TEACHER’S STRATEGIES IN TEACHING READING FOR

EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL 17

JAMBI

THESIS

MEIRA ANA PUTRI

TE. 131532

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2020

TEACHER’S STRATEGIES IN TEACHING READING FOR

EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL 17

JAMBI

THESIS

Submitted as Partial Fulfillment of the Requirements to Get Undergraduate Degree

(S1) in English Education Program

MEIRA ANA PUTRI

TE. 131532

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2020

i

ii

Advisor I : Monalisa, M.Pd

Advisor II : Faiqah Mahmudah, M.Pd

Address : Faculty of Tarbiyah and Teacher Training The State Islamic

University of Sulthan Thaha Saifuddin Jambi

The Dean of Faculty of Tarbiyah and Teacher Training

The State Islamic University of Sulthan Thaha Saifuddin Jambi

In Jambi

OFFICIAL NOTE

Assalamu‟alaikum wr.wb.

After reading and making some necessary corrections, we agree that

thesis entitled “Teacher‟s Strategies In Teaching Reading For Eighth Grade

Students of Junior High School 17 Jambi” by Meira Ana Putri, TE. 131532,

English Education Program is approved for thesis defense as partial fulfillment

of the requirements to obtain undergraduate degree (S1) at English Education

Study Program Faculty of Tarbiyah and Teacher Training at The State Islamic

University of Sultan Thaha Saifuddin Jambi.

So, we submit it in order to be received well. We appreciate your

attention. May this thesis be a great benefit for the religion and nation.

Wassalamu‟alaikum wr. wb.

Advisor I

Monalisa, M.Pd

NIP.19750515200032004

Advisor II

Faiqah Mahmudah, M.Pd

NIP. 198704172015032003

i

KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTHAN THAHA

SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN

KEGURUAN

Alamat: Fakultas Ilmu Tarbiyah dan keguruan UIN STS Jambi

Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363

ORGINALITY THESIS STATEMENT

I who signed below stated that the thesis that I arrange as a requirement to get

undergraduate degree which is entitled “Teacher’s Strategies In Teaching Reading

For Eighth Grade Students of Junior High School 17 Jambi” is originally and

truly my own work.

As certain parts of the thesis which I quoted from the work of other people, I

have written the source clearly in accordance with the norms, rules and ethics of

scientific writing.

If later found that some parts of the thesis are not my own work or

indicated any element of plagiarism, I am willing to accept the consequences

in accordance with rules and regulation prevail. Therefore, in writing this

statement, I am in good health and mind.

Jambi, October 2020

Meira Ana Putri

TE. 131532

iii

DEDICATION

Alhamdulillahirobbil‟alamin,

Thanks to Allah SWT, the most Gracious, the most Merciful, the Creator of the

Universe for giving me the blessing and leading me, hence, I could finally finish

writing this thesis. Sholawat to the Prophet Muhammad SAW. His coming really

changed the world. Special thanks to:

My beloved parents, A Kasim Inas (alm) and Asia (almh) who have been giving me

endless love and encouraging me and never stop praying for my success in the future,

always supporting me and guiding me to pass every challenge that I face, your

prayers are really powerful.

All of My Family especially my Siblings Asni,S.Pd, Saipul Efendi M. Pd, Sarnubi,

Anita, Asroni, Dede Rosida and Rosmaneli, thank you very much for your edgeless

support, motivation, unconditional love, and helps that I need to finish this thesis, it

makes me strong and I wish your hope will come true.

My greatest advisors Monalisa, M.Pd and Faiqah Mahmudah, M.Pd who have

given me all the advice, suggestions, and motivation to finish this thesis.

Thanks for my beloved friends, Sry Wahyuni, Wardah, Syarihan, Susita, Yunita,

Wiwin Suryani, Achria, Shadiqatunnisa, Roli Asparanita on campus that I cannot

mention one by one, the moment that I missed when gathered with all of you in the

class.

Thanks to My besties France Squad , Yenni wulandari, Rina Adriani, Erika Milan

Sibarani , Antung Ari Arnita, Indriana Rahmawati who always supporting me.

Thanks to my beloved friends, Khildan Suhendra Lubis, Danang Budi Pramono,

Arief Budiman, who always supporting me.

Thanks to my beloved future husband Arif A Mardan S.Kom who always love, care

understand, and supporting me all the time.

iv

MOTTO

(1) Recite in the name of your Lord Who created.

(2) created man from a clot of congealed blood.

(3) Recite: and your Lord is Most Generous

(4) Who taught by the pen

(5) taught man what he did not know.

(QS. Al-Alaq:1-5)

(Source: https://www.slideshare.net/pjj_kemenkes/kb-1-konsep-ilmu-pengetahuan-teknologi-

seni)

v

ACKNOWLEDGEMENTS

Alhamdulillahirabbil‟alamin, thank to Allah SWT because the writer could

complete this research as one of the requirements for getting undergraduate degree

(S1) in English Department of Tarbiyah Faculty of State Islamic University Sulthan

Thaha Saifuddin Jambi by presenting a thesis entitled: “Teacher’s Strategies In

Teaching Reading For Eighth Grade Students of Junior High School 17 Jambi”

Special thanks to the first advisor Monalisa, M.Pd and the second advisor Faiqah

Mahmudah, M.Pd.. The writer also would like to express the deepest thanks to:

1. Prof. Dr. Su‟aidi Asy'ari, M. A., Ph. D as the rector of The State Islamic

University of Sultan Thaha Saifuddin Jambi

2. Dr. Hj. Fadillah, M. Pd, as the dean of Education and Teacher Training

Faculty of The State Islamic University of Sultan Thaha Saifuddin Jambi.

3. Dr. Rusnita, M.Pd as the vice dean of Academic fair Education and Teacher

Training Faculty of The State Islamic University of Sultan Thaha Saifuddin

Jambi. Dr. Najmul Hayat, M. Pd, as the vice dean of Finance and

administration Education and Teacher Training Faculty of The State Islamic

University of Sultan Thaha Saifuddin Jambi. Dr. Yusria, M. Pd as the vice

dean of students‟ Affairs and Cooperative Education and Teacher Training

Faculty of The State Islamic University of Sultan Thaha Saifuddin Jambi.

4. Wahyuni Fitria, M.Pd as chief of English Education Study Program of

Education and Teacher Training Faculty of The State Islamic University of

Sultan Thaha Saifuddin Jambi.

5. All of lecturers in The Faculty of Tarbiyah and Teacher Training at State

Islamic University Sulthan Thaha Saifuddin Jambi who have given

knowledge to the writer.

vi

6. All the teachers and the administration staffs at SMP N 17 Jambi who have

supported me and given me the space to grow and learn.

7. All classmates who give me support and suggestion to finish this thesis. The

researcher hopes that this thesis will give contribution to the world of

teaching English.

8. Finally, the writer expects this thesis will give contribution for the teaching

and learning process of English especially. The writer hopes critics and

suggestions of the readers for the perfection of this thesis. May Allah SWT

always gives guidance and blessing for me and readers. Aamiin ya rabbal

alamin.

Jambi,October, 23, 2020

The writer

Meira Ana Putri

TE.131532

vii

ABSTRACT

Name : Meira Ana Putri

Major : English Education Program

Tittle : Teacher’s Strategies In Teaching Reading For Eighth Grade

Students of Junior High School 17 Jambi

The aim of this study was to investigate Teacher‟s Strategies In Teaching Reading For

Eighth Grade Students of Junior High School 17 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 For

Eighth Grade Students of Junior High School 17 Jambi was used three strategies, such

as; scaffolding strategy where the teacher told the student to open their book after that

the teacher exemplifies how to read clearly and how to mentioned it well.; Question

and Answer Relationship strategy where 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.; Working Group Discussion strategy, the teacher asked the students to make

group discussion to make the students has a confident to give opinion in discussion.

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. 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.

