Empat. The two teachers taught at Grade
X. They chose as the subject which were observed and interviewed. The writer used
two instruments, they were observation and interview. This study found that the
teachers at SMA Negeri 1 Simpang Empat used appropriate strategy in teaching
reading comprehension of recount text and using the media to make the students be
motivated and interested in learning. The teachers guided and managed the students in
20
comprehending the material. The teachers' reason in using strategies is because the
students get difficulties in comprehending the material if the teachers were used the
traditional teaching strategies. The implementation of the strategy adapted by the
teachers with the material, the indicator, the purpose of learning on the syllabus and
curriculumn. All of the students were active and motivated in teaching and learning
process. They were also brave to share the idea, asked the teacher when they found the
problem on learning the material and answer the question that given by the teacher.
Secondly, the student from English Education Department Faculty of Tarbiyah
and Teacher Training The State Institute of Islamic Studies (Iain) Tulungagung named
Tiin Nurlaili (2014, p. 4) by thesis entitled “A Study On Teacher’s Strategies In
Teaching Reading Comprehension in Second Grade of Student’s MTS Tarbiyatul
Ulum Panggungasri Panggungrejo Blitar Academic Year 2013/2014”. This
research discussed about the teacher‟s strategies in teaching reading comprehension in
second grade of MTs Tarbiyatul Panggungasri Panggungrejo Blitar. Research method,
the researcher used descriptive qualitative research consisting of some data in the form
of word, phrase and sentences. It is used to describing something that is known to have
happened in the process of teaching activity. In conducting the research, the researcher
collected data through observation. Then the research interviewed the English teacher
to get more information. The subjects of this research were the English teacher at MTs
Tarbiyatul Ulum Panggungasri Panggungrejo Blitar. The result showed that teacher‟s
strategies in teaching reading comprehension is use fourth strategy they are:
21
memorizing strategy, question answer strategy, game and discussion strategy. With
those strategies the students easily understand the text of reading comprehension.
Thirdly, the student from Education Faculty and Teacher Training of the State
Islamic University Studies Sulthan Thaha Saifuddin Jambi named Muhammad Agung
Salmiah (2015, p. 8) by thesis entitled “Teacher‟s Strategies in Teaching Reading at
Eighth Grade Junior High School Satu Atap Paseban Tebo”. This research discussed
about the the teacher‟s strategies in teaching reading comprehension at Eighth Grade
Students of Junior High School Satu Atap Paseban Tebo. This a qualitative research,
the research employing observations and interviews to collect data and data analysis in
this research was descriptive analysis. The result of the study showed that teacher used
memorizing, question and answer relationship and game to enhance students‟ reading
comprehension in the classroom and also make friendship by using more than one
teaching strategies such as: translation and understanding, looking up at dictionary,
practicing dialogue and storytelling, and writing simple essay for communication in
daily life. These strategies helped the students in thinking easier, faster, and more
enjoyable ways to master giving the ideas so they really support the students‟ reading
comprehension improvement
Fourthly, the student from Muhammadiyah University of Surakarta School of
Teacher Training and Education named Muhammad Agung Nugroho (2013, p. 3)by
thesis entitled “A Descriptive Study on Teaching Reading to the First Grade of
SMA Al-Islam 3 Surakarta in 2012/2013 Academic Year by Ums Students on the
Job Training”. This research discussed about the teaching reading implemented by
22
UMS students and the problem faced by them during teaching-learning process. The
research is a descriptive research. The writer collets the data by observing teaching-
learning process, conducting the interview, and documenting some important data that
support to this research. The data are from interview script, field note, syllabus, text
book, and lesson plan. The methods of collecting data are observation, interview, and
documentation. The techniques of analyzing data are reduction the data, data analysis,
display the data, and conclusion and verification. The result of the research: 1) the
method on teaching reading used by UMS students are GTM and GBA. 2) the goal of
teaching reading is to help the students in understanding the reading material such as
genre text. 3) reading materials that are given to the students are recount text, narrative
text, and procedure text. 4) teaching-learning process is implemented by using three
phase technique: pre-reading, whilst-reading, and post-reading. Two students on the
Job Training use GTM with applying translation, previewing, and repetition in the
classroom activity.
From the preview related research above, most of them analyzed about the
implementation teaching reading comprehension and the difference between this
research with them as like as Dessyana Nasutio‟S thesis, she analyzed about the the
Teachers‟ Strategies on Teaching Reading Comprehension of Recount Text at Grade
X of SMA Negeri 1 Simpang Empat.and Tiin Nurlaili‟S thesis, she analyzed about the
teacher‟s strategies in teaching reading comprehension in second grade of MTs
Tarbiyatul Panggungasri Panggungrejo Blitar and also Muhammad Agung Nugroho‟s
thesis, he analyzed about the teaching reading implemented by UMS students and the
23
problem faced by them during teaching-learning process. The researcher used
qualitative method through observation, interview and also documentation which were
same with the researchers above, but in this thesis, the researcher analyzed in teacher‟s
strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah
Tarbiyatus Sholihin Muaro Jambi
24
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher uses descriptive qualitative, because it describes
the teacher‟s strategies in teaching reading at Madrasah Tsanawiyah Tarbiyatus
Sholihin Muaro Jambi in the academic year of 2017/2018. The researcher selected this
method because it conveys a broader understanding of the teacher and students‟ views
on teacher‟s strategies in teaching reading. The data collected in the form of words as
a descriptive explanation than a number and the result of teacher‟s strategies contains
quotations from the teacher and students‟ views in order to interpret their words. The
results of teacher‟s strategies emphasize more toward the data interpretation found in
the field and it is not written in the form of figures and tables with statistical measures,
but it is illustrated in the form of describing words to the teacher‟s strategies and it is
presented in narrative.
Based on explanations above, it can be concluded that descriptive qualitative is
analyzing about descriptive data that is collected in the field, by using descriptive
qualitative the researcher gets the answer about the teacher‟s strategies in teaching
reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin
Muaro Jambi.
25
B. Setting Description
This research was carried out at eight grade Madrasah Tsanawiyah Tarbiyatus
Sholihin and it is located in the street of Jambi-Bajubang Kilometer 32. The reason for
conducting this study in teacher‟s strategies in teaching reading comprehension at
eight grade Madrasah Tsanawiyah Tarbiyatus Sholihin that the English teacher in
Madrasah Tsanawiyah Tarbiyatus Sholihin had good knowledge, experience,
understanding, style and interest in teaching reading comprehension at eight grade at
Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi
C. Subject of the Research
The subjects of this study is the English teacher and students of eight grade
when the teacher uses the strategies in teaching reading comprehension at Madrasah
Tsanawiyah Tarbiyatus Sholihin Muaro Jambi in the academic year of 2017/2018.
There are two classes of eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin
Muaro Jambi such as class A and class B, in this research the researcher only takes
class A because the students always follow the activity “The Power of Reading” once
in a week than class B and also the students are good in reading the texts and also their
score in academic. Some students know how to read and pronoun the words well and
they can get the information and answer the questions easily.
