Hum, thanks for your time, critics, advice, suggestions, guidance, kindness and everything that has spirit to do the thesis. All my friends at TBI 2018, especially for my class TBI C, thank you very much for our friendship.
INTRODUCTION
- Background of the Study
- Identification of Problem
- Research Question
- Research Objectives
- Limitation of the Problem
- Significance of the Research
- Operational of Key Terms
What are the teachers' strategies in teaching reading comprehension at the second grade of SMPN 5 Kota Bengkulu. To find out the teacher's strategies in teaching reading comprehension used at the Second Grade of SMPN 5 Kota Bengkulu.
LITERATURE REVIEW
K-13 Curriculum
When the learning activities are put into practice, teachers must focus on coordinating the multimedia, learning materials and learning techniques used in the classroom. The pros and cons of 2013 syllabus is one of the most crucial part of this curriculum change or development.
Reading
This is one of the language skills you need to speak English well. Although reading comprehension can be thought of as knowing the entire book, it is crucial that young students can recognize the letters.
Teaching Reading
To help children learn English reading, teachers must be knowledgeable about effective ways to teach reading comprehension. A strategy is a mechanism used by teachers to help students learn by removing barriers to the learning process. These factors include the characteristics of the students, the learning objectives and the teacher's preferred teaching methods.
The activities carried out by the teacher in the classroom, such as teaching using games and singing songs or forming small groups, which can help students to reduce difficulties in learning English. An important factor in the process of learning English is students' self-confidence, which can affect their language development. To do this, the teacher must provide work that students believe they can do.
The appreciation of learning English for students is done by motivating them to get clear abilities. Some activities can be done, such as speed reading exercises, writing essays or using helpful videos.
Strategies in Teaching Reading
This study aimed to find out: (1) the strategies used by the teacher in teaching English. 2) students' perception of the strategies used by the teacher in teaching English. This study contains teachers' strategies in teaching reading comprehension and the results of interviews about the strategies teachers use in teaching reading comprehension. Based on the results of the above interview, the teacher said that the scaffolding strategy.
The second question is how to implement the strategies used by the teacher in teaching reading. The teacher uses a question-answer relationship strategy for students to learn reading comprehension in the classroom. The second question is how to implement the strategies used by the teacher in teaching reading.
When teaching reading comprehension in the classroom, the teacher has students participate in a question-and-answer format. This approach will undoubtedly help the teacher determine how well the students can understand the subject. The teacher should ask the same explicit and implicit questions when using the QARs technique so that students can combine information from the sections with prior knowledge or experience (Mutia , 2021).
Bloom’s Taxonomy Revised
Previous Study
First, Alfian (2018) with a thesis titled "An Analysis Teacher's Strategies in Teaching Reading Comprehension at SMA Negeri 5 Bone". Reading comprehension is the process of constructing meaning involving the written language by interpreting textual information in light of prior knowledge and experiences using appropriate and effective comprehension strategies. The findings of this research showed that the teacher used two strategies in teaching English. It was Reciprocal Teaching and Question Answering Relationship (QAR).
34;Analysis of English Teachers' Strategies in Teaching Reading Comprehension to Class II Students of SMP Negeri 1 Wonomulyo". In this study, the researcher wanted to know how the English teacher's strategy in teaching reading comprehension in Class II SMP Negeri 1 Wonomulyo and how the English teacher's strategy was applied in the teaching of reading comprehension in grade II SMP Negeri 1 Wonomulyo This research aimed to: (1) know the teachers' strategies in teaching reading comprehension at SMP IT Al-Ghofar during Covid-19 (2) describe the teachers' implementation of the strategies in the teaching of reading comprehension at SMP IT Al-.
The participant in this study were two English teachers in SMP IT Al-Ghofar and took two meetings. The results of this research showed that there were three teaching reading strategies used by the English teachers during Covid-19.
Theoretical Framework
A new version of Bloom's Taxonomy was created in 2001 by Anderson, Krathwohl and many other colleagues.
RESEARCH METHOD
- Research Design
- Subject of the Research
- Data Collecting Technique and Instruments
- Data Analysis Technique
- Credibility of the Research
Based on the results of the interview above, the teacher said that scaffolding and question-answer strategies in teaching were considered more effective. Based on the result of the interview, the first strategy used by the teacher is scaffolding. And this is done at the end of the lesson with the teacher assigning one of the students to answer the question.
