NAME : MELISA PARAMUDITA

NIM/CLASS : 1610231029/7A

The Analysis of Teachers’ Strategies in Teaching Reading Comprehension on

Eleventh Grade at Madrasah Aliyah Negeri 2 Jember

CHAPTER II
LITERATURE REVIEW

2.1. Definition of Teacher

The ability to teach is a must for every teacher, and one of ability is to face students
who have different characters, capabilities and desires. Teaching should be able to
accommodate all the wishes of their students. There are some definitions of teaching
according to some experts, According to Tyson in Mustofa (2015:194) “Teaching is a process
of interaction, the teacher does something to a student; the student do something in return”.
From this definition a reflected that teaching is a way and an activebilateral process between
students and teachers. Tardif as quoted by Mustofa (2015:195) “Teaching in principle is any
action performed by an individual (the teacher) with the intention of facilitating learning in
another individual (the learner)”.

It means that teaching is an act under taked by a teacher to help and facilities students
in learning activities (process learning) According to Nasution in Suryosobroto (2009:15)
“Mengajar rmerupakan suatu aktivitas mengorganisasi atau mengatur lingkungan sebaik-
baiknya yang menhubungkannya dengan anak, sehingga terjadi belajar mengajar.”(Teaching
is an activity to organize or regulate the environment as well as possible and to connect it
with the children, resulting in teaching and learning).

From this definition Teaching is an activity or activity that connects to the children so
as to create an organized learning atmosphere. 4 5 Johnson (2007:37) stated that “Bahwa
proses mengajar harus melibatkan siswa dalam pencarian makna dan harus memungkinkan
siswa memahami arti pelajaran yang mereka pelajari”.(That the teaching process should
involve students in the search for meaning and should enable students to understand the
meaning of the lessons they are learning). From this definition teaching is a process that
involves students in learning activities so that students understand what they receive in the
lesson and understand the material presented by the teacher to create the purpose of the
learning. The conclusion of the teaching definition of some experts is Focus. Teaching has to
have a focus. We should be clear about we are trying to do. One of the findings that shines
through research on teaching is that clear learning intentions help learners to see the point of
a session or intervention, keep the process on track, and, when challenging, make a difference
in what people learn.

2.1.1 Role of the Teacher

There are some roles of a teacher especially as a language teacher. Some of them are:

a. Language teachers as an organizer in the classroom. The teacher maintains discipline

to the extent that an effective learning atmosphere is established. It can be done by
involving the learners more effectively in the classroom activities that demand inter-
student communication and co-operative efforts.
b. Language teacher as a motivator; the language teacher gives praise and
encouragement for positive efforts by the learners. It can be done giving positive
feedback on returned assignments.
c. Language teacher as a counselor. The teacher role is to respond the learner’s Problems
none judgmentally and help the learner to reach what they want to learn.
d. Language teacher as an observer. The teacher shows the errors that the learner have
produced and let the learners work on the correction.
e. Language teacher as a model for producing correct expressions and judges whether
the learner’s contribution to the learning process and their efforts are relevant and
correct.
f. Language teacher as a resource of knowledge and direction. The teacher establishes a
position of dominance over the learners in selecting the materials to learn and also
how to acquire them.

The role of the teacher will determine the role of the learners automatically. When a
language teacher is very dominant, language learners will less dominant in learning teaching
interaction. Language learners will be more active in learning when a language teacher can be
less silent in the classroom. Then, the personality of the teacher should have characteristic;
love and master the subject, energetic, playful spirit, have a well-integrated personality, have
a well-developed sense of authority, have balance self-esteem and esteem for others, and
have flexible communication.
2.2 Definition of Teaching Strategies

Teaching was giving helping process to students in learning process. In teaching process,
there were some aspects that must be considered by a teacher. They were the background of
the students, the reason of the learning, the purpose of the learning, the timing, the problems
in learning process, the aids of the teaching, and the link of the before activity and after it.
Strategy defined as the efforts of the teachers in learning process so that the purposes of the
learning can be achieved. Teaching strategies was a plan of the teacher designed learning
process in achieving learning purposes. There are many kinds of teacher strategies in their
teaching, depending on what information or skill the teacher is trying to convey.