26
D. Data and Sources of Data
In this research the researcher takes the data from the teacher‟s strategies
through observations, interviews and documents when the teacher as the subject
applies the strategies in teaching reading and the students as the object in
practicing learning process. The sources of data in this study is teacher as a person
who applies the strategies in teaching reading, student‟s interactions and situations
process when teacher uses the strategies in teaching reading and also student‟s
note, photos, modules.
E. Technique of Data Collection
This research uses three kinds of technique to collect the data. They are
observations, interviews and documentation. It can be seen in the explanations below:
1. Observation
The researcher uses this technique to observe the teacher‟s strategies in
teaching reading comprehension for class A and also student‟s interactions and
situations process (Sugiyono, 2015, p. 43). The researcher comes and sits in the
class and uses the observation field to find out the teacher‟s strategies in teaching
reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus
Sholihin Muaro Jambi.
2. Interview
The interview is also used to answer the formulation of the study, related to
the objectives of the teacher‟s strategies in teaching reading comprehension. An
unstructured interview is used to collect data and the researcher asks the teacher
27
and the students of eight grade class A (Sugiyono, 2015, p. 47). The researcher
starts with a general guiding question based on formulation and allow the teacher
and the students to talk freely and to avoid misunderstanding the teacher and
students will be interviewer in Indonesia language Later the interview take shape
as themes emerged from the information given by the teacher and students.
3. Documentation
The last technique is documentation. Documentation is used to collect
teacher‟s modules, materials and photos when teacher uses the strategies in
teaching reading comprehension (Sugiyono, 2015, p. 53). The researcher will
collect the notes, pictures of the conditions while teaching and learning process.
The documentation of their exercise will help the researcher gets additional data.
F. Technique of Data Analysis
The technique of data analysis in this research is descriptive analysis. Using
this technique, the researcher collects, arranges and presents the data. The qualitative
method is a kind of research without using any calculation or statistic procedures. The
scheme above is the techniques in analyzing data by;
1. Data Reduction
During the field notes processes, the data gains grow much and complex.
The data need to be reduced. Data reduction means to summarize, to choose the
points, to focus on teacher‟s strategies, in order to find the answer. The researcher
reduces from the whole data collected and gets the more suitable data that would
be analyzed.
28
2. Presentation
The data are organized and managed for they are able to be understood.
Data presentation enables the researcher to understand the teacher‟s strategies and
the whole situation. Presentation of data gives possibility of taking of conclusion
and taking action. In this study presentation of data is descriptive. Descriptive
means giving description of the teacher‟s strategies in the narrative way. The
researcher was collecting the information from the teacher and students based on
Brown (2000) and Mukhroji (2011) theories about teacher strategies in teaching
reading comprehension and after taking the information then explain the data and
take the conclusion.
3. Conclusion
The conclusion needed to be verified for its credibility. Verification is
some programs to check the researcher‟s carefulness and to the accurate data.
Taking conclusion is only the part of activity in though configuration. The
researcher begins to seek supporting information, then the reduction data,
presentation data, and the last was making conclusion. After reduced and presented
the data, the last step the researcher made the conclusion about teacher‟s strategies
in teaching reading the classroom.
29
G. Research Schedule
Schedule of the study can be seen in the following table:
NO Activities
Month 2019
January February March April May
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of
proposal
2 Improvement
of proposal
3 Seminar of
proposal
4 Improvement
of seminar
5 Research
permit
6 Research
preparation
7 Research
improvement
8 Scrip arrange
9 Scrip
improvement
10 Final report
30
CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Finding
Based on the result of observation and interview to the subjects of the study,
the researcher found that the teacher only used three strategies in teaching reading
comprehension and the these strategies are always used by the teacher in teaching
reading comprehension at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
The data were also taken from documentation. The following researcher presented the
finding of the study below:
1. Teacher’s Strategies in Teaching Reading Comprehension
This part presented the research findings which the researcher found in the
field by doing observation and interview. It related to the teacher‟s strategies in
teaching reading comprehension at eight grade at Madrasah Tsanawiyah
Tarbiyatus Sholihin Muaro Jambi. After the researcher investigated the teacher‟s
strategies in teaching reading, finally, the researcher got some data. The results of
the research findings were presented in the descriptions bellow. There were four
strategies used by the teacher in teaching, they were Scanning, Guessing and
Working strategies. All the strategies were used by the teacher in teaching reading
comprehension effectively, because with those strategies the students can
understand the material easily, as SR said that:
31
“Dalam mengajar membaca, saya menggunakan beberapa strategi kepada
siswa di dalam kelas. Karena kalau saya hanya focus pada satu strategi
saya tidak cukup untuk membuat kelas itu nyaman, strategi yang saya
gunakan tentu harus memberikan dampak yang baik bagi perkembangan
belajar siwa, sehingga jika siswa berhasil dalam belajar tentu akan
memberikan manfaat bagi semuanya, biasanya saya meminta siswa untuk
membaca secara bertahap dan mereka sejauh ini mengikuti saya dengan
baik, karena saya telah memberikan peraturan agar semuanya berjalan
dengan baik.”[SR] (12th
May 2018).
From the quotation above he believed that in teaching reading
comprehension the teacher needs to understand her or his strategies very well, it is
used to make students understand and have fun to the materials that the teacher
give. The first strategies when teaching reading comprehension to encourage
students‟ reading comprehension is scanning. In this strategy the teacher asked to
students to read and find three vocabularies from text readings that was taught,
student was given a few minutes to memorize vocabulary. After that, the student
asked to memorize vocabularies at each theirs seat with attendance.
2. Types of Teacher’s Strategies in Teaching Reading Comprehension
The data related to the teacher‟s strategies in teaching reading
comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi were taken from conducting interview with the subjects and having
observation. The presentation of findings, in this part covers three strategies, they
were Scanning Strategy, Guessing Strategy and Working in Group Strategy. It can
be seen below:
32
a) Scanning Strategy
In this strategy, the teacher gave the texts to the students based on the
students‟ interesting, then he asked the students to read the text and memorize
three to five vocabularies and those meaning individually related to the topic
that they have discussion. It is done in the end of lesson. In a week the students
read three text and memorized ten vocabularies because in a week they have
two meeting with English lesson.
“Saya bertanya kepada siswa dan meminta kepada masing-masing
siswa untuk dengan berhati-hati membaca teks yang saya berikan,
selain itu pula saya harus menjelaskan kepada mereka tentang tujuan
dari membaca itu sendiri, dalam hal ini ini tujuan itu saya berikan agar
siswa mengetahui isi dari bacaan yang akan mereka baca, setelah
mereka memahami apa tujuan teks itu, tentu akan memudahkan mereka
memahami teks tersebut. Kadang saya juga meminta mereka untuk
membaca dengan suara lantang, karena sebagian mereka banyak
bermain jagi daya suruh mereka satu-persatu mereka akan membaca di
depan kelas. Dengan begitu mereka akan memahami teks yang telah
mereka baca, tentu teksnya bebentuk bahasa inggris, namun tentu
sesuai dengan kemampuan mereka, mereka akan mendapatkan
penambahan ilmu pengetahuan dari teks yang mereka bacakan. Itu
gunanya saya meminta mereka untuk membaca dengen perlahan dan
mendalam. ”[SR] (12th
May 2018).
