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An Analysis of Teacher's Strategies in Teaching Reading Comprehension
An Analysis of Teacher's Strategies in Teaching Reading Comprehension
Abstract
This study was raised due to problems in learning reading. The researchers saw that teachers and
students experience constraints in the learning process. The problem is when students do not
understand the content of the reading because students only learn to translate word by word and do
not understand the contents of the reading. The purpose of research is to know the strategies used
by English teachers and the reasons why did the English teacher choose those strategies to teach
English reading comprehension and describe the application using the strategies chosen by
English teachers in reading understanding learning. This research is used with research objects of
English teachers. The location of this research was at SMK Dharma Bakti 1, Medan. The method
of the research was qualitative research. The Instruments of this research were observations and
interviews. The results of this study using the strategy of Directed Reading Activity (DRA). DRA
is a strategy used to expand and strengthen students’ reading skills. In short this strategy guides
students to get information from a text read. So that in its implementation students can more easily
understand the text of connecting the various student knowledge that students have. Before it was
to build its own understanding and this assumption, this strategy was considered effective because
it was able to build a teaching learning process. Making classes more conducive, students are also
trained to build good cooperation, students capable of discussion and critical thinking as well as
developing understanding after reading.
Keywords: Teacher Strategy, Teaching, Directed Reading Activity
Abstrak
Penelitian ini diangkat karena melihat masalah dalam pembelajaran pemahaman membaca.
Peneliti melihat bahwa guru dan siswa mengalami kendala dalam proses pembelajaran. Masalah
yang ditemukan adalah ketika siswa tidak mengerti akan apa yang dibaca karena siswa hanya
mengartikan kata demi kata dan tidak mengerti isi dari apa yang dibaca oleh siswa. Tujuan
penelitian adalah untuk mengetahui strategi yang digunakan oleh guru bahasa inggris dan alasan
mengapa guru bahasa inggris memilih strategi pembelajaran tersebut serta mendeskripsikan
penerapan menggunakan strategi yang dipilih oleh guru bahasa Inggris dalam pembelajaran
pemahaman membaca. Penelitian ini digunakan dengan objek penelitian guru bahasa inggris.
Lokasi penelitian ini di SMK Dharma Bakti 1, Medan. Metode yang digunakan dalam penelitian
ini adalah metode penelitian kualitatif. Instrument penelitian ini adalah observasi dan
wawancara. Adapun hasil penelitian ini, guru menggunakan strategi Directed Reading Activity
(DRA). DRA adalah strategi yang digunakan untuk memperluas dan memperkuat kemampuan
membaca siswa dengan memotivasi, melatih, dan menindak lanjuti pemahaman membaca siswa.
Singkatnya, strategi ini membimbing siswa untuk mendapatkan informasi dari suatu teks yang
dibaca. Sehingga dalam implementasinya siswa dapat lebih mudah memahami teks dan
menghubungkan berbagai pengetahuan siswa yang telah dimiliki siswa sebelumnya untuk
membangun pemahamannya sendiri atau asumsi. Strategi ini dianggap efektif karena mampu
membangun proses belajar mengajar, membuat kelas lebih kondusif, siswa mampu berdiskusi dan
berpikir kritis serta mengembangkan pemahaman setelah membaca. Dengan menggunakan
strategy Directed Reading Activity (DRA) siswa juga dilatih untuk membangun kerjasama yang
baik serta menyatukan pemikiran pemikiran yang di dapat dan dipahami dalam proses membaca.
expressed that intensive reading is useful to With this students have to understand and
develop reading comprehension. know what the purpose of that text is. With
The purpose of reading is to give this students must be able to comprehend,
information to others, a thing that can build identify, and interpret what they have read.
and hone our knowledge in certain things. Therefore, the students must have serious
Or in other words, reading is very help effort to study reading. To make it easy to
students gather information and to expand understand we need a strategy. The
their experiences about the world they live strategies are used in combination to solve
in. Reading is how we can understand and problem and to easier to get information
understand so that the message can be well from the text. The researchers believe that
received. It can be concluded that in reading reading has a very complex process and
the reader will actively find out the meaning important subject to teach for the learners.