Keywords: Teacher’s Strategies In Teching Reading.

viii

ABSTRAK

Nama : Meira Ana Putri

Jurusan : Pendidikan Bahasa Inggris

Judul : Strategi Guru Dalam Mengajar Membaca Untuk Siswa Kelas

Delapan di SMP N 17 Jambi

Tujuan dari penelitian ini adalah untuk mengetahui Strategi Guru Dalam

Mengajar Membaca Untuk Siswa Kelas VIII di SMP 17 Jambi. Penelitian ini

merupakan penelitian kualitatif, penelitian 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 Siswa Kelas VIII SMP Negeri 17 Jambi menggunakan tiga strategi, yaitu;

strategi scaffolding dimana guru menyuruh siswa untuk membuka bukunya setelah itu

guru memberikan contoh bagaimana membaca dengan jelas dan bagaimana

menyebutkannya dengan baik.;Strategi Hubungan Tanya Jawab dimana guru

memberikan pertanyaan-pertanyaan yang mudah kepada siswa. Tergantung bagaimana

pertanyaan diajukan untuk membuka pendapat siswa, siswa dapat menggunakan

berbagai pendapat atau asumsi untuk membentuk kesimpulan berdasarkan pertanyaan

tersebut; Strategi Diskusi Kelompok Kerja, guru meminta siswa melakukan diskusi

kelompok agar siswa lebih percaya diri dalam memberikan pendapat dalam diskusi.

Siswa bekerja sama sebagai tim untuk tidak hanya mempelajari materi tetapi juga

saling membantu untuk memahami materi karena dapat dipelajari dan ditingkatkan

melalui kerjasama tim. Keberhasilan latihan tergantung pada penggabungan pekerjaan

mereka. Setiap siswa akan memiliki teks dan mereka akan memiliki komunikasi yang

baik dengan semua anggota dalam kelompok dan mereka perlu berlatih berkomunikasi

dengan cara yang positif. Strategi ini membantu siswa dalam berpikir lebih mudah,

lebih cepat, dan lebih menyenangkan untuk menguasai memberikan ide sehingga

sangat mendukung peningkatan pemahaman bacaan siswa.

Kata Kunci: Strategi Guru Dalam Mengajar Membaca

ix

TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………i

THESIS APPROVAL………………………………………………………..iii

OFFICIAL NOTE ........................................................................................... iv

STATEMENT OF ORIGINALITY ............................................................... v

DEDICATION ................................................................................................. vi

MOTTO .......................................................................................................... vii

ACKNOWLEDGEMENTS .......................................................................... viii

ABSTRACT ...................................................................................................... x

ABSTRAK ....................................................................................................... xi

TABLE OF CONTENTS ............................................................................... xii

CHAPTER I INTRODUCTION ..................................................................... 1

A. Background of the Study .......................................................................... 1

B. The Formulation of Problem ..................................................................... 5

C. Objectives of the Study ............................................................................ 5

D. Limitation of the Study ............................................................................ 5

E. The Significance of Study ......................................................................... 5

CHAPTER II REVIEW OF LITERATURE ................................................... 7

A. The Nature of Reading .............................................................................. 7

1. Definition of Reading .......................................................................... 7

2. The Importance of Reading ................................................................. 10

3. Teaching Strategies……………………………………………….....11

4. Teaching Strategies in Reading……………………………………..16

B. Previous Studies ....................................................................................... 22

x

CHAPTER III RESEARCH METHODOLOGY ............................................ 26

A. Research Design ....................................................................................... 26

B. Setting and Subject .................................................................................... 26

C. Data and Sources of Data ......................................................................... 26

D. Technique of Data Collection ................................................................... 26

1. Observation ................................................................................... 27

2. Interview ...................................................................................... 27

E. Technique of Data Analysis ...................................................................... 27

1. Data Reduction .............................................................................. 27

2. Presentation ................................................................................... 27

3. Conclusion .................................................................................... 28

F. The Trustworthiness of the Data ………………………………………..29

CHAPTER IV FINDINGS AND DISCUSSION .............................................. 30

A. Research Findings .................................................................................... 30

1. Teacher‟s Strategies in Teaching Reading Comprehension .......... 30

a) Scaffolding Strategy .......................................................... 30

b) Question and Answer Relationship Strategy .................... 31

c) Working in Group Strategy ............................................... 32

B. Discussion ................................................................................................. 34

CHAPTER V CONCLUSION AND SUGGESTION ...................................... 37

A. Conclusion ............................................................................................... 37

B. Suggestions .............................................................................................. 38

REFERENCES ................................................................................................... 39

APPENDIXES .................................................................................................... 41

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is means of communication. Human beings use a language to

communicate with each other in order to express their minds and accomplish their

needs. Modern age requires the rapid development of communication. Today, people

are required to be able to communicate with other people from all over the world.

Therefore, mastering foreign languages, especially English language, is essential

because it is one of the international languages.

English is one of the international languages used as a means of

communication in the international relationship and widely used in all branches of of

knowledge (Brown, 2001). Furthermore, states that English is not frequently learned

as a tool for understanding and teaching and teaching US or British cultural values.

English, however, has become a tool for international communication in

transportation, commerce, banking, tourism, technology, diplomacy, and scientific

research. Based on the fact, it is appropriate that English is included in the local

content of school-based curriculum in elementary school.

As an international language, English plays a important role in the modern

era. It plays its role in the fields of economy and trade, science and technology,

multilateral relationship, and politics. That is why, English is taught in Indonesia from

elementary school level up to university level. The students are required to master four

skills of English: listening, speaking, reading and writing as language itself has two

forms based on the way how it is expressed. The forms are oral language, which is

expressed orally and understood by listening, and written language, which is expressed

in written texts and understood by reading.

In the teaching and learning process, teachers have greater role than

learner and lesson material. According to Wright and Sanders stated that the teachers

role more can be done to improve education by improving the effectiveness of

teachers than by other factor (Wright, 1997). It can be said that the teachers role has to

be concerned more in educational setting. Sanders also added that the single largest

factors affecting academic growth of population of students is differences in

effectiveness of individual classroom teachers (Sanders, 1998).

Teaching and learning activities is guiding students to learn. According to

William Teaching is guidance of learning activities, the purpose of teaching is to help

students learn (William Barton, 2006). Teachers have an important role in the

implementation of quality teaching. The successful or unsuccessful teaching and

learning process would run well, and it happens at any school.

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.

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) stated 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.

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).

Moreover, teacher has the greater role on the students learning motivation

than their parents. It is because students depend on their teacher, especially in learning

English. Freeman and Johnson stated that the central to understanding and improving

the quality of English language teaching is from the teachers, apart from the method or

materials they use (Freeman and Johnson, 1998). The students often find some

difficulties to have an interesting in learning English because English is not a part of

Indonesia culture. They depend on their teacher to develop their interest so that they

might study English.

Furthermore, Peng Ding stated that teachers who are enthusiastic produced

learners who would develop an instrinsict interest in learning English (Ping Ding,

2008). Students will find ways to explore the English language and even develop an

interest in the culture and society of English speaking countries, such as reading

English magazines which cover western fashion, music, and film. In addition, students

who receive a high enthusiastic teachers reported have greater instrinsic motivation

regarding the material in classroom but also further as other things outside the English

lesson.

This research is based on preliminary study by researcher, the researcher

found that SMP N 17 Jambi is one of the favorite schools for the students in Jambi and

it is located in Telanaipura, Jambi City. By interviewing the students they said that the

teacher used good strategies in teaching learning reading. By interviewing the English

teacher, it was reported that enthusiasm of the students in learning English was great.

Students seemed to be more interested in speaking English, listening English songs,

reading English book, and writing in English. This school always followed many

competitions in English such as; speech, storytelling, makes a narrative text by their

own words. The students also get knowledge, experience, money and certificate when

they follow the competition and become the winner. 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 to learning in this school. 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

easly. It means that the teacher have good strategies to teaching in English. The

English teachers have something different from other teachers, they may have a good

way to simulate students to learn English. What the strategies used by English teachers

in teaching reading?.