It can be known that, the teacher made good strategies for teaching
reading comprehension in the classroom, because he always asked the students
to read carefully on their texts, sometimes he asked his students to read loud in
front of the class and sometimes focused on their text, it was used to get the in
formations from the text. After the students understand the text, then they
memorized the words if they could not understand the words itself. The
researcher‟s observation hold on May, 16, 2018 found that the teacher also
33
added some picture for the students‟ understanding in reading the text, when
the text was about family, the teacher would bring some pictures to add
students‟ understanding. The pictures can help the teacher fell easy in giving
explanation to the students, because the students loved when the text added
with the pictures and they can develop their knowledge with the pictures.
The following is field note that researcher got on May, 16, 2018. The
field note describes an activity conducted by teacher in providing the students
opportunity to ask. In the A class the teacher give the easy questions to the
students. It is depending on how a question is asked to open students‟ opinions,
the student may use various opinions or assumptions to form a conclusion
based the questions. The teacher asked to the students to give suggestions
about the questions and the answer must tell about the facts. The teacher could
start with words or phrases such as, „„explain,‟‟ „„compare,‟‟ „„why,‟‟ „„which
is a solution to the problem,‟‟ „„what is the best and why,‟‟ and „„do you agree
or disagree with this statement?‟‟ (Appendix I: documentation result). As the
students said that:
“Kalau Bapak SR mengajar ditambah dengan pakai gambar, kami lebih
suka, soalnya kalau ada penjelasan gambar dari teks yang kamu kami
baca, itu jadi lebih mudah dan tidak susah memahaminya” [LR] “Lebih
enak kalau ada gambarnya, soalnya ada penjelasan dari gambar yang
disampaikan oleh guru”. [OE]. “Kalau tidak ada gambarnya kami
kurang jelas kadang teksnya menceritakakan tentang apa, kalau ada
gambarnya saya bisa menebak isi dari teksnya” [UW]
It can be known that the teacher added pictures to make students know
the text talk about, the teacher also helped the students to remember
34
vocabulary based on the context. He explained the words clearly in front of the
class, because the words should be introduced within the context of a story,
everyday situation, sport, activity or any context his students are familiar with.
In this strategy the teacher also asked the students to find the topic first and
then the students can develop the texts based on the students‟ experiences.
“Sebelum saya meminta siswa mengingat tiga atau lima kata dari teks
yang telah mereka baca, saya meminta mereka menemukan kata yang
mereka tidak mengetahui makna dari kata itu sendiri, setelah mereka
menemukan kata tersebut mereka bisa menuliskan di dalam buku
mereka atau di dalam teks yang saya berikan pada mereka. Saya
berharap dengan sering membaca maka siswa akan mendapatkan
informasi dari teks yang saya berikan, tentunya materi yang saya
berikan berdasarkan kebutuhan mereka dan juga berdasarkan silabus
yang telah saya buat agar tercapai tujuan dari pelajaran saya” [SR] (17th
May 2018).
He believed that by using scanning strategy the students can develop
their experiences with the texts that they read, so it will help them to be easy in
understanding and getting the information from the texts. The teacher also
asked the students about the vocabularies that they have memorized, because
repetition should follow at progressively longer intervals. So, to ensure that
students will remember the words you teach them, they must use them again
and again.
After the students understood the texts and answer the questions in the
texts, then the teacher asked the students to find the vocabularies in the texts
and they must memorize those words, the words could be three to five. He also
35
did not forget to ask his students in general review of words learned in the
previous week and the last he concluded the texts before close the class.
“Dalam mengejar membaca saya tidak terpaku pada satu strategi saja,
yang terpenting tiu bagaimana membuat siswa merasa nyaman dalam
belajar di dalam kelas, dengan berhasil mendapatkan perhatian mereka
tentu nanti akan membuat kita mengajarnya akna lebih mudah, soalnya
apabila tidak mendapatkan perhatian dan keseriusan mereka , maka
pembelajaran akan sulit untuk tercapai, saya selalu memberikan
apresiasi kepada siswa baik berbentuk permen ata jajanan yang
sebetulnya tdak mahal, dan saya melakukan itu guna menarik simpati
mereka uantuk belajar dengan serius dan mendengarkan apa yang saya
samapikan kepada mereka itu hanyalah semata untuk kebaikan mereka”
[SR] (17th
May 2018).
It means that, teacher should make the students loved his in learning
in the class, so the students will follow teacher‟s attention. He also allowed the
students to use skimming or scanning the texts depended on their interest,
because he believed that if the students have many vocabularies in their mind,
they will easy to understand the texts. In every meeting the students should
memorize five vocabularies and those meaning. They memorize the vocabulary
from reading passage that they have done. In a week, the students have ten
vocabularies to memorize, because in a week only twice meeting. The trick
used to memorize call by teacher directly one by one.
The researcher‟s observation hold on May, 16, 2018 found that these
strategies help the teacher in teaching reading comprehension in the class.
Because with scanning the text the teacher can make students remember what
already the teacher to give them and the students also feel easy to know the
text about with the pictures, the teacher asked the students to memorize three
36
vocabularies. Although maybe available one forgets, but students tries to
remember it back. The words that were memorize by the students, teacher took
from reading passage that already work together sometimes also from the
teacher‟s utterance. The teacher did this, in order the students if they found the
words that have not known they will not be lazy to memorize it and it also help
the teacher in process teaching and learning which is if there is difficult word
the students will not always ask to the teacher.
b) Guessing Strategy
The students are happy with this activity because it is conducted with
students in group. For example, the teacher in front the class showing the card
that there is a picture and the students finding the answer what is the picture.
After the students read the text the teacher had prepared pictures to make sure
that the students understand the text with asked them the answer the teacher
question. In this strategy, the teacher gave to the students more than one
questions. So the students answer that question. The questions were about the
lesson that they want to discuss of they had discussed. It was done by the
teacher to know students understand or not understand about the materials. It
was done in final learning with the teacher point one of student to answer that
question. And they answer it by sits in chair each.
“Dalam strategi ini, saya perlu membaca referensi buku cerita dengan
baik, karena saya akan meminta siswa menebak cerita dan juga kata
yang mereka tidak ketahui. Langkah yang pertama saya tentu
memancing mereka dengan bercerita suatu kejadian dan pristiwa
terbaru, yang berhubungan dengan cerita yang akan saya sampaikan.
Setelah itu ketika siswa telah terfokus pada saya, saya menuliskan teks
37
cerita yang berisikan cerita di papan tulis, cerita itu tidak panjang hanya
dua sapai tiga paragrap saja. Diwaktu yang bersamaan saya meminta
siswa untuk menulis di dalam buku catatan mereka, setelah saya
menuliskan cerita di papan tulis, kami bersama-sama membaca cerita
tersebut dengan dipandu oleh saya atau salah satu siswa yang saya
tunjuk, kami membaca cerita tersebut sebanyak dua kali atau tiga kali.
