English Education Study Program
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STKIP PGRI West Sumatera J20I7lTEACIIERS' STRATEGIES IN TEACIIING READING TO HELP STUDENTS COMPREHEIVD THE TEXT AT SMPN I LEMBAII GUMANTI
TL{B.SOLOK
Iga Yosianar), Etmiati M.Pdr), Rindilla Antika M.Pd3)
thnglish department student, college of teaching training and education (PGR$ West Sumatera O-mail: [email protected]
aEngisn department lectures, college of teaching training and edrcation {PGRI)'West Sumatera E-mail: elmiatisofi [email protected]
aEngtish department lectures, college of teaching training and educ*tion {PGRI) \ilest Sumatera E-mail: [email protected]
ABSTRACT
This research explained about the teachers' strategies used by English teachers in teaching re&ding
to
help students comprehend the text. This researchis
qualitative research with usitg descriptive method. Descriptive research chose because tJre researcher wanted to describe the faet about teacher strBtegyto
help students comprehend the iext theat
SMPNI
Lembah Gumanti Ikb.Solok in teaching reading. The participants ars two English teachers forVIII
grade at SMPN I I-embah Gumanti Kab"Solok. The instruments of this research were observation checklist, field note and video. The datataken based on &eteachingreading strategiestheoryto help students comprehendthe text by Adler {2001) The rezult of this research is the English teachers at SMPN 1 Lembah Gumanti lfub-Solok used four strategies in teaching reading
to
help students comprehendtle
text"Ttmy are: monitogng comprehensioq metacognitioq answering question and summarizing. Those stralegies are effective in teaching reading because can help students comprehend the text and help students to ansrlrsr question better.
Kryt Words: teacher firu{egies, teaching
reading
teaching readingABSTRAK
Penslitian
ini
menjelaskair tentsng strategr yang digunakan guru bahasa Inggris didalam pengajaran membaca untuk membantu siswa memahami teks. Penelitian ini adalah penelitian kualitatif dengan menggunakan metode deslaipti( Penelitian deskriptifdipilih
karena peneliti ingin menggarnbarkan dan menjelaskao strategi yang guru gunakan dalam mengajar keterampilan membae&untuk membantu siswa memahami isi teks berdasarkan fakta yang ada. Partisipannya adalah guru Bahasa Inggris pada kelas
VIII
SMPN 1 Lembah Gumanti Kab.Solok sebanyak 2 orang" Instrumen penelitian ini adalah observasi lapangan, catatan, dan video. Data diambil berdasarkan teori strategi pengajaran membaca untuk membantu siswa memahami teks yang ditulis oleh Adler (2001). Hasil penelitianini
menunjukan bahwa guru bahasa Inggris di kelasYIII
SMPN 1 Lembah Gumanti Kab.Solok menggunakan 4 strategi dalam mengajar keterampilan membaca untuk memahami isi teks"Strategi tesrebut adalah:
monitoring ,
fietecogfition, answering tluestion and*vmmarizing. Dengan strategi yang digunakan, siswa derqan mudah dapat memahami isi teks dan rnembantu siswa rnenjawab pertanyaan deagan baik.
Xa/,a Kanc: srrdegi gunr, strategipengajarun membwa, pengajaran memhaca
2] First Advisor
3) Secoad Advisor
INTRODUCTION
Teaching and learning process in the classroom can be effective if using good strategy. Good strategy will reach the goal of education, because teaching strategy is a design or plan used to achieve the goal of education. The applying of different strategies in teaching and learning process is not a new notion for a teacher, because teaching by applying many strategies make the classroom enjoyable and increase students’ interest in studying
.
Strategy in teaching can be applied for all subjects include English. One of them is reading. Reading will give us knowledge and bring us to the right understanding of sentence style and arrangement. Reading is one of the skills in learning English. It can be used as a tool for gathering information and getting knowledge from printed material in which most of the knowledge and science are found from it. Therefore, reading skill is important for language learners to be mastered in order to get success in learning.
It is realized that reading skills cannot be mastered easily. It needs time and process.
Moreover, the main purpose of conducting reading activity at school is to get more ideas and information. It guides students to find the meaning of the text and decides key ideas of the text. To achieve the purpose, it is necessary for the students to comprehend the reading text. In other words, reading helps students to get information from the text, it guides them to find main idea of the text before giving the information to other persons.