Although there are so many researches discuss about the teacher‟s

strategies in teaching reading, the present research tries to carry out something new in

this research, the researcher try to conduct a research about how the teacher improves

her student‟s reading skill in Indonesia, especially at SMP N 17 Jambi. So, the

researcher conducted this research for some reasons. First, English teachers in SMP N

17 Jambi 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 for Eighth Grade Students of Junior High School

17 Jambi”.

B. The Formulation of Problem

Based on the background of the study described above, the researchers

formulates the research question as follow; “What are teacher‟s strategies in teaching

reading for eighth Grade Students of Junior High School 17 Jambi?”

C. Objective of the Study

Based on the research questions above, there is objectives of this study as

follows: “To find out the English teacher‟s strategies in teaching reading for Eighth

grade Students of Junior High School 17 Jambi”.

D. The Limitation of Problem

In this study, the researcher focuses on the teacher„s strategy in teaching reading

for Eighth grade students of Junior High School 17 Jambi.

E. Significance of the Study

This research was about the English teacher‟s strategy which affect on the

students motivation. It deeply identify the strategy of English teachers in maximing

teaching and learning process. And then the result of the research is hoped to be a

source for the school especially for the English teachers in controlling and up grading

the students enthusiasm in learning reading. And than, this research can be a good

reference for other teachers at school. And, maybe its hoped that students have same

high motivation in learning foreign language. The researcher also hopes that the result

will give good impact to the English education department of UIN Sulthan Thaha

Saifuddin Jambi. Because by knowing the English teachers‟ strategies in reading, the

department will also have strategies in creating great candidates of English teachers

who are the students studying in English education department at present to be more

and always be enthusiastic in teaching. Futhermore, this research is also hoped will be

useful as a literature review for any further research which focusses on the same topic

as this research.

7

CHAPTER II

REVIEW OF LITERATURE

A. The Nature of Reading

1. The Definition of Reading

Reading has many definitions. According to Hesham (2005), reading is the

process to get knowledge or something from the text. Reading can be seen as an

“interactive” process between a reader and a text that leads to automaticity or (reading

fluency). In this process, the reader interacts dynamically with the texts as he/she tries

to elicit the meaning and where various kinds of knowledge are being used: linguistic

or systemic knowledge (through bottom-up processing).

Sandra (1994) describes reading as a complex information processing skill

in which the reader interacts with a text in order to (re) create meaningful discourse.

With the bottom-up approach, Nunan (1989) tells reading is viewed as a process of

decoding written symbols, working from smaller units (individual letters) to larger

ones (word, clauses and sentences). In order words, we use strategies to decode written

forms in order to arrive at meaning.

Grabe (2000) also stated that reading is the process of receiving message

and interpreting information that is written by the writer through a text.

According to Nuttal (1996), reading means receiving the message from the

text, because the writer put message into it. As the readers, we should be able to get

what the main idea from the text we have read.

According to Abbot (1981), reading is a fluent process of readers to

combine information from a text and their background knowledge. Because reading is

not a simple process in which the reader just reads and accepts whatever is stated in

the text, but also uses their mind to interpret the text. It can be concluded that reading

is an activity that involves a thinking process to get knowledge and create new ideas

through interpretation of the text. Reading helps in mental development and is known

to stimulate the muscles of the eyes. Reading is an activity that involves greater levels

of concentration and adds to the conversational skills of the reader. It is an indulgence

that enhances the knowledge acquired, consistently.

According to Haris (2002), the habit of reading also helps readers to

decipher new words and phrases that they come across in everyday conversation.

Haris also believes that reading is the meaningful interpretation of printed on written

verbal symbols, it also involves sensing, perceiving, achieving meaning, learning and

reacting in a variety of ways. It means that reading is the result of the interaction

between perceptions of graphic symbols that represent language, its structure, and

enrich vocabulary. According to Ira (2009) Reading in English is like reading in your

native language, it‟s means that it is not always necessary to read and understand

every word in English. Reading also to connect the ideas on the page to what you

already know.

Furthermore, Nunan (1999) explains reading comprehension is an allowing

a continuous process between the readers and the text, the reader is needed the clues

from the text to their own background knowledge. It can be said that we can get the

message in the text by using our prior knowledge. From those definitions, the main

point of reading is comprehension.

In addition, the researcher should develop to get the main point from a text.

Acquiring the main point of a reading passage is the most important idea for a reader

to develop the comprehension of the text, because according to Lynne (2004) getting

the main idea makes reading more purposeful to make easy remembering and helps to

make the supporting details.

2. The Importance of Reading

Reading is one of the ways to get knowledge and language. Most of

knowledge is written in a book. If the people want to know and understand them, they

must read first especially the learners. They must read more and more. There are many

reasons why getting students to read English texts is an important part of the teacher‟s

job in the first place many students want to be able to read texts in English either for

their careers, for study purposes or simply for pleasure. Anything we can do to make it

easier for them to do these things must be good idea.

Reading is useful for language acquisition if students more or less understand

what they read, the more they read, the better they get it. Reading is the fundamental

skill upon which all formal education depends. Research clearly shows that children

who are poor readers at the end of first grade are never likely to acquire the reading

skills they need to successfully complete elementary school unless these students are

identified early in their school career and given the intensive, systematic intervention

they require. Any child who does not learn to read early and well will not easily

master other skills and knowledge, and is unlikely to ever flourish in school or in life.

Based on Harmer (2002), reading has positive effect on student‟s vocabulary

knowledge on their spelling and on their writing. Good reading text can introduce

interesting topics. Reading is also considered an essential skill for the students.

Reading texts provide good models for English writing. Here, reading material can be

used to learn how to write good sentences, paragraphs and texts in a whole.

Grabe (2002) said that many people in the world learn to read a second

language, as students in formal academic. Students learn to read to engage in advanced

studied, get a good job, get information, become more cross- culturally aware,

communicate with others, or are entertained.

Damian (2001) also states, that Reading helps in mental development and is

known to stimulate the muscles of the eyes. Reading is an activity that involves greater

levels of concentration and adds to the conversational skills of the reader. It is an

indulgence that enhances the knowledge acquired, consistently. The habit of reading

also helps readers to decipher new words and phrases that they come across in

everyday conversations. The habit can become a healthy addiction and adds to the

information available on various topics. It helps us to stay in-touch with contemporary

writers as well as those from the days of yore and makes us sensitive to global issues.

Another purpose of reading is for enjoyment or excitement. Here, the readers

want to get pleasure from what they have read. For example, they read novels or short

stories.

In language, reading is not only source of information and pleasure activity but

also a means of extending ones of language. In other word, reading is considered as an

important activity because it promotes better spelling better, writing higher, reading

comprehension, and more advanced vocabulary.

3. Teaching Strategies

According to Oxford advanced learners Dictionary, strategy is a plan that is

intended to achieve a particular purpose, the process of planning something or putting

a plan into operation in a skillful way, and the skill of planning the movements of

armies in a battle or way; an example or doing this.

The term strategy originally used in the military and it is means as the art of

tactics in war, especially related with the movement of army navigation in which

position they feel the most advantage to get victorious. Today, the term strategy

borrowed by many other sciences and it also educational science (Abu Ahmadi, 2005).

Generally, strategy is a guidance to achieve the determined goals. If this term

related to the teaching and learning, the strategy can means as describing the teacher

and students activity in teaching and learning to achieve determined goal. In

education, strategy means a plan, method or series activities designed to achieve a

particular educational goal.

Learning strategy is learning activity act that the teacher and students must be

done in order to achieve learning objectives effectively and efficiently. Similar with

the above opinion, Dirk and Carrey also said that learning strategy is a set learning

material and procedures that are used together to increase result of students‟ learning.