Saya meminta siswa siswa untuk menanggapi cerita tersebut bercerita
tentang apa, semampu mereka. Setelah mereka berpendapat, mereka
akan menemukan kata yang dirasa sulit dengan begitu siswa akan
mencari terjemahannya di dalam kamus. Dengan mengetahui kata-kata
yang sulit tentu siswa akan menambah kosakata mereka, saya
memberinya dengan kalimat, sehingga siswa akan menghafal kosakata
tersebut bersama kalimatnya. Siswa sangat antusias karena ceritnaya
sangat bagus, seperti persahabatan dan juga cerita inspiratif. Dengan
begitu mereka akan semakin termotivasi lagi untuk belajar. Selain itu
juga saya terkadang meminta siswa menebak gambar yang saya ajukan
kepada mereka, dengan begitu mereka akan menebak gambar itu
berhubungan atau tidak dengan isi teks yang sudah mereka baca,
apabila mereka mengatakan berhubungan sedangkan gambar yang saya
tunjukkan tidak ada sama sekali berhubungan, maka saya bisa
memastikan pemahaman mereka sudah baik atau belum. Ini saya
gunakan karena mereka itu paling suka belajar apabila ada gambarnya”
[SR] (17th
May 2018).
These strategies help the teacher in teaching reading comprehension.
With this strategy the teacher able to know how far their students understand
what he had given to them. And in this stage the students were not only read
the passage but also really understand what the content of the content. In this
strategy, the teacher also prepared well for the class. He wrote the story in the
whiteboard, the students are looked happy to write and read the story, because
the story tells about friends and also about inspiration. The students would ask
to guess the story tells about, and also the vocabularies that he choose.
The researcher‟s observation hold on May, 16, 2018 found that the
teacher also composed specific pictures that he would show to his students.
38
That was used to make the learning process run well, he also anticipate the
understanding and answer if the students would ask his about the previous
lesson. It helped the teacher to increase student participation and encourage
active learning. When teacher asked questions in the classroom, he was
modeling a process that students can and should use themselves. Teacher
encouraged his students to use the following questioning and strategies. It was
used to assess what they have learned, to develop their reading skills and to
study for exams. The teacher used the questions to make students practice
some skills, as well as communicate to them the facts, ideas, and ways of
understanding the texts that were important to their learning in his class.
“Dalam capaian yang diinginkan saya harus mempersiapkan materi
dan juga pemahaman saya terhadap materi dengan baik, saya juga
membaca beberapa buku dan juga dari internet untuk menambah
wawasan saya dari materi yang akan saya berikan pada siswa, selain itu
juga saya mengumpulkan gambar dari beberapa buku dan juga internet
untuk dijadikan acuan agar materi yang saya samapikan dapat diterima
oleh siswa dengan baik. Harapan saya siswa dapat memahami materi
yang saya berikan kepada mereka, mereka dapat memberikan contoh
yang nyata dari materi yang telah dibelajari, sehingga siswa akan lebih
aktif dalam memahami bacaan yang mereka baca” [SR] (17th
May
2018).
It means that, teacher should make the goal by asking students to
explain why they answered the way they did. The teacher did not show only
one picture but more than that and the teacher also asked more than one
question at once because students often did not respond. It because they were
unsure which question the teacher wanted them to answer. Asking questions
throughout the class would not only make the class more interactive, but also
39
helped teacher measure and improve student learning.. In doing this strategy to
enhance students‟ reading comprehension, the teacher would wait the students
to answer his question. He waited for students to analyze and formulate
responses for 5-10 seconds. It would increase the number of students who
volunteer to answer if students did not volunteer before 5 seconds have passed.
As the students said that:
“Bapak SR selalu membawa gambar, gambarnya bermacam-macam
ada berbentuk orang atau keluarga dan ada juga yang berbentuk
pemandangan. Gambarnya besar kok, Bapak juga berjalan mengelilingi
kami untuk melihatkan gambar pada kami” [PL] “Kami senang kalau
Bapak mengajar dengan menggunakna gambar, dan juga kami ditanya
soal beberapa jawaban darit eks yang kami baca itu membauat lebih
nyaman saja kala belajar dengan ada perhatian dan juga tanya jawab
antara guru dan muritnya” [ES]
“Kadang kami ditanya di kelas itu lebih dari satu pertanyaan, kadang
ada dua atau juga empat, jadi kami tekadang kan susah menjawabnya
atau tidak tahu, tapi Bapak SR memberikan kami waktu untuk
menjawab pertanyaanya dengan semampu kami” [AR] “Kami dikasih
sepuluh menit biasanya kalau bingung menjawab pertanyaan Bapak
SR, soalnya kadang kami gugup kalau ditanya tuh” [WK]
This strategy can make students felt easy to understand and get the
information from the texts, the students can use their experiences related to the
topics that the teacher gave. The teacher always make interaction to the
students to build students motivation and the teacher always respect and give
chance to all of the students. Teacher would repeat the questions to listen their
answer about the questions. The teacher also did not interrupt students’
answers because he thought he knew what the student was going to say. So,
the he let the students to thing about the answer from the questions. He showed
40
that he was interested in students’ answers, whether right or wrong. By
using facial expressions that show he was listening and engaged. He did not
look down at his notes while student was speaking if there was a student gave
an incorrect or weak answer. He pointed out what was incorrect or weak
about the answer, but also he asked the student a follow-up question. That
would lead that student, and the class, to the correct or stronger answer.
“Untuk menarik perhatian dan juga pemahaman siswa saya membuat
pertanyaan yang mudah dan tidak membuat siswa bingung dengan
pertanyaan yang saya berikan, tentu saya memberikan pertanyaan
berdasarkan amteri yagn sudah lalu dibahas atau persiapan materi yang
akan saya sampaikan pada hari ini, jadi kalau semuanya telah disiapkan
dengan baik, pada masing-masing siswa diminta untuk menjawab
pertanyaan yang saya berikan, setiap siswa memiliki kesempatan untuk
menjawab pertanyaan saya, seandainya ada jawaban yang salah saya
tidak mempermasalahkan hal itu yang terpenting itu bagi saya mereka
mampu dan berani menjawab berdasarkan pemahaman mereka,
kalaulah kita tahu pemahaman mereka bagaimana, tentu kita akan tahu
cara yang baik meningkatkan atau memperbaiki agar materi yang
diberikan dapat tersampaikan” [SR] (17th
May 2018).
It means that the teacher wrote the notes from the student‟s answer
overlooks. The most important conclusion of the study they were discussing,
then he asked that same student to try to recall what that conclusion was. If he
or she did not recall the conclusion, teacher asked by using these questions to
the class (Appendix I documentation result). Questions should be designed to
promote evaluation and synthesis of facts and concepts. Asking a student to
evaluate when exercises should be included in a teaching, it is more
challenging than asking a student to define all the time. Lower and Higher-
level thinking questions could be start or end with words or phrases such as,
41
explain, compare, why, which is a solution to the problem, what is the best and
why, and do you agree or disagree with this statement?
In some occasions, the teacher asked the students to look up at
dictionary if they could not understand the meaning of the texts. It was done by
the teacher to help the students become independent learner. This activity
could be done by the students not only at school but also at home when they
found the difficult words. If the students found some difficult word, the teacher
asked the students to look up dictionary. They were supposed to translate some
words by themselves in most cases with the help of dictionaries.
