Saepudin, M. Pd. as Dean of Tarbiyah Faculty IAIN Parepare, who has arranged positive education for the students of Tarbiyah Faculty and also allowed the writer to conduct research in this Tarbiyah Faculty. All the teachers of the English program who have already taught the writer during his studies in IAIN Parepare. All the people who gave their help in writing this “Thesis” that the writer could not name one by one.
The teachers' strategy in teaching reading comprehension to the eighth grade of SMPN 3 Parepare. (supervised by Amzah and Mujahidah).
INTRODUCTION
Research Question
What is the strategy of the teachers in teaching reading comprehension in the eighth grade of SMPN 3 Parepare. To find out the teachers' strategy in teaching reading comprehension in the eighth grade of SMPN 3 Parepare. In this part, the writer described the discussion of the teacher's strategy in teaching reading comprehension in the eighth grade of SMPN Parepare.
Based on the results of the research "Teachers' Strategy in Teaching Reading Comprehension in the Eighth Grade SMPN 3", the strategies used by the teacher in teaching reading comprehension were two strategies, the scaffolding strategy and the QARS (Question and Answer Attitude Strategy).
Objective of the Research
Significance of the Research
PREVIOUS RELATED LITERATURE
Some Pertinent Idea
From the above thoughts it can be concluded that reading is a process of establishing meaning in the text. So, reading can be said as the process of understanding the text and finding the meaning. It is like herringbone, a reading comprehension instructional strategy that is not difficult to understand and can help students understand the text.
On the other hand, reading comprehension is a process of interaction between the reader and the author to communicate successfully to gain what the author means in the text. On the other hand, reading comprehension is a process of interaction between the reader and the author to communicate successfully to gain what the author means in the text. Based on the above explanation, it can be concluded that teaching reading comprehension is the process of helping, facilitating, guiding students to understand the text and providing students with many opportunities to practice it to make them get the meaning. and information from the author on the text.
Based on the above explanation, reading is a mental process that requires students to connect their experiences with the author's ideas and thus construct meaning from the text. Reading comprehension is a dynamic competence depending on the purpose of reading and the text involved. Guthrie says: "Reading comprehension is the process of connecting the text and the student's prior knowledge about the topic of the text".16.
How to construct readers' understanding to understand the meaning the author wants to explain about the text. Based on the above statement, it can be concluded that reading comprehension is a process of in-depth interaction between reader and author to successfully communicate and find out what the author means by the text.
Conceptual Framework
The sample of the research is a teacher in SMPN 3 Parepare, mainly an English teacher in the eighth grade and students VIII.7, which consists of 26 students. The researcher interviewed the teacher about the strategies they use in teaching reading comprehension, including the difficulties they face. The researcher found that there were two strategies that the teacher used on stage and QAR (question and answer relationship strategy).
The above data shows that the students do not agree with the statement, there are 61/104 (Maximum score) x so it is categorized as not dedicated. Based on the result of the interview regarding the teachers' strategy in teaching reading comprehension, there were two strategies that the teacher used his scaffolding and QARs (Question Answer Relationship Strategy). The teacher uses the scaffolding strategy because the teacher helped the students to read properly.
Teachers use scaffolding strategies when students are struggling. Teachers must provide help tailored to the needs of students, just like a teacher in a classroom, a teacher helps students know how to read a text correctly. The teacher provides the reading text and the students answer the questions in the text, as well as the questions given by the teacher or the questions in the textbook. And at this stage, students not only read the passage, but also truly understand the content of the content.
The teacher uses this strategy because the students must understand the reading text and the students are guided to focus more on the text. First, more than half of the students responded that English was rarely used in teaching by their English teachers.
The Research of Design
Location and Duration of the Research
Population and Sample
The researcher will take the teachers of grade eight class and the eight grade students of SMPN 3 Parepare as the population of the research with a total of 258 students. Referring to the number of populations, the research type of sampling in this research is random sampling which how to choose the object of research based on individual.