There are two things we must understand from the definition above, the firstly,

that the learning strategy is a plan of action including the use of methods and power in

learning. Secondly, that the strategy designed to achieve the determined or specific

goals. So, we can understand that the learning strategy is a plan of activities and

methods that designed to achieve the determined goals (Ramayulis, 2006 ).

Learning styles are not dichotomous black and white, or present and absent.

Learning styles generally operate on continuum or multiple continuum. For example, a

person might be more extroverted than introverted, or more closure-oriented than open

or equally visual and auditory but lesser kinesthethics and tactile involvement. Few if

any people could be classied having all or nothing in any of these categories

(Oxford,2003). The teacher have to plan their lesson by considering the students

profile in their classes, the weekly course program and the institutional course books

(Borg, 2015).

1) Cooperative Learning

Cooperative learning is a teaching strategy involving childrens‟ participation in

small group learning activities that promote positive interaction. The function of

cooperative learning is to help the children in helping each other when they are facing

some problems in learning English. In cooperative learning terms, low-achieving

students can make contributions to a group and experience success, and all students

can increase their understanding of ideas by explaning them to others. Well-

constructed cooperative learning tasks involve positive interdependence on others and

individual accountability.

2) Communicative Learning

Language learning is understood as learning to communicate through

communication. Communicative teaching is often organized in the three pharase

framework. Pre-activity, while-activity, and post activity. Pre-activity is organized to

arouse interest in the learner towards the main task, motivate performance, to activate

in learners their prior knowledge and prepare them for the language that can be

necessary to perform the main task. While activity is organized as oral or written

communication and is based one engaging the learners in the communicative task.

Post-activity is reflection the ideas and language that was produced during the main

activity. This phase also includes additional language drill and interrogation with other

skills.

3) Active Learning

Many studies show that learning is improved when students actively involved

learning process. Active learning is environments that allow students to talk and listen,

read, write and reflect as they approach course content through problem solving

exercises, informal small groups, simulations, case studies, role playing, and other

activities. In active learning the learning directly learn by their self and make their

own concept base on their experience.

Active learning refers to the level of academic students engagement in out of the

classroom. These teaching techniques. These teaching techniques are intended to

make the students active (rather than passive) participants in learning. Learning

important to health knowledge and skill for example a physical skill

(eg.Communication). Many individuals learn best and become proficient in skill by

practing them to teachers talk about the skill, reading about skill, or watching others

perform skill (Link, 2000 ).

Active hands on teaching strategies and learning activities are designed tto take

classroom, sometimes out of their school, and sometimes in the school, and sometimes

out their familiar activities are intendend to make students active participants in their

own learning (Link, 2000 ).

Two important terms are frequently uses in this chapter: (1) Teaching strategies

refer to the structure system, methodes, techniques, procedures, and process that a

teacher used during instruction. These are strategies these teacher employ to assist

students learning. (2) Learning activities refer to the teacher guided instructional task

or assisment for students. These are students activities (Link, 2000 ).

The terms teaching strategy and learning activity do not exclusively imply active

oor passive instruction. For example, a teacher may select a lecture teaching strategy

where the students are expected (as their learning activity) to simply listen (Link, 2000

).

Conversely, a teacher may select a problem-based teaching strategy where the

students are expected (as their learning activity) to discover thath they to learn

something in order to solve the problem (Link, 2000 )

Active learning requires that students are engaged and active in the learning

process. The instructor serves a coach or facilitator, guilding students through

activities, but letting the students take control of the learning event itself. Active

learning is a teaching methode that involves students in learning process rather than

seeing them as passive recipients. Active learning asks that students use content

knowledge, not just acquire it.

Silberman (2005) also said that active learning is a teaching methode that

incorporates a variety of activities to get the brain storm. Students need to hear, see,

question, discuss, use and teach the content. The purpose of active learning is to

improve students‟ comprehension, retention and overall learning.

Students and their learning needs are at the center of active learning. There are

any number of teaching strategies that can be employed to actively engage students in

the leaning process, including group discussions, problem solving, case studies, role

plays, journal writing, and structured learning groups. The benefits to using such

activities are many. They include improved critical thinking skills, increased retention

and transfer of new information, increased motivation, and improved interpersonal

skills.

One of the best ways to promote active learning is to give learning assisments to

be carried out in small teams. Often, participants can learn as much if not more in this

mode than when you are teaching in front of class. The prersupport and diversity of

viewpoints, knowledge, and skills also help make team learning a valuable part of

active training (Silberman, 2005 ).

4. Teaching Strategies in Reading

Successful reader can also read for thorough comprehension. This means they

read to understand the total meaning of a passage. This kind of reading is often done in

academic and other settings where complete comprehension is necessary. There are

some strategies in teaching reading comprehension according to Vacca & Vacca

(1999:53) :

1) Scaffolding

A key change in the delivery of instruction that would make a difference in the

content literacy of all learners, especially students from diverse backgrounds, is to

scaffold the strategies for text. Gasong, 2007 stated that scaffolding is a lesson in

which students are given some assistance during the early stages of learning and then

reducing the aid and providing opportunities for students. Scaffolding allows teachers

help diverse learner negotiate meaning and overcome difficulties in text-related

learning situation. Scaffolding is as a process where by a student is helped to solve a

particular problem beyond its developmental capacity through the help of a teacher or

other person with more ability.

From the definition described above it can be concluded that scaffolding is a

support, support to students of teachers that enable the development of learning ability

so that there is a higher level of mastery of material shown by the completion of more

complicated problems.

2) Think-aloud

Think Aloud is a strategy that helps students on learning activities, Aims to

recall more significant information from the texts given by the teacher. The ability of

teachers to transfer creativity Them and control the students in completing each step of

the way think aloud strategy in understanding reading texts and teachers make their

thinking explicit by verbalizing their thoughts while reading orally.

3) Reciprocal Teaching

Reciprocal Teaching is a strategy that asks students and teachers to share the role

of teacher by allowing both to lead the discussion about a given reading. Reciprocal

Teaching involves four strategies that guide the discussion: predicting, question

generating, summarizing and clarifying. Reciprocal Teaching is a great way to teach

students how to determine important ideas from a reading while discussing

vocabulary, developing ideas and questions, and summarizing information. It can be

used across several content areas; it works particularly well with textbooks and non-

fiction text.

Reciprocal Teaching (Palinscar & Brown 1984) is a guided reading

comprehension strategy that encourages students to develop the skills that effective

readers and learners do automatically (summarise, question, clarify, predict and

respond to what they are reading). Students use these four comprehension strategies on

a common text, in pairs or small groups. Reciprocal Teaching can be used with fiction,

non-fiction, prose or poetry.

Then students take turns assuming the teacher‟s role. A key to the effectiveness

of this strategy is adjusting the task demand to support the students when difficult

occurs. That is, when students experience difficulty, you provide assistance by

lowering the demands of the task. As the process goes on, you slowly with draw

support so that students continue learning. Reciprocal Teaching is in some ways a

compilation of four comprehension strategies.

1. Prediction

Ask students to predict what they think the reading may be about. Get them to

think about what is going to happen by asking questions like a detective might do.

2. Question as you go

Remind students to generate questions as they listen and read. Remind them of

the three levels of questions:

a. Right-There questions (answer in the text)

b. Between-the-lines questions (inference needed)

c. Critical Thought questions (require their opinion)

3. Clarify

As students listen and read remind them to ask themselves what words and

phrases are unclear to them. These clarifications may take the form of the following

questions.

a. How do you pronounce that?

b. What does the word mean?

c. I think the author is saying…

d. I'm guessing 'pie-in-the-sky' means…

4. Summarize

a. Students summarize verbally, within pairs, and then share with their assigned

small group or record their summary and read it aloud to their small group.

b. Each small group could create a semantic map with major points of

significance shared by each group member.