The researcher completed observations and conducted interviews with the teacher to find out various strategies in teaching reading. Consider that this strategy may make it easier for the teacher to provide reading comprehension. The teacher must provide support that matches the needs of the students while using the scaffolding method.
For example, the teacher can lead the class or help the students to understand how to. Reading comprehension is naturally taught by the teacher who applies the strategy using an enjoyable technique.
FINDINGS AN DISCUSSION
Findings
He opens the class with greetings and the teacher checks attendance and asks how the students are doing. The teacher inculcates religious attitude, politeness and logical thinking at the beginning of teaching and learning activities. The teacher entered the classroom during the pre-instructional phase and inquired about the students' progress.
In the in-class phase, the teacher demonstrated a retold text example and instructed students to determine which parts of the text make up the text's structures. The teacher said that the strategy she used to teach English reading was scaffolding and question and answer relationships. In the strategy used by the teacher, the teacher gives the students problems or questions according to the text that has been read before, as much as 1 to 2 about each end of the lesson, so that the students answer that problem or question.
According to the teacher, this strategy is used to provide the material to the students so that the students can easily accept the material offered by the teacher. Another strategy is the relationship between question and answer, in this strategy the teacher asks the students one or two questions.
Discussion
The teacher asks the students to open their books and then gives an illustration of how to read and speak correctly. The teacher uses this technique to check whether the students have understood the text they have read. When the students name the words in the text, the teacher helps them and also asks the students which words in the text they do not know.
Also, the teacher is interested in knowing that the students can understand the text and understand its meaning. First, the scaffolding strategy that can create readable concepts is the method used by the teacher. Students anticipate that, thanks to the teacher's method, they will learn more about reading comprehension and will enjoy the session.
QAR's (Question Answer Relationship) strategy where when students finish reading the text, the teacher asks about the vocabulary during the reading. At the end of the lesson, the teacher gives assignments related to reading and the teacher asks the students to answer all the questions correctly.
CONCLUSION AND SUGGESTION
Conclusion
The researchers draw conclusions based on the results of observations of the learning process regarding the strategies used by teachers in teaching reading comprehension in Grade VIII of SMP Negeri 5 Bengkulu City. Based on the observations, the researchers found that there were three strategies used by English teachers, namely (1) Scaffolding, (2) QARs (Question Answer Relationships) and (3) Discussion Strategies. Students are encouraged to focus more on the text, and teachers can also help students develop their understanding of the reading material so that they understand the content more quickly.
The second concerns the implementation of strategies that English teachers use to teach reading comprehension. Second, this teacher uses the QARs (Question Answer Relationships) strategy, where she asks students about the expressions she uses in a text after they read it. Third, discussion strategies that can make students more active in exchanging ideas when discussing with classmates.
Based on this research, this method of teaching reading comprehension is successful because it allows students to understand the material.
Suggestion
Alfian, An Analysis of English Teacher's Strategies in Teaching Reading Comprehension at SMA Negeri 5 Bone. Teaching reading comprehension using 3-2-1 strategy to tenth grade students in Sma Ethika Palembang. Teacher Strategies in Teaching Third Grade Reading Comprehension in State Junior High School 23 Jambi.
The impact of a pre-questioning technique on students' reading comprehension at a Bengkulu State Junior High School. An analysis on the EnflishTeachers strategies in teaching reading comprehension to the second grade students of Junior High School 1 of Wonomulyo. The teachers preliminary activity creates a polite and religious attitude where the teacher greets before entering the room and the teacher shows one student to lead prayers.
The main activity of the teacher is to try to remind the students as a teacher asks questions about last week's material, then the students answer some of the teacher's questions, after which the teacher moves on to the next material. The strategy used by the teacher is a strategy scaffold, a strategy used by teachers so that students can develop ideas about reading. The teacher also asks the students to answer questions that appear in the reading texts, such as exercise 1 and exercise 2.
The way to solve the problem is that I assign the worksheet to one of the students and then share it with friends to print so that it can be read during the lesson, the students can follow the teacher's instructions.