Based on the researcher’s experience when teaching practice in SMPN 1 Lembah Gumanti Kab.Solok, in teaching learning activities, there are factors to affect students’ reading English in class, such as they fail in comprehension in reading, the students lack of vocabulary, that all make them do not know many meaning of the text or dialogue. And then, they are difficult to read English correctly which cause gets the student difficulties to comprehend the reading text or dialogue.
Because those problem, researcher interest to know how the teaching and learning process when teacher teaching in class.
Based on the statement above, the teacher has to have a strategy to make the students’ ready and want to read. By applying the correct strategies in teaching and learning process, the teacher able to evoke and give spirit to student’s confident to read correctly.
Based on the phenomenon above, showed that strategy in teaching and learning process is very important. In addition, teacher’s strategy is the one of crucial factor which influences to the success in teaching reading. From this reason the researcher wants to see whether teachers’ strategy that English teachers used in teaching reading can improve students’ reading comprehension on reading text or not.
Therefore, the researcher is interested in doing this research to describe the strategies that the teachers used in teaching reading to help students comprehend the text. This research will be conducted at SMPN 1 Lembah Gumanti Kab.Solok. The participants in this research involve two English teachers for VIII grade.
According to Brown (2007:119) strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. It means that, a strategy is specific method used in the control of the problem to reach certainly.
Meanwhile, according to Nickols (2016: 7) strategies are perspective, position, plan, and pattern.
Strategy is the bridge between policy or high-order goals on the one hand and tactics or concrete actions on the other. Strategy and tactics together straddle the gap between ends and means. It means that, strategy is a term that refers to a complex of thoughts, ideas, experiences, goals, memories, perceptions, and expectations that provides general guidance for specific actions in pursuit of particular ends.
Thus, it can be concluded that strategy is a method that important in teaching learning process to achieve purpose from teaching in class to make students understanding and comprehend and also to make learning process can be attractive, effective and understanding in reading activities to get a goal.
Strategy to Help Students’ Comprehend the Text
According to Adler (2001:1-4) there are seven strategies in teaching reading to help students comprehend the text such as :
1) Monitoring Comprehension Monitoring comprehension is a process in which students determine whether they understand what they are reading. Students who are good at monitoring their comprehension knows when they understand what they read and when they do not.
2) Metacognition
Metacognition can be defined as
"thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading.
3) Graphic and semantic organizers Graphic organizers and semantic
organizers are reading
comprehension strategies “that allow the student to represent graphically (write or draw) the meanings and relationships of the ideas that underlined the words in the text”.
4) Answering questions
The Question-Answer Relationship (QAR) strategy presents a three- way relationship between questions, text content, and reader knowledge.
5) Generating questions
Generation question is a strategy that assists students with their comprehension of text. Students learn to formulate and respond to questions about situations, facts, and ideas while engaged in understanding a text.
6) Recognizing story structure Recognizing story structure is a strategy that aids comprehension by guiding students in analyzing the plot, characters, setting, and conflicts.
7) Summarizing
Summarizing requires students to determine what is important in what they are reading and to put it into their own words. The teacher can help students to identify or generate main ideas of the text, connect the main or central ideas, to eliminate unnecessary information and also make the students remember what they read.
In addition, According to Nunan (2003: 75) there are some strategies in teach reading for comprehend the text such as:
1) Monitoring comprehension
monitoring comprehension is essential to successful reading. Part of that monitoring process includes verifying that the predictions being made are correct and checking that the reader is making the necessary adjustments when meaning is not obtained.
2) Cognitive and Metacognition
cognitive can be define as thinking.
metacognition can be defined as thinking about our thinking. In order to teach for comprehension, it is my belief that students must monitor their comprehension processes and be able to discuss with the teacher about what strategies they use to comprehend the text. By doing this, the readers use both their cognitive and metacognitive
3) Questioning the author
questioning the author is an excellent strategy for engaging students in meaningful cognitive and metacognitive interactions with text and for assisting students in the process of constructing meaning from text.
Students learn to engage with meaning and develop ideas rather than retrieve information from the text.