4) SQ3R

SQ3R is a systematic reading strategy to help you organize the reading process

into manageable units. It is only one of many similar strategies that you can use to

improve comprehension. It consist five steps, they are: Surveying, questioning,

reading, reciting, and reviewing. The SQ3R strategy involves (1) reading the headings

in the chapter quickly to get its important part, (2) turning the heading in to question,

(3) reading to find the answer to the question, (4) recall the important point (the

answer to the question) by retelling them or writing them in one‟s memory at the

important point.

a) Surveying

Before reading the text, the readers survey the text to get the general ideas of the

text. This activity is done systematically in only a few minutes. The readers are

required to find the important ideas quickly. Surveying a text or an article can be done

in five ways: (1) read the title. The title does not only give the readers illustration

about what they are going to read but also stimulates them to think further about the

text. (2) Read every sub chapter. Subtitles give the readers about the text as a whole.

They show the details of the text. (3) Pay attention to tables, diagrams or maps. (4)

Read the introduction. If there is no introduction, read the first two paragraphs very

quickly to get the idea, background, tone, atmosphere, and the writer‟s style of writing.

It will be helpful for the reader to grasp the main points of the text. If the paragraphs

are too long, the readers can read only the first and second sentences. (5) read the first

sentence of the sub chapters. The first sentence often describes the content. Otherwise,

read the last sentence because it usually restates the main idea of the paragraph

(Soedarso, 2002). The text as a whole. They show the details of the text. (3) Pay

attention to tables, diagrams or maps. (4) Read the introduction. If there is no

introduction, read the first two paragraphs very quickly to get the idea, background,

tone, atmosphere, and the writer‟s style of writing. It will be helpful for the reader to

grasp the main points of the text. If the paragraphs are too long, the readers can read

only the first and second sentences. (5) read the first sentence of the sub chapters. The

first sentence often describes the content. Otherwise, read the last sentence because it

usually restates the main idea of the paragraph (Soedarso, 2002).

1. Surveying

Glance over the headings in the chapter to see points that will be developed. This

survey should not take more than a minute and will show the three to six core ideas

around which the rest of the discussion will cluster. If the chapter has a final summary

paragraph this will also list the idea developed in the chapter. The conclusion will help

you organize the idea as you read them later.

2. Questioning

Now begin to work. Turn the first heading into a question. This will arouse your

curiosity and so increase comprehension. it will bring to mind information already

known than helping you to understand that section more quickly. And the question

will make important points shed out while explanatory detail is organized as such.

This turning heading into a question can be done on the instance of reading the read.

But, it demands much effort on the part of the reader to make this query for which he

must read to find the answer.

3. Reading

Read to answer that question. i.e. to the end of the heading section. This is not a

passive plowing along each line but an active search for the answer

4. Reciting

Having read the first section, look away for back and try briefly to recite the

answer to your questions. Use your 26 own words and name an example. If you can‟t

glance over the section again, an excellent way to do this reciting for memory is to get

dozen line phrases in outline for a sheet of paper. Make these notes very briefly. Now

repeat step 2, 3 and 4 on each succeeding headed section. That is, turn the section into

question, read to answer that question and recite the answer by jotting down cue

phrases in your outline. Read in the way until the entire lesson is completed.

5. Reviewing

When the lesson has been then read through, look over your notes to get a blind

eye view of the points and of their relationship, and check your memory as the content

by reciting all the major sub points under each heading. This checking of memory can

be done by covering up the notes and trying to recall the main points. Then, expose

each major points and try to recall the sub points heading under it.

Similarly, Burns et al (1984) state that the surveying can be done by looking at

the chapter titles and the main headings, reading introductory and summary to

paragraphs, and inspecting any visual aids such as maps, graphs, or illustrations. This

initial survey provides a framework for organizing the facts the readers later derives

from the reading.

b). Questioning

Questioning step is the second step of the SQ3R procedures. It is done before the

actual reading. The students create some questions based on what they have surveyed.

The main function of such questions is to facilitate students in adjusting their reading

purposes. By having questions in mind, the students can monitor the comprehension

processes to see if the purpose is met. These questions also make them aware of what

they read. Nurhadi (1987) questioning has the purpose to set the reader‟s mind of their

reading so they not only follow the write‟s idea but also actively build their own

interpretation of the reading. In this step, the students create some questions based on

the title of the text. They can also turn the introductory sentence in paragraphs into

questions such as what, who, when and how.

c). Reading

The third step of the SQ3R procedures is reading. The students are required to read

the text carefully to find the answer to the questions key have made. In this step, the

students are supposed to concentrate on the main ideas of the text and their supporting

details (Soedarso, 2002). They are suggested to lower down their speed of reading in

the important pats or in the parts which are considered difficult to understand, and

fasten up their reading in the less important parts or in the parts that they have already

known. The activity to read the text can be done in the following way: (1) reading the

text silently, (2) answering the prepared questions, (3) the students are asked to get the

main idea and its supporting details, (4) making a note of the main points of the text,

and (5) discussing in pairs/in groups about what has been found during reading.

d). Reciting

The fourth step of SQ3R procedure is reciting. This activity is done after the

students read the text. Having read the text, the students answer the questions that have

been formulated earlier without looking back at the text. The students have to answer

not only by using the information they find in the text but also by using their own

knowledge.

e). Reviewing

Reviewing is the last step of the SQ3R strategy. It is done by the students be

reading the important part of the text. Soedarso (1993) reviewing can be done by

scanning the main points of the text trough the title, subtitles and other important parts.

5) Question-Answer Relationship (QARs)

The type of question asked to guide comprehension should be based on the

information readers need to answer the question. Therefore, teachers must help student

become aware of likely sources of information as they respond to questions (Pearson

& Johnson 1978). A reader draws on two broad information sources to answer

question: information in the text and information inside the reader‟s head.

The procedure QARs can be taught directly to students by reading teachers and

can be reinforced by content area specialists. Keep in mind, however, that students

may come to your class totally unaware of what information sources are available for

seeking an answer, or they may not know when to use different sources. In this case, it

is worth several days‟ effort to teach students the relationship between question and

answer. QARS is a reading strategy through understanding and analysis of questions.

In other words this strategy guides students to understand the questions in order to get

an information in a reading itself. So that in practice in the classroom students only

glance read the reading and to understand further the focus of students is the questions

given by the teacher about the text reading.

From the explanation above, it can be known that the researcher used the

theory above to find out the teacher‟s strategies in teaching reading for Eight grade

students of Junior High School 17 Jambi.

B. Previous Studies

There are some previous researchers that have discussed aboutteaching reading

comprehension, they are;

Firtsly, the student from Education Faculty and Teacher Training of the

StateIslamic University Studies SulthanThaha 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 AtapPasebanTebo”. This

research discussed about the teacher‟s strategies in teaching reading comprehension at

Eighth Grade Students of Junior High School Satu AtapPasebanTebo. 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.

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:

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 English Education Department Faculty of Tarbiyah

and Teacher Training The State Institute of Islamic Studies (Iain) Surakarta named

Nopita Ningsih (2016, p.3)by thesis entitled “AnAnalysis On Teacher’s Strategies

In Reading Comprehension Class of The Second Grade Students of SMPN 3

Ngrambe in The Academic Year of 2015/2016”. This research discussed about the

teaching reading implemented by students in SMPN 3 Ngrambe and the problem faced

by them during teaching-learning process. The research is a descriptive research. The

researcher 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 were; first, there four strategies

that used by teacher in reading comprehension class of the second A grade students of

SMPN 3Ngrambe. They were monitoring comprehension, using prior knowledge/

predicting, summarizinglretelling to asses and improve reading comprehension, and

generating and answer and question. The second, there were three problem faced by

the teacher in reading comprehension class of the second A grade students of SMPN 3

Ngrambe. They were inadequate instruction, Lack of pupils‟ interest and vocabularies

difficulties.