“Tentu semuanya tidak seperti yang kita harapkan dalam mengajar ini,
ada saya hal yang menjadi kendala, namun kendala sejauh ini tidak
begitu merepotkan saya, lagian kendalanya hanya keterlambatan dan
juga siswa yang membuat rebut, kalau ada yang membuat rebut, saya
akan memisahkan anak yang rebut tersebut ke kursi yang lebih jauh
dari teman-temannya, kalau ada yang terlambat kadang saya meminta
siswa untuk berlari berputas keliling kelas, sehingga siswa akan merasa
malu dengan apa yang telah dia paerbuat. Kalau ada permasalahan
dalm proses pembelajaran paling hanya siswa tidak tahu makna bahasa
inggris yang sedang mereka baca, dari sini saya meminta mereka untuk
melihat maknanya di salam kamus, lagian saya selalu menyuruh mreka
untuk membeli kamus dan juga membawa kamus dalam setiap hari
saya belajar bahasa Inggris. Kalau mereka tidak membawa saya
menyuruh mereka meminjam di perpustakaan atau meminjam dengan
teman kelas mereka atau kelas yang lalin, yang jelas kalau mereka
harus membawa kamus di dalm kelas saya. [SR] (17th
May 2018).
As the students also said that:
“Bapak SR selalu mewajibkan kami membawa kamus, kalau tidak
membawa kamus kami disuruh keluar kelas mencari kamus, jadi kami
memang harus membawa kamus. [FA] “Bapak SR bakal marah kalau
ada yang tidak membawa kamus, kalau rumah yang tidak membawa
42
kamus dekat Bapak suruh mengambilnya ke rumah lagi, kalau memang
belum punya Bapak SR menyuruh kmai meminjam di perpustakaan dan
jgau terkadang ke teman atau adek tingkat kami yang kelasnya berbeda,
kan kamusnya sama dan tidak maslah mau ukuran apa yang jelas
kamus bahasa inggris” [PS]
From the quotations above it can be known that at first; the teacher
gave instruction about how the students used what they found in a dictionary
so they could transfer meaning they found into something useful. Students
might be confused by different meanings for the same word, but later they
would accustom to do it by themselves. From those ways, the students knew
the meaning, spelling, and pronunciation from the vocabulary. As subject
stated, “By asking me or their friends and looking up at dictionary, the students
could easily learn vocabularies”. After the students can understand the words
in the texts it will make them easy to get the information from the texts itself.
The students also were asked to answer the questions in the texts itself.
Sometimes, the teacher gave additional materials beside the stories
from the textbooks. The teachers presented the short story in the LCD projector
so all students could read it. One student was in charge of reading and others
were reading silently too while listening to their friends. The teachers asked
other students to retell the story in their own words in order to check their
comprehension. This activity integrated reading, listening, and speaking. In
addition, when retelling the story, the student needed to employ their
vocabulary, pronunciation, and grammar at the same time to produce correct
and understandable discourse. As he said that;
43
“Terkadang saya mecari video di youtube untuk menambah wawasan
anak-anak di kelas, karena saya tidak mau kalau mereka merasa bosan
dengan membaca terus, makannya saya sisipkan menampilkan video
cara pengucapan kata yang benar tau juga video pendek agar siswa
mendapatkan motivasi yang baik dalam belajr, kalau mereka memiliki
semangat yang baik dalam belajar tentu kita akan mudah dalam
mengaturnya, karena mereka akna mengikuti kita, coba kalau
sebaliknya, tentu mereka akan rebut dan tidak memiliki semangat
belajar yang tinggi dalam hidupnya sehingga pula berdampak kepada
hasil belajar mereka yang kurang memuaskan.” [SR] (17th
May 2018).
As the students also said that:
“Kami jadi makin senang kalau Bapak SR menampilkan video di LCD,
jadi kami lebih semangat, karena kmai waktu belajr tidak monoton dan
dengarin Bapak ngomong, makannya Bapak SR terkadang meminta
kami untuk melihat tayangan di video yang nantinya akan digunakan
untuk pembahasan dan juga diskusi secara bersamaan dengan teks yang
takan dipelajari atau telah dipelajari” [PL] “Video yang ditampilkan itu
kartun dan lucu, jadi kami senag aja kalau melihat video yang seperi
itu, kami juga banyak belajar di video itu, bagaimana mengatasi
permasalahan dan jgau cara belajar yang baik itu gimana, kalau setahu
saya yang pertama itu harus tahu dulu tujuan apa yang mau dibahas,
terus jalanin aja sambil serius dan tidak malah-malasan dalam belajar”
[ES]
“Video yang ditampilkan kandang berbantuk orang, sehingga akan
mudah dalam megnucapkan kata yang tepat dalam ,memahami bacaan
atau car abaca yang kami pelajari” [AR]
The teachers then asked more evaluation questions to the students, like
the moral message of the story according to the student. The teachers also
asked knowledge questions to check students‟ background knowledge, such as
“why the pronoun he in present tense the verb must be followed by s/es”.
Students tried to guess the answers, but at the end, the teachers told them the
correct one.
c) Working in the Group Strategy
44
In this strategy the students would work in small groups to complete
their exercise. Students worked together as a team to not only learn the
material but also help each other to understand the material because it can be
learned and enhanced through teamwork. The success of the exercise depends
on combining their work. Every student would have texts and they would have
good communication with all members in the group and they need to practice
communicating in a positive ways. It can be seen from interviews‟ result to the
participants below:
“Saya juga mengajak siswa untuk membuat kelompok berdiskusi dari
materi yang saya berikan kepada mereka, dari materi yang mereka
pelajari maka mereka akan berdiskusi satu sama lain guna memahami
teks yang mereka baca, setiap siswa akan mendapatkan teks yang saya
berikan dan mereka akan dibagi menjadi enam kelompok salam satu
kelas, masing-masing kelompok terdiri dari lima sampai enam orang.
Pada pemberian teks saya sengaja memberikan mareri yang berbeda
agar siswa dapatsaling berbagi dan tidak meniru kelompok yang lain,
karena kalau teksnya sama mereka akna meniru dan melakukan
pengulangan pada kelompok yang telah menyampaikan terlebih
dahulu.”[SR] (17th
May 2018).
This data proven that the teacher would normally start giving the 5
different materials to the students. Next, the students read the story from their
textbook and then do the activities given by the teacher. Sometimes the teacher
would ask the students to do worksheets, make a drama, and so forth. When
the students were reading and discussing with friends, the lecturers would
move around them and visit each group to see their progress and assist them in
learning. The lecturers became facilitator and helper. The researcher‟s
observation hold on May, 16, 2018 found that field note describes an activity
45
conducted by teacher in providing the students opportunity to share and discuss
to make a group. In the third observation. In the A class the teacher discussed
the exercises in module. In discussing the exercises the teacher asked her
students by saying “do you have any question? Or “have you understood?”
Those questions were replayed by the teacher before she continued her
teaching. And in this strategy the students can become involved in
agree/disagree discussions. In this type of discussions, the teacher form groups
of students, preferably 4 or 5 in each group, and provide controversial
sentences like “students learn best when they read vs. students learn best when
they travel”. Then each group works on their topic for a given time period, and
presents their opinions in front of the class.