Some of the kinds of the teaching strategies are: cooperative learning and group or pair
work, role playing activities, problem solving activities, using technology to practice
learning. Besides of that, also there are some problems in teaching process. For example: the
objective of learning is not clear, the material of lesson is very easy or difficult for students,
the material of lesson is not systematically, there are no teaching media, students are sleepy,
students are lazy to do activity, students are always late, students disturb another student,
students ask strange question, and the classroom is dirty.

2.3 Definition of Reading Compherension

Reading comprehension is the ability of readers to understand a printed material or

written text to getting meaning from the writer. Widdowson stated in Hedge, reading can be
seen as a kind of a dialogue between the reader and the text, or even between the reader and
the author. According to David Nunan, Practical English Language Teaching, New York:
Mc Graw-Hill, 2003. p. 68, reading is fluent process of readers combining information from a
text and their own background knowledge to build meaning. Then, Finochiaro and Bonomo
said in Tarigan reading is bringing meaning to and getting meaning from printed or written
material. So, reading is a process to understand a text. The goal of reading is comprehension.
Comprehension is the ability to understand about something, for example a language or text.

Goodman in Otto defined reading comprehension as interaction between thought and

language and bases evaluation of success in comprehension on the extent to which the readers
reconstructed messages agrees with the writer’s intended message. In addition, reading
comprehension is the process of receiving a language from the written text, in which the
writers try to get the information and the messages from what they read. Thus, it can be
concluded that reading comprehension is the process of understanding texts, and to
comprehend the written material readers must use variety of skills, such as readers must be
able to draw conclusions, identify main ideas, and recognize details from the selection.

Lems and Soro (2010: 170) state that reading comprehension is the ability to construct
meaning from a given written text. It is viewed as a dynamic process in which the reader
"constructs" meaning based on information that a reader gathers from a text. Furthermore,
Sweet and Snow (2003: 1) define that reading comprehension is the process of
simultaneously extracting and constructing meaning. In other words, readers recognize both
challenges: figuring out how print represents words and engaging in the translation of print to
sound accurately and efficiently (extracting), and at the same time formulating a
representation of the information being presented, which inevitably requires building new
meanings and integrating new with old information (constructing meaning). Therefore,
comprehension depends on integrating new knowledge with a network of prior knowledge
(Harris and Hodges, 1995: 227).

2.3.1 Strategies in Teaching Reading Comprehension

Successful reader can also read for thorough comprehension. This means they read to
understand the total meaning of a passage. This kind of reading is often done in academic and
other settings where complete comprehension is necessary. There are some strategies in
teaching reading comprehension according to Vacca & Vacca(1999:53) :

a. Scaffolding

Scaffolding allows teachers help diverse learner negotiate meaning and

overcome difficulties in text-related learning situation. Scaffolding is as a process
whereby a student is helped to solve a particular problem beyond its developmental
capacity through the help of a teacher or other person with more ability.

b. Think-aloud

Think Alouds is a strategy that helps students on learning activities, Aims to

recall more significant information from the texts given by the teacher. The ability of
teachers to transfer creativity Them and control the students in completing each step
of the way think alouds strategy in understanding reading texts and teachers make
their thinking explicit by verbalizing their thoughts while reading orally.
 c. Reciprocal Teaching

Reciprocal Teaching is a strategy that asks students and teachers to share the
role of teacher by allowing both to lead the discussion about a given reading.
Reciprocal Teaching involves four strategies that guide the discussion: predicting,
question generating, summarizing and clarifying.

d. SQ3R

SQ3R is a systematic reading strategy to help you organize the reading process
into manageable units. It is only one of many similar strategies that you can use to
improve comprehension. It consist five steps, they are: Surveying, questioning,
reading, reciting, and reviewing. The SQ3R strategy involves (1) reading the headings
in the chapter quickly to get its important part, (2) turning the heading in to question,
(3) reading to find the answer to the question, (4) recall the important point (the
answer to the question) by retelling them or writing them in one’s memory at the
important point.

e. QARs
QARs is a reading strategy through understanding and analysis of questions.
In other words this strategy guides students to understand the questions in order to
get an information in a reading itself. So that in practice in the classroom students
only glance read the reading and to understand further the focus of students is the
questions given by the teacher about the text reading.