From the preview related research above, most of them analyzed about the

teachers‟ strategies in teaching and learning reading and the difference between this

research with them as like as Muhammad Agung Salmiah‟s thesis, he analyzed about

the the Teachers‟ Strategies in Teaching Reading at Eight Grade Junior High School

Satu Atap Paseban Tebo, 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 Nopita Ningsih‟s thesis, she analyzed

about the teaching reading implemented by students of SMPN 3 Ngrambe and the

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 for eighth grade students of Junior High School 17

Jambi.

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, the researcher uses descriptive qualitative, because it describes The

Teachers‟ Strategies in Teaching Reading for Eighth Grade Students of Junior High School 17

Jambi. Beni said that qualitative research is looking for phenomena. Completely , he said that

“Qualitative research includes set focus research, select informants as a source of data, collecting

data, assessing the quality of the data, interpretation the data and make conclusions on the

findings of the research”. (Saebeni, 2008 , p.183).

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 for Eighth Grade Students

of Junior High School 17 Jambi.

B. Setting and Subject

This research was carried out at Eighth Grade Students of Junior High School 17 Jambi.

And the subject that has been established from this research that the strategies in teaching

reading.

C. Data and Sources of Data

In this research the researcher takes the data from the teacher‟s strategies through

observations, interviews and documentations 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 respondent, and situations process when teacher uses the strategies in

teaching reading and also student‟s note, pictures, documentary.

D. Technique of Data Collection

This research uses three kinds of technique to collect the data. They are observations and

interviews. It can be seen in the explanations below:

1. Observation

Observation is data collecting process by intensive looking for the data at field of the

research directly (Sugiyono, 2007, p.203). The researcher uses this technique to observe the

teacher‟s strategies in teaching reading. The researcher comes and sits in the class and uses the

observation field to find out the teacher‟s strategies in teaching reading for Eighth grade students

of Junior High School 17 Jambi.

2. Interview

Interview is formal conversation to the informants with arrange to list of question

(Sugiyono, 2007, p.203). In this way, the reseacher hold a number of reviews with some related

persons, they are English teacher and students. The interview is also used to answer the

formulation of the study, related to the objectives of the teacher‟s strategies in teaching reading.

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.

E. 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.

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.

F. The Trustworthiness of the Data

In analyzing the data, the researcher analyzes the validity of the data sources to get the

valid data. To prove the trustworthiness of the data, the researcher uses the triangulation

technique.

Ary, Jacobs and Sorensen (2010: 259) states that triangulation is the process of

corroborating evidence from different individuals (e.g. principal and student), type of data (e.g.,

observational, field note, and interview, or method data collection (e.g., documents and

interviews) in descriptions and themes in qualitative research. The inquirer examines each

information source and finds evidence to support the theme. This ensures that the study will be

accurate because the information draws on multiple sources of information, individuals, or

process. In this way, it encourages the researcher to develop a report that is both accurate and

credible.

The researcher concludes that applies method triangulation is checking out the consistency

of findings generated by different data collection methods. These elucidate complementary

aspects of the same phenomenon. Often the points were these data diverge are of great interest to

the qualitative research and provide the most insights.

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. It presents about

the teacher strategies in teaching reading in the most frequently strategy used by the teacher in

teaching reading of SMP N 17 Jambi and the result of interview about the strategy in teaching

learning reading comprehension process. The data were also taken on March 12-14 22020 from

interview and documentation. The following researcher presented the finding of the study below:

1. Teacher’s Strategies in Teaching Reading Comprehension

The data related to teacher‟s strategies in teaching reading for eighth grade students of

Junior High School 17 Jambi were taken from conducting interview with the subjects and having

observation. The presentation of findings, in this part covers three strategies used by the teacher

in teaching reading, there are, scaffolding strategy, question and answer relationship, and

working in group. It can be seen below :

a) Scaffolding strategy

The first strategies that the teacher used scaffolding, scaffolding strategies were used by

teachers when students got difficulties, teachers need to provide tailored help to the needs of the

students, like the teacher doing the classroom, the teacher gave help to the students to know how

to correctly read the text. Scaffolding helped the students how to read properly and then told the

students read the text but when the student either mentioned the words in the text the teacher

helped them and also the teacher asked the students which word they did not know in the text.

And this strategies the students were expected can read and adjust how to read in accordance

with the british and american so the students can repeating of the text.

The teacher using scaffolding strategy because the teacher helped the students how to read

properly. Gasong, 2007 stated that scaffolding is a lesson in which students are given some

assistance during the early stages of learning and then reducing the aid and providing

opportunities for students. Scaffolding strategies are used by teachers when students got

difficulties, teachers need to provide tailored help to the needs of the students, like the teacher

doing the classroom, the teacher gives help to the students to know how to correctly read the

text.

Scaffolding is a support, support to students of teachers that enable the development of

learning ability so that there is a higher level of mastery of material shown by the completion of

more complicated problems.

The researcher‟s observation hold on March, 14, 2020 found that these strategies help the

teacher in teaching reading comprehension in the class. The teacher asked the students to read

the text one by one and the teacher helped the students how to red properly and to know how to

correctly read the text. Because with the scaffolding strategy the teacher could be know what the

students had read that what they understand or not. Although maybe available one don‟t

understand but the student still to read the text.

“The strategy I use is indeed a gradual teaching of reading. First, I ask students to read the

texts they read one by one in a conclusion. From here I can see which students really understand

and which ones don't”[Mrs.S] (March, 12, 2020).

b) Question and Answer Relationship Strategy

The researcher‟s observation hold on March, 14, 2020 found that the teacher used the

Question and Answer Relationship Strategy. The teacher used question and answer relationship

on students for reading comprehension in the class. In this strategy, 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 also used some pictures for the students‟ understanding in reading the text, when the

text was about narrative text, 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.

“In this strategy, I used a question and answer session with the students, which I saw was

very enthusiastic, maybe because the text was familiar to them, for example: narrative text about

snow white, the students really understood what snow white was, it's just that the language used

is different. Usually I show students a picture of the text that I give and then I ask some questions

such as, what is the tittle of the text? From the picture that I showed they could answer what the

title was.” [Mrs. S] (March,12, 2020).

Also the students said that :

“I like it when the teacher gives interesting stories while using pictures, because it can

make me more interested in learning”. [PY]. "The factor that makes me like reading is that there

are pictures in the text given by the teacher". [CH]. "Pictures and interesting stories make me like

reading lessons." [NA] "I like text that has pictures and can see the characters in a story". [JA].

(March, 13 2020)

c) Working Group Strategy

The researcher‟s observation hold on March, 14, 2020 found that field note describes an

activity conducted by teacher in providing the students opportunity to share and discuss to make

a group. 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. 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, 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. 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. It can be seen from

interviews‟ result to the teacher below:

“In this strategy I ask students to retell the content of the text and making a group so that

when they don't know the meaning of difficult words (finding difficult words) from the text, they

can discuss it with their friends.” [Mrs.S] (March,12,2020).

This strategy used by the teacher on reading comprehension. Teacher will divide student in

little group, and teacher gives the texts to each group with different title. Teacher asks to the

students for translating the texts reading with each group. After that the Teacher asks one of

student of that group presentation in front of the class. And the other groups comment the result

of presentation.

This strategy can help students because students can share ideas with their friends. Because

in this discussion one group should give ideas in order to get the right answer. But this strategy

cannot run well if the discussion was only a few students are active in working.

This research are arranged and presented in such a way in which research problem become

the basis of reference of the arrangement and presentation. As the students said that:

“The teacher told us to make a group and read the English text one by one ”. [NA] "The

teacher often asks us to read the text one by one, then we create a study group and together

interpret the text so we discuss together". [JA]. "We were told to create a study group so that we

could interpret words that were difficult to find together". [A]. "We were told to read the texts

one by one in a group discussion and guess what the words of the text mean and give opinions

about the contents of the text together". [CH]. (March, 13 2020).