By asking the students to make dialogue in group based on the certain
texts that have been learned and practice it. Sometimes the teacher also asked
her students to retell the texts. Those activities helped the students to
understand the context of the texts. Because the teacher believed that context
was important as it helped students to understand well the texts. In addition, in
order to make the students have a good retention in thinking, the teacher asked
her students to give their opinions that they have learned and used them in
daily life communication. The subject not only worked on the text books, but
also worked with some literatures that were available online. She asked her
students in a group to find out some texts on internet such as some kind of texts
that have been learned for example descriptive text, recount text, narrative text,
46
etc. After the students have found some kind of texts, the teacher asked her
students to give their ideas about the texts and discussed them with others
group in the class before it was collected as group assignment. Debate was also
used to promote students‟ critical thinking. In the debate technical system,
there are some items which relate to the debate process.
In this strategy grouping based on the proficiency level was good that
the students realized their own abilities and tried to enhance them. The lower
level students were motivated seeing their friends in the higher level. The lower
ones would work harder so they could reach higher level just like their friends.
The students were put based on their level, the levels likes; elementary,
intermediate and upper. Each group based on students‟ proficiency level. It
made the teacher easier in deciding the materials for them. If they had not been
grouped based on their proficiency levels, the teacher would have had a
dilemma whether to give them more difficult or easier materials. As he said
that:
“Dengan meletakkan mereka pada kelmpok yang berbeda-beda itu
memudahkan saya dalam mengawasinya, karena jika dikelompok yang
tidak sesuai yang ada mereka hanya akan bermain tidak mau membatu
satu sama lain, maka dari itu, saya harus memperhatikan mereka
dengan baik agar materi yang saya sampaikan dapat mereka terima dan
juga dilaksanakan dengan baik”. [SR] (17th
May 2018).
From the quotations above, making them based on their abilities was
an important step in improving the students‟ abilities and designing the
materials. When the reading text was easier, like short stories for the
47
intermediate level, but for beginner students, the reading text was more easily,
like a daily activity text. Since the students had different levels of proficiency,
the materials given to them were different, too. According to the English
teacher, the purpose of grouping the students was to enhance all students‟
English skills. This purpose was similar to the one of Cooperative Learning
purposes, which is raising the achievement of all students.
If all students were given the same material, some students could
understand and enhance well, but some students with lower proficiency level
would find it difficult and be left behind. Some smarter students would also
feel that the materials were too easy for them. In other words, that kind of
curriculum hindered the students from improving further along with their
ability. As a result, grouping them and giving them different materials would
make every student improvement. On one hand, the smart students could learn
deeper about the materials. On the other hand, students with lower proficiency
could also enhance and were not left behind.
It can be known that by giving different materials to different groups of
students might be a new technique in teaching English. It was really hard for
the teacher since the teacher would have more work to do. The teacher needed
to prepare three different materials and read the four of them beforehand.
Besides, different materials also meant different test questions. The lecturers
also needed to explain three different materials.
48
The researcher‟s observation hold on May, 24, 2018 found that the
students worked in the small groups and read along. One of the students in the
smaller group read out loud and others listened while reading silently. The
teacher said that by doing this, the teacher could also hear the students‟
pronunciation mistakes and made sure that the students really read the stories
instead of talking with friends. However, if the aim of the reading was
comprehension, reading aloud was considered not good since students would
be paying more attention to their pronunciation than trying to comprehend the
meaning of the stories. Moreover, reading aloud could result in wrong
pronunciation, which would be difficult to be corrected if it already became an
error, since the students did not know how to pronounce the words correctly. In
this activity, reading, listening, speaking and pronunciation skills were
integrated in the learning.
The students had to do the worksheets, consisting of questions about
the reading, given previously by the lecturers. They could still discuss with
friends in finding the answers. However, copying was really prohibited. By
discussing in doing the worksheets, students practiced their speaking and
listening. They practiced the writing, vocabulary, and grammar skills because
they had to pay attention to the grammar of their writing as well as use the
appropriate vocabulary to express their thoughts. The teacher moved around
when the students worked in groups to assist them and check their grammar, so
the grammar skill was also enhanced here. If the teacher found mistakes in the
49
grammar, he would ask the students to correct themselves, not giving the
correction directly. In addition, the students needed to refer back to the story
and read for details to find the answers, so their reading skill was also
employed. For example, there was a question like this in the level elementary
worksheet.
Teacher must have the assumption that the worksheet for each level
consisted of questions which were easier than questions for intermediate and
upper. For example, categorized using bloom questioning, thee levels of
starter, beginner and elementary worksheet only asked about knowledge
questions, such as “what is the name of the character?”, but intermediate and
upper worksheet would ask about analysis questions, such as “why Lina did
that to her father?”. Actually, the worksheets given to the all groups had the
same characteristics. In the worksheets for all levels, there would be all types
of questions, knowledge question, comprehension question, application
question, evaluation question, synthesis question, and analysis question. No
group got easier questions like knowledge questions only. The difference in the
worksheets among the each group was only the reading text. Moreover, the
questions given by the lecturers were usually deep questions, like evaluation
and analysis questions. There were still some knowledge questions, though. All
in all, the worksheets made by the lecturers can be considered good.
50
B. Discussion
This part presents the discussion of the research findings. There was one
research question proposed in this study. This research focused on the teacher‟s
strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah
Tarbiyatus Sholihin Muaro Jambi. In attempt to make the teaching and learning
process successful, especially in teaching student‟s reading comprehension, the
teacher should consider some factors, there were two factors, which are: (1) Individual
factors such as students‟ ability to use the concept map, students‟ motivation about
topics discussed in the online group discussions, and individual learning style and (2)
Group factors consisted of a combination of students‟ learning styles in a group and
group roles facilitator and summarizer. In this case, the teacher of eight grade at
Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi considered that factors, one
of them was by considering the strategies he employed to teach the reading
comprehension. In employing the strategies in teaching reading comprehension, he
also taught based on the principle of reading comprehension (Richard and Renandya,
2002, p. 274).
From the research finding, the teaching strategies employed by teacher in
teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin
Muaro Jambi were so various;
1. Teacher Used Scanning Strategy
The first strategy was scanning where the teacher gave the texts to the
students based on the students‟ interesting and the students could get the
51
knowledge and information from the text that they have read. It is also supported
by Brown (2000, p. 21) scanning strategy could make students know the
information from the text. Then the teacher also asked the students to read the text
and memorize three to five vocabularies and those meaning individually related to
the topic that they have discussion. It is done in the end of lesson. In a week the
students read three text and memorized ten vocabularies because in a week they
have two meeting with English lesson. The teacher always give motivation to the
students even their answer were wrong. It is also supported by Cameron (2001, p.
21) the teacher should insist that learning is not only doing exercises and decide
the right and the wrong answer but the teacher also needs some activities to
develop the students‟ creativity in learning English. The teacher explained the
words clearly in front of the class, because the words should be introduced within
the context of a story, everyday situation, sport, activity or any context his students
are familiar with. It is similar lines with the finding of (Tiin Nurlaili, 2014;
Nasution, 2017).