Then, Fielding and Pearson in O’malley said that to improve reading comprehension,
teachers must provide a choice of reading selections, ensure that the students are reading text
of optimal difficulty which challenge but do not discourage them, encourage reading of text
and allow the students to discuss what they read and others to encourage social negotiation
meaning. One of the more important thinking to emerge from research on reading instruction
is that reading comprehension can be increased by teaching comprehension strategies
directly, including: using background knowledge to make inferences; finding the main idea;
identifying the source of information needed to answer a question; and using story or text
structure to aid comprehension.
 CHAPTER III
RESEARCH METHOD

In this chapter the researcher describes the research method. It consists of research
design, data and data sources, technique of data collection, data verification and data analysis.

3.1 Research Design

This item presents what design used in conducting the research. The design of this
research is qualitative research. Qualitative research, in contrast focuses on understanding
social phenomena from the perspective of the human participants in the research. Descriptive
qualitative research is a study designed to obtain information concerning the phenomenon
(Ary, 1985: 325). According to Moelong (2006:5) descriptive research is a method of
research which trying to picture out and interprets the objects as in the fact. So, in this
research descriptive research is conducted in the purpose to analyze or describe the teachers’
strategies in teaching reading comprehension on eleventh grade at Madrasah Aliyah Negeri 2
Jember accurately. This research used descriptive qualitative with the direct observation,
interviews, and documentation. Descriptive method was a method used to examine the status
of human groups, an object, a condition, the thoughts, and the events that will occur
(Sugiyono, 2008).
3.2 Data and Data Sources

3.2.1 Data

Data According to Krippndorf (1991, in Tanzeh 2011) says the data is information of
indication has to be written in whole of writing process. Data in this research are in the form
of written text in the field notes, interview transcript and notes. In research, the researchers
analyzed data on the very rich, and as far as possible in its original form. These data are
important aspect conducting in the qualitative research. From these data the researcher can
get the information about the teacher strategy in teaching reading comprehension on eleventh
grade at Madrasah Aliyah Negeri 2 Jember.

3.2.2 Data Sources

Ary (1985) stated that the primary data is which are corrected directly from the
sample. A data sources is a person, something, or place that provides information for a piece
of research. In this research, the researches get data from 35 interview and observation. So,
the researcher can get the data from these sources. In this research, data sources are derived
from the teacher in Madrasah Aliyah Negeri 2 Jember.

3.3 Technique of Data Collection and the Instrument

In the case, The subject of this research was a teacher in junior high school, especially
English teacher in eleventh grade at Madrasah Aliyah Negeri 2 Jember academic year
2019/2020 . The researcher takes XI IPA 5 class in which there are 35 students. Research
instrument was tool or facility which was used by researcher to collect the data. The result of
research was better, more accurate, complete and systematic. So was easy to be worked. An
instrument could be form of quiestionnaire, observation, interview guided, and test. In this
research, the researcher used observation and interview. The next step is to choose the
technique of data collection that will be used. The technique of collecting data is the way the
researcher do for collecting the data in the research. In this research, the researcher uses some
techniques in collecting data. In this research, the researcher uses some techniques, those are
interview and observation. All of the data are collected in the form of word arrangement.

3.3.1 Observation checklist

Observation is a way of collecting data by conducting direct observation of an object

in a given period and held a systematic recording of certain things observed. Number of
periods of observation that needs to be done and the length of time at each observation period
depends on the type of data collected. If the observation will be carried out on a number of
people, and the observation will be used to make comparisons among these people, than it
should be observed for each person carried in are lately similar situation. The ways to doing
observation were: (1) the researcher prepared the materials to conduct the observation such
as: paper, pen and camera. (2) The researcher joined in the classroom, (3) the researcher
observed teacher’s strategies in teaching reading comprehension.

This method is used to get any information 35 about the teacher strategies in teaching
reading comprehension in eleventh grade at Madrasah Aliyah Negeri 2 Jember. The teacher
was observed by the researcher using the observation checklist. In this case, The researcher
observed whatever done by the English teacher related to the teacher strategies in teaching
reading comprehension in the classroom It was used to investigate the English teaching and
learning process in the classroom. It recorded English teaching process that was conducted by
the English teacher. In this case, The researcher observed whatever done by the English
teacher related to the teacher strategies in teaching reading in the classroom.

