This study aimed to find out: (1) the strategies used by the teacher in teaching English. 2) the students' perception towards the strategies used by the teacher in teaching English. The findings of this research showed that the teacher used two strategies in teaching English. It was Reciprocal Teaching and Question Answering Relationship (QAR). Drs Mastan, M.Pd and Irwan S.Pd as the teachers who always guide the researcher when doing the research at SMA Negeri 5 Bone and sincerely help the researcher to fulfill the data collection.
The eleventh grade students at SMA Negeri 5 Bone who are ready to help the researcher to complete the research. 32 Table 4.7 in my opinion, the Reciprocal Teaching and QAR strategy in English learning is bold. 34 Table 4.10 Learning English using the Reciprocal Teaching and QAR strategy trains me to express my opinion.
36 Table 4.14 Learning English using the Reciprocal Teaching and QAR strategy Let me understand the material better. 38 Table 4.17 I do not understand the material while learning English using Reciprocal Teaching and QAR. 40 Table 4.19 Learning English using the Reciprocal Teaching and QAR strategy makes me more active in learning.
41 Table 4.20 Learning English using Reciprocal Teaching and QAR strategy makes the material easy to remember.
INTRODUCTION
- Problem Statements
- Research Objective
- Significances of Research
- Scope and Limitation of the Research
Based on the researcher's observation in SMA Negeri 5 BONE, the problem of senior secondary school is the strategies of teachers and students in learning English to understand Reading Comprehension, maybe this is due to ineffective teacher strategies and lack of dictionaries and activities that do not. suit them and also the researcher finds that the students will get bored because the teacher only focuses on their study but the teacher sometimes forgets the strategies in teaching reading comprehension and what are the students' responses. What are the English teacher's strategies in teaching reading comprehension to the eleventh grade student of SMA Negeri 5 BONE. What are students' responses to their English teachers' strategies in reading comprehension Eleventh grade at SMA Negeri 5 BONE.
To find out the English teacher strategies in teaching reading at eleventh grade of Student's SMA Negeri 5 BONE. To find out the students' responses to their English teacher strategies in teaching reading comprehension skill at SMA Negeri 5 BONE. The application of the theory of teachers' strategy teacher that will help the readers to increase knowledge, especially in reading comprehension.
Moreover, in this research students can apply their knowledge and understanding in proper reading comprehension. The purpose of this research is to focus on the description of the strategies used by the teacher in teaching reading comprehension in English and the students' perception of the strategy used by the teacher in the teaching and learning process of the second grade students in SMA Negeri 5 BONES.
REVIEW OF RELATED LITERATURE
- Some Pertinent Ideas
- The Concept of Reading
- Teaching Reading Comprehension
- Definition Teaching Reading Comprehension
- Principles in teaching Reading Comprehension
- Problems of Teaching Reading Comprehension
- The Concept of Teaching Strategies
- Conceptual Framework
The teacher can help the students in acquiring knowledge by giving them facilities like assignments. In order for the teaching and learning process to go well, the teacher must establish a good situation for the students to learn. In teaching reading, the teacher cannot directly teach reading to students by giving them texts and asking them to understand it.
It means that the teacher not only asks the students to read a text, but he/or she must make them realize that reading is not a passive skill. The teacher should encourage students to respond to the content of a reading text, and not just to the language used in the text. Students should respond to the meaning of the text and express their feelings about the topic of the text.
Before students enter the text, they can make predictions by looking at the title of the text. Assignments are one of the ways to check students' ability to understand a text. In this case, the teacher should consider choosing or creating appropriate tasks for the students.
Making full use of reading texts means that the teacher does not ask students to read the text and then move on to another activity unrelated to the text. But the teacher must cover all the things that the students can understand with the text. The teacher must discuss the text in its entirety, study the language, give the students additional tasks.
Learning to read is a part of the activity in teaching English that should be done by the teacher. The first problem is that the teacher cannot know exactly what the students' prior knowledge is (National Research Council, 2003: 62). It becomes a serious problem in teaching reading comprehension because prior knowledge is very important for students' reading comprehension.
When the teacher can give good and suitable reading tasks, the students will engage in reading and comprehension can be easily achieved. In fact, the method and strategies chosen by the teacher can influence the students in achieving their reading comprehension.
RESEARCH METHOD
Sample and Population
Research Instrument
The accuracy result of the research was the important part that depended on how carefully the instrument was used. Observation was aimed at finding out the strategies that the teacher used in teaching reading comprehension. Questionnaire was used to get the students' answers towards the English teacher's strategies in reading comprehension.
Data Collection
The researcher observed the teacher to find out what strategies the teacher used when teaching reading in the classroom. The researcher then shared the questionnaire given to the students in the classroom, which required the teacher's teaching time.
Technique of Data Analysis
And there are two strategies that the teacher used to teach English, namely reciprocal teaching and question-answer relationship. Reciprocal teaching and QAR strategy make it difficult for me to solve problems in learning English. This indicates that the student is more interested in learning English by using the reciprocal teaching and question-answering relationship used by the teacher.
Learning English using the Reciprocal Teaching and QAR strategy trains me to speak my mind. Learn English using the Reciprocal Teaching and QAR Strategy Let me understand the material better. I don't understand the material, while learning English using the Reciprocal Teaching and QAR strategy.
Learning English using the mutual teaching and QAR strategy makes me more active in learning. The Reciprocal Teaching and Question-Answer Relationship (QARS) strategy are the strategies that are almost similar to the classroom application. Then students feel that reciprocal teaching and question-answer-relationship (QARS) are useful in the teaching and learning process in the classroom.
Therefore, students really enjoy the Reciprocal Teaching and QAR strategy when learning English in the classroom because they can practice speaking. There are two strategies that the teacher uses in teaching English, namely reciprocal teaching and question-answer relationship. 13 Say you need to adopt a reciprocal education strategy and QARs.
16 Belajar bahasa Inggris dengan strategi reciprocal teaching dan QARs melatih saya dalam mengemukakan pendapat. 17 Belajar bahasa Inggris melalui reciprocal teaching dan strategi QAR membuat saya lebih aktif dalam belajar.