2. Teacher Used Guessing Strategy
The second strategy was guessing strategy where the teacher writes the
story in the whiteboard, the students are looked happy to write and read the story,
because the story tells about friends and also about inspiration. The students would
ask to guess the story tells about, and also the vocabularies that he choose. Teacher
also in front the class showing the card that there is a picture and the students
finding the answer what is the picture. After the students read the text the teacher
52
had prepared pictures to make sure that the students understand the text with asked
them the answer the teacher question It is similar lines with the finding of
(Nasution, 2017). In this strategy, the teacher gave to the students more than one
questions. So the students answer that question. It is also supported by Brown
(2000, p. 21) guessing could make students know the meaning of a word. The
questions were about the lesson that they want to discuss of they had discussed. It
was done by the teacher to know students understand or not understand about the
materials. It was done in final learning with the teacher point one of student to
answer that question. With this strategy the teacher able to know how far their
students understand what he had given to them. And in this stage the students were
not only read the passage but also really understand what the content of the
content. In this strategy, the teacher also prepared well for the class. He composed
specific pictures that he would show to his students. That was used to make the
learning process run well, he also anticipate the understanding and answer if the
students would ask his about the previous lesson.
3. Teacher Used Work in Group Strategy
Another strategy is work in small groups, in this strategy the students
would work in small groups to complete their exercise. Students worked together
as a team to not only learn the material but also help each other to understand the
material because it can be learned and enhanced through teamwork. It is also
supported by Brown (2000, p. 22) work in groups could make students know the
material well. The success of the exercise depends on combining their work. Every
53
student would have texts and they would have good communication with all
members in the group and they need to practice communicating in a positive ways.
The teacher would normally start giving the 5 different materials to the students.
Next, the students read the story from their textbook and then do the activities
given by the teacher. Sometimes the teacher would ask the students to do
worksheets, make a drama, and so forth. When the students were reading and
discussing with friends, the lecturers would move around them and visit each
group to see their progress and assist them in learning. The lecturers became
facilitator and helper. It is similar lines with the finding of (Tiin Nurlaili, 2014;
Nasution, 2017, Nugroho, 2013).
From the discussion above, the teacher‟s strategies in teaching reading
comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi was used three strategies, such as; scanning strategy where where the
teacher gave the texts to the students based on the students‟ interesting, then he
asked the students to read the text and memorize three to five vocabularies and
those meaning individually related to the topic that they have discussion; guessing
strategy where the teacher in front the class showing the card that there is a picture
and the students finding the answer what is the picture work in small groups, in
this strategy the students would work in small groups to complete their exercise.
Students worked together as a team to not only learn the material but also help
each other to understand the material because it can be learned and enhanced
through teamwork. These strategies help the students in thinking easier, faster, and
54
more enjoyable ways to master giving the ideas so they really support the students‟
reading comprehension improvement.
55
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the teacher‟s strategies in teaching reading
comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro
Jambi was used three strategies, such as; scanning strategy where the teacher gave the
texts to the students based on the students‟ interesting, then he asked the students to
read the text and memorize three to five vocabularies and those meaning individually
related to the topic that they have discussion; guessing strategy where the teacher
wrote the story in the whiteboard and the students would ask to guess the story tells
about, and also the vocabularies that he choose; work in small groups, in this strategy
the students would work in small groups to complete their exercise. Students worked
together as a team to not only learn the material but also help each other to understand
the material because it can be learned and enhanced through teamwork. These
strategies help the students in thinking easier, faster, and more enjoyable ways to
master giving the ideas so they really support the students‟ reading comprehension
improvement.
B. Suggestion
The researcher suggested English teacher can consider the strategy in teaching
students‟ reading comprehension was very important for the students because they had
56
to express their opinions. The students could still find a space to speak English more
often without having to worry about anything and with the right guidance from the
teacher. The researcher believed that if the students would follow the teachers‟
strategies, they would enhance their adding comprehension, even though it is not fully
fulfilled, this could bring students into positive results on their adding comprehension.
For the future researchers that are interested in conducting the other research but
still in the same scope, the researcher hopes that the other researchers could conduct
the other teacher‟s strategy to help students in speaking skills, writing skills and
listening skills. In additional, because this research only focuses on the teacher‟s
strategy teaching students‟ reading comprehension, the researcher hopes the future
researchers to investigate the solving strategies in other skills like in writing, listening
or reading. Last, hopefully this research could be a good guide which had reach
information for the further researches about the teacher‟s strategies in teaching reading
comprehension.
57
REFERENCES
Abraham, J. (2010). “Skilled Reading: Top-Down, Bottom-Up”, Journal of Reading.
Brown, H.D. (2000). Teaching by principle: An Interactive Approach to Language
Pedagogy (4nded). New York, NY: Longman.
Brown, A., & Palincsar, A. (1984). “Reciprocal Teaching of Comprehension-Fostering
and Comprehension Monitoring Activities”, Journal Cognition and
Instruction, 1(2) 117-75.
Creswell, J.W. (1997). Qualitative Inquiry and Research Design. New York, NY:
Sage Publisher.
Gurning, B., & Regar, A. (2017). “The Effect of Teaching Strategies and Curiosity on
Students‟ Achievement in Reading Comprehension”, English Language
Teaching; Vol. 10, No. 11.
Halik, N. (2016). “Contextual Teaching and Learning Method to in Teaching Reading
At Third Year Students of Mtsn Balang-Balang Gowa Regency”, journal
Contextual Teaching and Learning Method Volume 02, Number 02.
Harmer, J. (2001). How to Teach English. England: Associated Companies Throught
of World.
Kasim, U., & Wahyuni, S. (2016). “Implementation Of The Semantic Mapping
Strategy For Teaching Reading Comprehension”, English Education Journal
(EEJ), 7(1), 46-60, January.
Kusumastuti, D.K. (2013). “Investigation of Reading Strategies in Language Teaching
of SMA Negeri 3 Salatiga”, English department, Faculty of Language and
Literature Satya Wacana Christen University.
Linse, C.T. & Nunan. (2005). Practical English Language Teaching Young Learner,
New York: Cambridge University Press
Mahardinata, A.P. (2012). “A Descriptive Study of Teaching Reading Comprehension
in the Second Year of SMP N 1 Polanharjo”, School of Teacher Training and
Education Muhammadiyah University of Surakarta.
58
Marlini, L. (2014). “Teaching Reading Comprehension by Using 3-2-1 Strategy to the
Tenth Grade Students of SMA Ethika Palembang”, Jurnal Pendidikan dan
Pengajaran, Uin Raden Fatah Palembang.
Muslaini, (2017). “Strategies For Teaching Reading Comprehension”, English
Education Journal (EEJ), 8(1), 67-78, January
Nasution, D. (2017) “The Teachers‟ Strategies on Teaching Reading Comprehension
of Recount Text at Grade X of SMA Negeri 1 Simpang Empat. English and
Literature Department Faculty of Languages and Arts State University of
Medan.
Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking,
United Kingdom, Simultaneously published.
Nugroho, M.A. (2013). “A Descriptive Study on Teaching Reading to the First Grade
of SMA Al-Islam 3 Surakarta In 2012/2013 Academic Year by Ums Students
on the Job Training”, School of Teacher Training and Education
Muhammadiyah University of Surakarta.