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 Teachers‟ Strategies in Teaching

Reading for Eighth Grade Students of Junior High School 17 Jambi. This research show that in

teaching reading comprehension the teacher uses various teaching strategies they are:

Scaffolding Strategy, Question and answer relationship, Working in Group Strategy.

Based on this research, those strategies are effective in teaching reading comprehension because

can help student to comprehend the text. In short, those strategies give good contribution for

teacher. Students who have difficulty in reading will be easier in mastering reading

comprehension. With uses this strategy the teacher more easily gives the material to the students.

Those strategies can help the teacher because the students more active. And the students can

exchange their opinion with their friends. By this research, the researcher describes that group

discussion is the most frequently used, because all the students have more active and really good

in process.

From the research finding, the teaching strategies employed by teacher in teaching

reading for Eighth Grade Students of Junior High School 17 Jambi were so various;

The first strategy is scaffolding strategy. Scaffolding strategies are used by teachers when

students got difficulties, teachers need to provide tailored help to the needs of the students, like

the teacher doing the classroom, the teacher gives help to the students to know how to correctly

read the text. The teacher using scaffolding strategy because the teacher helped the students

how to read properly. “scaffolding is a lesson in which students are given some assistance

during the early stages of mlearning and then reducing the aid and providing opportunities for

students”.(Gasong, 2007). Scaffolding is a support, support to students of teachers that enable

the development of learning ability so that there is a higher level of mastery of material shown

by the completion of more complicated problems.

It means that the teacher should make the students understand of the text in the teaching

reading by using scaffolding strategy. In every meeting students should read by properly about

the text of they read. The important that strategy is the students could understand the text y the

teacher.

Secondly, Question-Answer relationship (QAR) Strategy is a strategy to be used after

students have read. “QAR teaches students how to decipher what types of questions they are

being asked and where to find the answers to them.” (Raphael, T.E., & Au, K.H, 2005, p. 206).

After the students read the text, the teacher gives some question. So the students answer that

question. This question about that lesson that they have discuss, it is done by the teacher to

know students understand or not understand about the material. And it is done in final learning

with the teacher point one of students the answer the question. Teacher also in front the class

showing some pictures 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.

With this strategy the teacher able to know how far their students understand what she 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. She composed specific pictures that she would show to her students. That was used to

make the learning process run well, she also anticipate the understanding and answer if the

students would ask his about the previous lesson. It can be known that the teacher added

pictures to make students have fun and understand the text talk about. If the students

understand about the text they could be answer the question by the teacher. After the students

understood the texts and answer the questions in the texts, then the teacher asked the students to

find the difficult words in the text.

Third, working in group strategy, in this strategy the students would work in small groups

to complete their exercise. In this strategy the students divided in to small group. So, the

teacher gives them difference topic to discuss with their group. The teacher asks them to

translate. The students discuss in their group, while the teacher around from one group to

another group maintain order, and give motivation and help so that each member of the group

actively, and so the discussion went well. 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 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. This

strategy can help students because students can share ideas with their friends. Because in this

discussion one group should give ideas in order to get the right answer. But this strategy cannot

run well if the discussion was only a few students are active in working.

From the discussion above, the teacher‟s strategies in teaching reading for eighth grade

students of Junior High School 17 Jambi was used three strategies, such as; scaffolding strategy

where the teacher told the student to open their book after that the teacher exemplifies how to

read clearly and how to mentioned it well. And this situation the students pay attention to what

was done by the teacher. In fact, the teacher using scaffolding strategy because the teacher

helped the students how to read properly and then told the students read the text but when the

student either mentioned the words in the text the teacher helped them and also the teacher asked

the students which word they did not know in the text; question and answer strategy where 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; working in group strategy, 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.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The finding indicated that the teacher‟s strategies in teaching reading for eighth grade students

of Junior High School 17 Jambi was used three strategies such as;

The first strategy is Scaffolding strategy, where the teacher told the student to open their book

after that the teacher exemplifies how to read clearly and how to mentioned it well. And this

situation the students pay attention to what was done by the teacher. In fact, the teacher using

scaffolding strategy because the teacher helped the students how to read properly and then told

the students read the text but when the student either mentioned the words in the text the teacher

helped them and also the teacher asked the students which word they did not know in the text.

Secondly, Question and Answer Relationship strategy where 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.

Third, Working Group Discussion strategy, the teacher asked the students to make group

discussion to make the students has a confident to give opinion in discussion. 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.

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

Based on the conclusion above, the researcher would offer some suggestions are presented for

students, English teacher and the researcher:

1. Students

With the strategies that use by the teacher, the researcher hope the students more

understand about reading comprehension and enjoy with his lesson.

2. English Teacher

This research can improve the quality of the English teacher in teaching English.

Teacher‟s strategies must be applied because this is the teacher‟s way to determine

learning goals during teaching learning process.

3. Future researcher

The researcher realize that the result of this research is still far from being perfect,

there are still many aspects in teacher‟s strategies. The researcher expects that there will

be other researchers who investigate other aspects relating to teacher‟s strategies, and

hopefully this research will be useful as a reference to their research. Besides, it can also

be used by them who carry out and develop similar study.

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APPENDIX I

PERTANYAAN UNTUK GURU

1. Apa saja yang Ibu persiapkan sebelum mengajar reading?

2. Bagaimana Ibu meningkatkan semangat belajar membaca siswa?

3. Bagaimana keadaan siswa Ibu di kelas delapan? ( antusias belajar)

4. Strategi apa saja yang Ibu gunakan dalam mengajar reading?

5. Apa saja yang perlu Ibu siapkan dalam menggunakan strategi reading?

6. Bagaimana pelaksanaan strategi reading yang Ibu gunakan?

7. Apakah strategi reading yang Ibu gunakan meningkatkan pemahaman

membaca siswa? Kenapa….

8. Bagaimana reaksi/respon siswa di saat Ibu menerapkan strategi

reading? Kenapa….

9. Bagaimana Ibu mengetahui pemahaman membaca siswa?

Bagaimana….

10. Apa saja permasalahan yang sering Ibu temui di saat mengajar

membaca?

11. Bagaimana Ibu mengatasi permasalahan yang sering Ibu temui di saat

mengajar membaca?

12. Apa saja kekurangan dari strategi yang Ibu gunakan dalam mengajar

membaca?

13. Apa saja kelebihan dari strategi yang Ibu gunakan dalam mengajar

membaca?

14. Media apa saja yang Ibu gunakan dalam mengajar membaca?

(bagaimana penggunaanya)

15. Apa harapan Ibu kedepan terkait strategi yang Ibu gunakan dalam

mengajar membaca?

APPENDIX II

PERTANYAAN UNTUK SISWA

1. Apakah Kamu suka membaca? Kenapa?

2. Apakah membaca itu penting? Kenapa?

3. Kapan dan di mana Kamu membaca buku?

4. Factor apa saja yang membuat Kamu suka membaca?

5. Apakah Kamu menyukai dia (guru) bahasa Inggris Kamu? 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 Kamu selama proses belajar di dalam kelas?

Kenapa?

11. Apakah Kamu bermain permainan di dalam kelas? Bagaimana?

12. Media apa saja yang dia (guru) gunakan selama men

13. gajar membaca?

