CHAPTER IV FINDINGS AND DISCUSSION
C. Discussion
3. Teacher Used Work in Group Strategy
Another strategy is work in small groups, in this strategy the students would work in small groups to complete their exercise. Students worked together as a team to not only learn the material but also help each other to understand the material because it can be learned and enhanced through teamwork. It is also supported by Brown (2000, p. 22) work in groups could make students know the material well. The success of the exercise depends on combining their work. Every
student would have texts and they would have good communication with all members in the group and they need to practice communicating in a positive ways.
The teacher would normally start giving the 5 different materials to the students.
Next, the students read the story from their textbook and then do the activities given by the teacher. Sometimes the teacher would ask the students to do worksheets, make a drama, and so forth. When the students were reading and discussing with friends, the lecturers would move around them and visit each group to see their progress and assist them in learning. The lecturers became facilitator and helper. It is similar lines with the finding of (Tiin Nurlaili, 2014;
Nasution, 2017, Nugroho, 2013).
From the discussion above, the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi was used three strategies, such as; scanning strategy where where the teacher gave the texts to the students based on the students‟ interesting, then he asked the students to read the text and memorize three to five vocabularies and those meaning individually related to the topic that they have discussion; guessing strategy where the teacher in front the class showing the card that there is a picture and the students finding the answer what is the picture work in small groups, in this strategy the students would work in small groups to complete their exercise.
Students worked together as a team to not only learn the material but also help each other to understand the material because it can be learned and enhanced through teamwork. These strategies help the students in thinking easier, faster, and
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more enjoyable ways to master giving the ideas so they really support the students‟
reading comprehension improvement.
55 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi was used three strategies, such as; scanning strategy where the teacher gave the texts to the students based on the students‟ interesting, then he asked the students to read the text and memorize three to five vocabularies and those meaning individually related to the topic that they have discussion; guessing strategy where the teacher wrote the story in the whiteboard and the students would ask to guess the story tells about, and also the vocabularies that he choose; work in small groups, in this strategy the students would work in small groups to complete their exercise. Students worked together as a team to not only learn the material but also help each other to understand the material because it can be learned and enhanced through teamwork. These strategies help the students in thinking easier, faster, and more enjoyable ways to master giving the ideas so they really support the students‟ reading comprehension improvement.
B. Suggestion
The researcher suggested English teacher can consider the strategy in teaching students‟ reading comprehension was very important for the students because they had
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to express their opinions. The students could still find a space to speak English more often without having to worry about anything and with the right guidance from the teacher. The researcher believed that if the students would follow the teachers‟
strategies, they would enhance their adding comprehension, even though it is not fully fulfilled, this could bring students into positive results on their adding comprehension.
For the future researchers that are interested in conducting the other research but still in the same scope, the researcher hopes that the other researchers could conduct the other teacher‟s strategy to help students in speaking skills, writing skills and listening skills. In additional, because this research only focuses on the teacher‟s strategy teaching students‟ reading comprehension, the researcher hopes the future researchers to investigate the solving strategies in other skills like in writing, listening or reading. Last, hopefully this research could be a good guide which had reach information for the further researches about the teacher‟s strategies in teaching reading comprehension.
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APPENDIX I
QUESTIONS FOR THE STUDENTS IN THE CLASROOM
1. What are the strengths and weaknesses of …?
2. What is the difference between … and …?
3. Explain why/how …?
4. What would happen if …?
5. What is the nature of …?
6. Why is … happening?
7. What is a new example of …?
8. How could … be used to …?
9. What are the implications of …?
10. What is … analogous to?
11. What do we already know about …?
12. How does … affect …?
13. How does … tie in with what we have learned before?
14. What does … mean?
15. Why is … important?
16. How are … and … similar/different?
17. How does … apply to everyday life?
18. What is a counterargument for …?
19. What is the best …and why?
20. What is a solution to the problem of …?
21. Compare … and … with regard to …?
22. What do you think causes …? Why?
23. Do you agree or disagree with this statement? What evidence is there to support your answer?
24. What is another way to look at …?
APPENDIXES
PERTANYAAN UNTUK GURU
1. Apa tujuan Anda mengajar reading?
2. Apa saja yang Anda persiapkan sebelum mengajar reading?
3. Bagaimana Anda meningkatkan semangat belajar membaca siswa?
4. Bagaimana keadaan siswa Anda di kelas delapan A? (Jumlah, antusias belajar) 5. Strategi apa saja yang Anda gunakan dalam mengajar reading?
6. Apa saja yang perlu Anda siapkan dalam menggunakan strategi reading?
7. Bagaimana pelaksanaan strategi reading yang Anda gunakan?
8. Apakah strategi reading yang Anda gunakan meningkatkan pemahaman membaca siswa? Kenapa….
9. Bagaimana reaksi siswa di saat Anda menerapkan strategi reading? Kenapa….
10. Bagaimana Anda mengetahi pemahaman membaca siswa? Bagaimana….
11. Apa saja permasalahan yang sering Anda temui di saat mengajar membaca?
12. Bagaimana Anda mengatasi permasalahan yang sering Anda temui di saat mengajar membaca?
13. Apa saja kekurangan dari strategi yang Anda gunakan dalam mengajar membaca?
14. Apa saja kelebihan dari strategi yang Anda gunakan dalam mengajar membaca?
15. Media apa saja yang Anda gunakan dalam mengajar membaca? (bagaimana penggunaanya)
16. Apa harapan kedepan Anda terkait strategi yang Anda gunakan dalam mengajar membaca?
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PERTANYAAN UNTUK SISWA
1. Apakah Anda suka membaca? Kenapa?
2. Apakah membaca itu penting? Kenapa?
3. Kapan dan di mana Anda membaca buku?
4. Factor apa saja yang membuat anda suka membaca?
5. Apakah Anda menyukai dia (guru) bahasa Inggris Anda? Kenapa?
6. Bagaimana dia (guru) mengajar membaca di dalam kelas?
7. Apakah dia (guru) menjelaskan tujuan pembelajaran membaca? Kenapa?
8. Strategi apa yang dia (guru) gunakan dalam mengajar membaca?
9. Bagaimana dia (guru) menggunakan strategi dalam mengajar membaca?
10. Bagaimana perasaan Anda selama proses belajar di dalam kelas? Kenapa?
11. Apakah Anda bermain permainan di dalam kelas? Bagaimana?
12. Media apa saja yang dia (guru) gunakan selama mengajar membaca?
DOCUMENTATION
Teacher explains about the material
Teacher writes the text in the whiteboard
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Students write the text of reading comprehension
Students read the text after the teacher read it
Teacher asks one of the students to read it loudly
Teacher explains the text to the students
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