Nurlaili, T. (2014). “A Study on Teacher‟s Strategies in Teaching Reading
Comprehension in Second Grade of Student‟s MTS Tarbiyatul Ulum
Panggungasri Panggungrejo Blitar Academic Year 2013/2014”. English
Education Department Faculty of Tarbiyah and Teacher Training The State
Institute of Islamic Studies (Iain) Tulungagung.
Kader, C.C. (2008). “Teaching Reading in the Foreign Language Classroom Ensinar
Leitura Na Sala De Aula De Língua Estrangeira”, Journal teaching reading,
VIDYA, v. 28, n. 1, p. 105-112, ISSN 0104-270 X.
Richards, J.C., & Renandya, W.A. (2002). Methodology in Language TeachingAn
Anthology of Current Practice. New York, NY: Cambridge University Press.
Rahman, I.F. (2015). “The Implementation of Collaborative Strategy Reading (Csr)
And Its Effects on Students‟ Reading Comprehension”, journal education,
Volume I, Number 01, June.
Riyanti, R.M. (2012). “The Study on the Implementation of Teaching Reading in The
Fifth Grade of SDN 2 Banyuagung Surakarta”, English Department Teacher
Training and Education Faculty Surakarta University.
Salmiah (2015). “Teacher‟s Strategies in Teaching Reading at Eighth Grade Junior
High School Satu Atap Paseban Tebo” Education Faculty and Teacher
59
Training of the State Islamic University Studies Sulthan Thaha Saifuddin
Jambi.
Sugiyono, (2015). Metode penelitian Kuantitatif dan Kualitatif R & D cetakan ke 5,
Bandung: ALFABETA.
Tambe, A.B., Nzefa, L.D., & Nicoline, N.A. (2015). “Childhood diarrhea determinants
in sub-saharan africa: a cross sectional study of tiko-cameroon”, Journal of
Catholic University of Central Africa, 6(23).
Wulandari, D.N., & Ihsan, D. (2014). “Teaching Reading Comprehension To The
Eighth Graders of Smp Negeri 53 Palembang Through Reading, Encoding,
Annotating, Pondering (Reap) Strategy”, Education Study Program, Faculty of
Teacher training and Education, Sriwijaya University.
60
APPENDIX I
QUESTIONS FOR THE STUDENTS IN THE CLASROOM
1. What are the strengths and weaknesses of …?
2. What is the difference between … and …?
3. Explain why/how …?
4. What would happen if …?
5. What is the nature of …?
6. Why is … happening?
7. What is a new example of …?
8. How could … be used to …?
9. What are the implications of …?
10. What is … analogous to?
11. What do we already know about …?
12. How does … affect …?
13. How does … tie in with what we have learned before?
14. What does … mean?
15. Why is … important?
16. How are … and … similar/different?
17. How does … apply to everyday life?
18. What is a counterargument for …?
19. What is the best …and why?
20. What is a solution to the problem of …?
21. Compare … and … with regard to …?
22. What do you think causes …? Why?
23. Do you agree or disagree with this statement? What evidence is there to
support your answer?
24. What is another way to look at …?
61
APPENDIXES
PERTANYAAN UNTUK GURU
1. Apa tujuan Anda mengajar reading?
2. Apa saja yang Anda persiapkan sebelum mengajar reading?
3. Bagaimana Anda meningkatkan semangat belajar membaca siswa?
4. Bagaimana keadaan siswa Anda di kelas delapan A? (Jumlah, antusias belajar)
5. Strategi apa saja yang Anda gunakan dalam mengajar reading?
6. Apa saja yang perlu Anda siapkan dalam menggunakan strategi reading?
7. Bagaimana pelaksanaan strategi reading yang Anda gunakan?
8. Apakah strategi reading yang Anda gunakan meningkatkan pemahaman membaca
siswa? Kenapa….
9. Bagaimana reaksi siswa di saat Anda menerapkan strategi reading? Kenapa….
10. Bagaimana Anda mengetahi pemahaman membaca siswa? Bagaimana….
11. Apa saja permasalahan yang sering Anda temui di saat mengajar membaca?
12. Bagaimana Anda mengatasi permasalahan yang sering Anda temui di saat
mengajar membaca?
13. Apa saja kekurangan dari strategi yang Anda gunakan dalam mengajar membaca?
14. Apa saja kelebihan dari strategi yang Anda gunakan dalam mengajar membaca?
15. Media apa saja yang Anda gunakan dalam mengajar membaca? (bagaimana
penggunaanya)
16. Apa harapan kedepan Anda terkait strategi yang Anda gunakan dalam mengajar
membaca?
62
PERTANYAAN UNTUK SISWA
1. Apakah Anda suka membaca? Kenapa?
2. Apakah membaca itu penting? Kenapa?
3. Kapan dan di mana Anda membaca buku?
4. Factor apa saja yang membuat anda suka membaca?
5. Apakah Anda menyukai dia (guru) bahasa Inggris Anda? Kenapa?
6. Bagaimana dia (guru) mengajar membaca di dalam kelas?
7. Apakah dia (guru) menjelaskan tujuan pembelajaran membaca? Kenapa?
8. Strategi apa yang dia (guru) gunakan dalam mengajar membaca?
9. Bagaimana dia (guru) menggunakan strategi dalam mengajar membaca?
10. Bagaimana perasaan Anda selama proses belajar di dalam kelas? Kenapa?
11. Apakah Anda bermain permainan di dalam kelas? Bagaimana?
12. Media apa saja yang dia (guru) gunakan selama mengajar membaca?
63
DOCUMENTATION
Teacher explains about the material
Teacher writes the text in the whiteboard
64
Students write the text of reading comprehension
Students read the text after the teacher read it
65
Teacher asks one of the students to read it loudly
Teacher explains the text to the students
66
67
68
RIWAYAT HIDUP
Penulis bernama Wiwin Suryani, Lahir pada tanggal
30 Oktober 1995 di Mendahara Tanjung Jabung Timur.
Penulis merupakan anak pertama dari Dua bersaudara
pasangan suami isteri Bapak Sutrisno dan Ibu Hartini.
Penulis berdomisili di Prt.Alamsyah Rt.003 Desa Sungai Beras
Kecamatan Mendahara Ulu Kabupaten Tanjung Jabung Timur
Provinsi Jambi.
Adapun riwayat pendidikan yang pernah di tempuh penulis adalah sebagai
berikut :
1. SDN 65/X Sei Beras lulus tahun 2007
2. MTS Irsyadul Ibad lulus tahun 2010
3. MA Irsyadul Ibad lulus tahun 2013
Setelah lulus MA Irsyadul Ibad Penulis melanjutkan ke Universitas Islam Negeri
Jambi (UIN STS JAMBI) Di Fakultas Ilmu Tarbiyah dan Keguruan program study
Pendidikan Bahasa Inggris (PBI) dan dalam penyelesaian tugas akhir peneliti
mempersembahkan skripsi dengan judul “Teacher‟s Strategies in Teaching Reading to
Students‟ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi ”
sebagai syarat memperoleh gelar Sarjana S1 Pendidikan Bahasa Inggris.
~~~