RESEARCH METHOD
The design of this research was descriptive that described the phonomenon that happened in the field. It is supported by Gay and Airasian (2000:275) says that a descriptive research determines and describes the way things are. Typical descriptive researches are concerned with the assessment of attitudes, opinions, preferences, demographics, and procedures. In this research, the researcher involved two English teacher for VIII grade as the participant .
The researcher needs the instrument as facilitated to collect the data. Gay and Airasian (2000:145) explain that instrument is a tool or something that is used to collect the data. In this research, the researcher used some instruments, they were observation, field note and video recorder.
RESEARCH FINDINGS
As well stated on previous chapters, there were some strategies in teaching reading, they are; monitoring comprehension, metacognition, graphic and semantic organizer, answering question, generating question, recognizing story structure, and summarizing. Based on data analysis, it is found that the English teachers at SMPN 1 Lembah Gumanti Kab.Solok used four strategies in teaching reading.
They are: monitoring comprehension, metacognition, answering question and summarizing.
Based on the result of observation, it is found that teacher A for the first until the last observation used three strategies.
They are Monitoring comprehension, Metacognition, and Answering question.
Furthermore, in the observation process, it is found four strategies that used by teacher B they are monitoring comprehension, metacognition, answering question and summarizing. Based on the result above, it can be concluded that the English teachers of SMPN 1 Lembah Gumanti kab.Solok used four strategies in teaching reading.
They were: monitoring comprehension, metacognition, answering question, and summarizing.
INTERPRETATION
From the result of observation conducted with the English teacher of SMPN 1 Lembah Gumanti Kab.Solok about teacher’s strategy, there were four strategies used by the teacher in teaching, they were monitoring comprehension, metacognition, answering question, and summarizing. All the strategies used by the teacher in teaching reading are effective, because with those strategies the students can understand the material easily. Furthermore, the result of observation checklist was good because the informant have used strategies in teaching reading although their used one or more strategies in the classroom.
So, observation process show that in teaching reading the teacher uses various teaching strategies they are: monitoring comprehension, metacognition, answering question, and summarizing. Those strategies are effective in teaching reading because can help students to comprehend the text. Those strategies can also help students to think actively as they read make them focus on what they are learning and encourages students to answer questions better.
A) CONCLUSION
Based on the finding of this research, it can be concluded that the English teachers of SMPN 1 Lembah Gumanti kab.Solok used four strategies in teaching reading. They are: Monitoring comprehension, metacognition, answering question, and summarizing. This strategy are helpful in teaching reading in order to help the students to comprehend the text, help students to think actively, focus their attention on what they are learning and encourages them to answer the questions better.
B) SUGGESTION
After doing the investigation phase in the field and analyzing the collected data, the researcher informed insight suggestion forthe English teachers’
the researcher hope with 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. For future researcher, the researcher wishes that another researcher could conduct this research in wider area. For researcher, the researcher can conduct the researcher about the teacher strategies that used by English teacher which important in teaching and learning process.
Therefore, the result will be more advantageous and be applied in a larger area. And the last for the readers, the researcher wishes this research can given information about teacher strategies in teaching reading and also useful for the readers.
ACKNOWLEDGEMENT
To complete his thesis, the researcher has obtained a plentiful guidance, help, advices, and constructive critics from many people. In this occasion, the researcher would have to extend his special gratitude and very special thanks and appreciation are given from the deepest of his heart to the advisors, Elmiati, M.Pd and Rindilla Antika, M.Pd who have been kinds and willing to give their times, opinions, and supports in completing this thesis.
REFERENCES
Adler C.R. (2001). Seven Strategies to Teach Students Text Comprehension.
http://www.readingrockets.org
Brown H. Douglash. (2007). Principles of Language Learning and teaching. New York:
PEARSON Education, Inc
Gay, L.R and Peter, Airasian. 2000. Educational Research Competence for Analysis and Apllication. New Jersey: Prantice-Hall Company. Print.
Nickols, Fred. (2016). Strategy: Definition and Meanings.
http://www.threeformofstrategy:general,corp orate&compotitive.htm
Nunan, David. (2003). Practical English Language Teaching. Singapore: MC Graw Hill.