Instrument of the Research
The researcher sends out questionnaires to the students to know the additional opinions and to know the aspect that can influence the learning process of the students and to confirm the answer given by their teacher. The teacher used that strategy because the student could know the meaning of the text and could understand the text. The first strategies that the teacher used scaffolding, scaffolding strategies were used by teachers when students faced difficulties, teachers must provide tailored.
In this strategy used by the teacher, the teacher gave some questions to the student as much 1 to 2 at each learning final so that the students answered the questions. According to the teacher used this strategy to give the student material so that the students were easy to accept material that the teacher gave. This strategy was used by the teacher to see if the students really understand the text they are reading.
If the student could answer the questions, it means that he understood the text, and if he could not answer the question, then the students did not understand the text. They then agreed that the examples for each material taught were regularly related to the students' daily activities and that the media needed to teach and explain the material taught was always included by their English teachers. Moreover, most of the tasks that the students had to do or discuss were appropriately designed by the teachers and the students were usually given sufficient time to practice.
Based on the research results related to the teacher's strategies and teachers' personal competence in teaching reading comprehension, more than half of students gave good perception. Based on the research and discussion, researcher offers two ideas that are addressed to the teacher and researchers. For the student, with the strategy that the teacher uses, the students hope that the students understand more about reading comprehension and enjoy the lesson.
The next researcher can investigate the teacher strategies used by an English teacher that are important in the teaching and learning process.
Data Analysis
FINDINGS AND DISCUSSION
Discussion
This section would find the answer to the research question mentioned in the first chapter, which asked about the teachers' strategy in teaching reading comprehension and about the students' perception of the teachers' strategy in teaching reading comprehension. The interview was adopted from Sugiyono's theory in 2008 and then adopted the form of a statement through the research conducted by Nurmadia Sarjan in 2017, namely an analysis on the strategies of English teachers in teaching reading comprehension to second grade school students junior secondary 1 of Wonomulyo. . The teacher uses the student question-answer relationship strategy to teach reading comprehension in the classroom.
With this strategy, the teacher can therefore know how far their students understand what the teacher has given them. Therefore, the researcher can make classification for the data strong or it can be said that the teachers' strategy in teaching reading comprehension at the eight grade of SMPN 3 Parepare was good. These strategies have been effective in teaching reading comprehension because they can help students understand the text.
For the Teacher, this research can improve the English teacher's quality in teaching English. The teacher's strategies should be implemented because this is the teacher's way of determining the learning goals during the learning process. A Study on Strategies for Teaching Speaking Skills and Reading Comprehension Skills", (E-Journal : Department of English, Ganesha University of Education.
The use of teaching strategies in teaching reading comprehension to tenth grade students of SMK Islam Sudirman 2 Ambrawa. Using the Student Group - Achievement Section (Stad) in Teaching Reading Comprehension in Year Two of SMP 2 Banyudono in the 2019/2020 academic year.
Suggestion
Ya, tentu saja ada hal-hal menyenangkan dalam mengajar di kelas, namun ada juga suka dan dukanya. Teknik adalah metode/media yang digunakan dalam pengajaran, sedangkan strategi adalah cara yang digunakan selama proses pembelajaran agar siswa memahami materi pembelajaran. Ada dua strategi yang saya gunakan, yang pertama adalah scaffolding, scaffolding ini dimana siswa diharapkan mampu membaca, mencocokkan kata sesuai dengan yang ada pada teks dan yang kedua adalah strategi QARs (question-answer connection) dimana siswa bekerja. pada pertanyaan yang ada di teks dan juga siswa menjawab apa yang saya berikan atau pertanyaan yang ada di buku.
Saya juga memiliki permainan dalam beberapa situasi, namun karena situasi saat ini, menurut saya permainan agak sulit untuk dibuat, jadi saya menggunakan gambar atau cerita sebagai medianya. Dimana kelompoknya terdiri dari siswa yang memahami materi dengan cepat dan ada pula yang memahami materi secara lambat dan lambat. Jadi siswa yang memahami materi pembelajaran cepat membimbing siswa yang memahami materi pembelajaran lebih sulit atau lambat.
Guru memberikan waktu yang cukup kepada siswa untuk mempraktikan/mengpraktikkan mata pelajaran yang telah diajarkan.