3.3.2 Interview

According to Sugiyono (2008:231), interview is a meeting of two persons to exchange

information and idea through and responses, resulting in communication and joint
construction of meaning about a particular topic. Meanwhile, according to Hadi, (1993:39)
interview can be viewed as method of data collection by way of question and answer
undertaken unilaterally by systematic and based on the purpose of the investigation.
According to Arikunto (1990) classification, there are there kinds of interview, namely (a)
unstructured interview. In this type, the interviewer carries out the interview with no
systematic plan of question, (b) structured interview. The interview carries out the interview
by using a set questions arranged in advance, (c) semi structured interview.

The interviewer uses a set question which is developed to gain the specific
information. In this case, the researcher used structured interview. The interview was done
with the English teacher. The interview was done after finished the teaching and learning
process. This interview conducted to gain a spoken respond from the participants. In this
case, the researcher used structured interview. The interview was done with the English
teacher. The interview was done after finished the teaching and learning process. This
interview will conduct to gain a spoken respond from the participants. The functions of
interview in this research were to cross-check the data and to make sure that the data from the
observation were really valid.

3.4 . Technique of Data Verification

In qualitative research, there is a common technique that is usually used to increase

the research data validity. The technique is called Triangulation. “Triangulation is defined as
technique of collecting data by combination of some different data sources’’ (Moleong,
2006:330). The aim of triangulation is to increase one understands of what ever being
investigated. In this research, the researcher use a triangulation. This is Data Collecting
Technique Triangulation. These can be explained as follows: This triangulation means the
researcher uses some different techniques in verify the data to get the data from one subject
or the same sources. In this research, the researcher interview the teacher about reading
strategies, then observes his reading lesson, and document or taking the picture when in
English lesson. Here the researcher gets information from different ways those are interview,
observation, and documentation. It emphasizes on the use of different technique to get the
data from the same informant. According to Denzin in Moleong (2006:330) triangulation
used to analyze data based on sources, method, investigator and theory.

3.5 Data Analysis

In this research, the researcher uses a qualitative data analysis technique. Data
analysis in qualitative research is a time consuming and difficult process. It is the process
whereby researcher systematically search and arrange their data in order to increase their
understanding of the data and to enable to present the result to others. Moleong (2010) states
that “data analysis is the process of managing the data, organizing it into a good pattern,
category and basic unit”. Qualitative analysis is messy and nonlinear. Data analysis in
qualitative research is often done concurrently or simultaneously with data collection.
Nevertheless, Ary et al (2010:283) states the data analysis in this research can be broken
down into four stages; they are Coding, Data Reduction, Data Display, and Drawing
Conclusion or Interpretation. Those can be explained as follows,

3.5.1. Coding

The first stage in analyzing qualitative data here involves coding. Coding is analogous
to getting ready for data provided. The first step in coding is referred to as open coding,
preliminary coding, or provisional coding. The most common approach is to read and reread
all the data and sort them by looking for units of Observation Interview One Sources/
informant 37 meaning-words, phrases, and sentence to make it easy to be learned. In this
stage, after get the data the researcher collected the data. After all data are collected the
researcher places all units having the same coding together. It will be easier to read the data.
In short, by coding the all data we gathered, we can underline the significant data that are
appropriate with our topic of research. So, it will be easier read the data.

3.5.2 Data Reduction

The second step of data analysis is data reduction. It is the process of reducing the
data occurring repeatedly. “Reducing the data means summarizing, choosing the main thing,
focusing on the important things, finding the topic and the form’’ (Moleong 2006). In this
stage, the researcher get the data from interview with the teacher. The result interview shows
how the teacher used the strategies in teaching reading comprehension. In this step, the
irrelevant data is reduced and the needed data is included.

3.5.3 Data Display

After data reduction the next step in analyzing data is Data Display. It is process of
displaying data in the form of table or essay so what it gets more understandable. Miles and
Huberman (1984) points out “looking at displays help us to understand what is happening and
to do something-further analysis or caution on that understanding’’ (Sugiono, 2009:95). In
this research, the researcher will use essay in displaying the data, because it is most common
data display used in qualitative research. 38

3.5.4 Drawing Conclusion

In this last step data analysis that is drawing conclusion. Here, the researcher begin to
see what is the data. The researcher examines all entries with the same code and then merges
these categories and finding the connection among the categories. Then, it continues to tell
the stories and to make connection among stories. Finally, the researcher can get the result
and conclusion of the research.