APPENDIX III :

OBSERVATION CHECKLIST

Day/Date :

Material :

Teacher Name :

Time/place :

ACTIVITY

INDICATOR

OPTION

DESCRIPTION

YES NO

1. OPENING Teacher opens the lesson

by greeting the students

Pray before study

Teacher checks the

student‟s attendance list

Teacher tells the aim of

the subject that will be

reached

Teacher asks students

randomly about their

activities in the past

2. Main

Activity

Teacher explain the

Material

Teacher uses dialogue for

Teaching

Teacher uses text for

Teaching

Make some examples of

narrative text

Teacher uses Scaffolding

strategy

Teacher uses Question

and Answer Strategy

Make the students

thinking about the

meaning of the text

Practice with the students

Teacher ask the students

to Making group

discussion(working in

group strategy)

Help the students

3. Closing Teacher gives an

opportunity for students

to ask their difficulties

Tell the students to do

exercise in their books

Closing the activity

Observer

Meira Ana Putri

APPENDIX IV

The result of Observation Chescklist

OBSERVATION CHECKLIST

Day/Date : Saturday, March 14 2020

Material : Narrative text

Teacher Name : Seswati, S.Pd

Time/place : 07.30-09.30/ VIII A

ACTIVITY

INDICATOR

OPTION

DESCRIPTION

YES NO

1. OPENING Teacher opens the lesson

by greeting the students

√

Pray before study √

Teacher checks the

student‟s attendance list

√

Teacher tells the aim of

the subject that will be

reached

√

Teacher asks students

randomly about their

activities in the past

√

2. Main

Activity

Teacher explain the

Material

√

Teacher uses dialogue for

Teaching

√

Teacher uses text for

Teaching

√

Make some examples of

narrative text

√

Teacher uses scaffolding

strategy

√

Teacher uses Question

and Answer Strategy

√

Make the students

thinking about the

meaning of the text

√

Practice with the students √

Teacher ask the students

to Making group

discussion(working in

group strategy)

√

Help the students √

3. Closing Teacher gives an

opportunity for students

to ask their difficulties

√

Tell the students to do

exercise in their books

√

Closing the activity √

Observer

Meira Ana Putri

APPENDIX V

Note Observation

Hasil Observasi Kelas VIII A

Hari/tanggal : Sabtu, 14 Maret 2020

Tempat : SMPN 17 Jambi

Subjek penelitian : Guru Kelas VIII A

Mata pelajaran : Bahasa Inggris

Waktu : 07.30 – 09.30

Hasil Observasi

Kegiatan pendahuluan guru menanamkan sikap santun dan religius dimana guru

mengucapkan salam sebelum memasuki ruangan dan guru menunjuk satu siswa agar memimpin

doa.

Kegiatan ini dilakukan agar siswa membiasakan diri berdoa sebelum memulai pelarajan.

Kegiatan inti guru bertanya kepada siswa tentang materi minggu lalu, lalu siswa menjawab

sebagian dari pertanyaan guru tersebut, kemudian guru memasuki materi selanjutnya dimana

materinya yaitu pemahaman membaca terkhususnya tentang narrative text. Guru memulai

pembelajaran dengan terlebih dahulu guru membaca teks tersebut dengan baik dan benar,

kemudian guru menunjuk satu persatu siswa untuk membaca teks tersebut disini ketika siswa

salah menyebut kosa kata yang ada dibacaan maka guru tersebut akan membenarkan cara

pengucapan tersebut. strategi yang digunakan guru tersebut adalah strategi scaffolding, strategi

ini digunakan guru agar siswa dapat mengembangkan tentang ide ide yang terdapat dibacaan.

Strategi yang terakhir yang digunakan guru ini adalah QARs (Question Answer Relationship)

dimana ketika siswa selesai membaca teks tersebut guru menanyakan kosa kata yang ada di

dalam bacaan tersebut,”apa arti dari snowwhite? Apa bahasa inggrisnya tertidur, bahasa

inggrisnya pohon?” dari pertanyaan guru tersebut sebagian dari siswa tahu apa yang ditanyakan

guru. Guru juga menyuruh siswa untuk berdiskusi dengan membuat grup diskusi agar siswa

saling membantu dalam mengartikan kata-kata sulit yang ditemukan di dalam text bacaan.

Strategi ini disebut Working in Group Discussion, Strategi ini digunakan agar siswa memahami

bacaan dan mengerti isi dari bacaan tersebut.

Pada akhir pembelajaran guru memberikan tugas yang berkaitan dengan bacaan dan guru

menyuruh siswa agar menjawab semua pertanyaan dengan benar kemudian guru memberi nilai

tugas tersebut. Berdasarkan paparan diatas dapat disimpulkan bahwa guru sudah berusaha

menggunakan strategi-strategi agar siswa siswi yang di ajarkan memahami tentang bacaan dan

mengetahui ide ide yang ada dibacaan.

APPENDIX VI

DOCUMENTATION

Location of SMP N 17 Jambi

Situation of SMP N 17 Jambi

With Mrs.Seswati S.Pd as English Teacher SMP N 17 Jambi

With the Students of SMP N 17 Jambi

Interview with the Student of SMP N 17 Jambi

Interview with the student of SMP N 17 Jambi

Interview with the student of SMP N 17 Jambi

KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTHAN THAHA

SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN

KEGURUAN

Alamat: Fakultas Ilmu Tarbiyah dan keguruan UIN STS Jambi

Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363

CONSULTATION CARD

Name : Meira Ana Putri

Student ID : TE.131532

Advisor I : Monalisa, M.Pd

Title :Teacher‟s Strategies In Teaching Reading For Eighth Grade Students of Junior

High School 17 Jambi

NO DAY DATE MATERIAL CONSULTATION

SIGNATURE

1 March, 02 2020

Correcting of thesis proposal

2 March, 06 2020

Revising chapter I,II and III

3 March, 20 2020

ACC Seminar Proposal

4 April, 02 2020

Seminar Proposal

5 April, 06 2020

Improving after seminar

6 August, 20 2020

Research permit

7 October, 24 2020

Revising chapter IV and V

8 October , 25 2020 Checking all of content

9 November, 5 2020

Examination Permit

Jambi, October 2020

Advisor I

Monalisa, M.Pd

NIP.19750515200032004

KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTHAN THAHA

SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN

KEGURUAN

Alamat: Fakultas Ilmu Tarbiyah dan keguruan UIN STS Jambi

Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363

CONSULTATION CARD

Name : Meira Ana Putri

Student ID : TE.131532

Advisor II : Faiqah Mahmudah, M.Pd

Title :Teacher‟s Strategies In Teaching Reading For Eighth Grade Students of Junior

High School 17 Jambi

NO DAY DATE MATERIAL CONSULTATION

SIGNATURE

1 March, 02 2020

Correcting of thesis proposal

2 March, 05 2020

Revising chapter I

3 March, 17 2020 Revising chapter I, II and III

4 March, 20 2020

ACC seminar proposal

5 April, 02 2020

Seminar Proposal

6 April, 06 2020

Improving after seminar

7 August, 18 2020

Research Permit

8 September, 04 2020 Revising chapter IV

9 October, 19 2020

Revising chapter IV and V

10 October, 22 2020

Examination Permit

Jambi, October 2020

Advisor II

Faiqah Mahmmudah, M.Pd

NIP. 198704172015032003

RIWAYAT HIDUP

Penulis bernama Meira Ana Putri, Lahir pada tanggal 17 Mei 1995 di Desa Lopak Alai, Kec.

Kumpeh Ulu. Kab. Muaro Jambi. Penulis merupakan anak ke tujuh dari 7 bersaudara pasangan

suami isteri Bapak A. Kasim Inas (Alm) dan Ibu Asiah (Almh). Penulis berdomisili di Rt 06

Desa Lopak Alai Kecamatan Kunpeh Ulu Kabupaten Muaro Jambi.

Adapun riwayat pendidikan yang pernah di tempuh penulis adalah sebagai berikut :

1. SDN 107 Lopak Alai lulus tahun 2007

2. MTS N Model Jambi lulus tahun 2010

3. SMA N 9 Kota Jambi lulus tahun 2013

Setelah lulus SMA N 9 Kota Jambi 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 For Eighth Grade Students of Junior High

School 17 Jambi” sebagai syarat memperoleh gelar Sarjana S1 Pendidikan Bahasa Inggris.