of the text while also exploring the meaning This gives teacher very important role to
of text while reading, the questions after facilitate English reading lesson. They
they have their own understanding toward should be able to design lessons to make
the text they read. students comfortable in class, make the
Reading is an activity undertaken of atmosphere not boring that they are
a person to analyze to get the message or interested and enthusiastic in reading
meaning that is to be delivered by the author activities. In this case the teaching reading
in the text of his reading. With the students technique of reading skill is necessary for
are lazy to read, the students will be difficult the English teachers. They should have the
to get new knowledge for themselves. In appropriate techniques to teach English
teaching a second or foreign language, especially teaching reading more effective
reading gets special focus is different by because it is the factors whether the teaching
reading on the lesson using the Indonesian will be success or not.
language. Reading is a process of The problem is when student do not
understanding. And this means that when we understand the content of the reading
read the reader unconsciously trying to because the student only translate word by
understand the meaning of the text to word without understand the meaning what
understand the purpose of the text, and the the content of reading. From this case
reader can make their own conclusions researcher found so many teachers asked
about the text after reading the text with the student to read the text and answer question
focus. How much and how easily the reader without understand the text before, finally
understand depending on the concentration the students got a low score and the teacher
of the reader and his ability in analyzing the banned their students that they are not able
text. If the students master the vocabulary in reading comprehension. In the school so
better it will also be better for the students to many student not able to comprehend the
understand the meaning and the purpose of text, and so many student consider for
the text, and to train the ability of the granted reading comprehension.
students to guess the information which Based on this factor the researcher
derived from their past experience. interested and chose this topic “The analysis
Reading skill is an achievement for Of Teachers Strategies In teaching Reading
people who are serious and focus in reading. Comprehension”. The writer expected to
Reading will open a window, many of the analyze English teacher strategies the
insights in the can and be one of the ways to researcher want to know what English
obtain as much information as possible. teacher strategies are use and how the
English teacher implement the strategies in teacher strategy and what their teacher
teaching reading comprehension to solve used to teach reading comprehension
this problem. 2. For English teacher, to solve the teachers
An analysis teacher strategy in problem when teaching reading
teaching reading comprehension is that the comprehension and to know how good
main of this research. Therefore, research the teacher strategy to teaching reading
questions of this research are: comprehension and teacher know how to
1. What are the strategies of English implied that strategy
teachers in reading comprehension? 3. For the next researcher, this thesis will
2. Why did the English teachers give some contribution and information
choose those strategies to teach for the next researcher about strategies in
English reading comprehension? reading comprehension. The result of the
research is expected to give some
The researchers aim to find out the contributions for student, teachers and
teacher strategy in teaching reading the next researcher.
comprehension. The specific objectives of
this research are: Analysis
1. To find out the English teacher Analysis is an activity to search for a
strategy in teaching reading pattern in addition, the analysis is a way of
comprehension thinking related to test systematically against
2. To describe the reason English something to determine the relationship
teacher using the strategy to teach between the part and its relationship to the
reading comprehension. whole Sugiyono (2014). In another meaning
analysis is an activity that contains the
The researcher only focus on what activities of sorting out, differentiating
kind of teaching strategy employed by something which is then classified and
English teacher in teaching reading grouped according to certain criteria and
comprehension and how to the implement of then look for the meaning and their
the strategy. respective relationships. Analysis is the
The finding of the present study are elaboration of a subject on the various parts
expected to enhance the theory about and a review of the part itself, as well as the
English teacher strategy in teaching reading relationships between the parts to obtain an
comprehension and support evidence to appropriate understanding and
exiting research finding, which is revealed understanding of the overall meaning.
the importance of having experimenting in
teaching reading strategy in reading Teaching reading strategies
comprehension. Teaching Reading
Practically, this study is expected to Teaching is an activity to transfer the
give contribution to the students, English knowledge to the students. Moreover,
teachers, and the next researchers. teaching is an art; teachers must have art to
1. For the student, the finding of the make students enjoyed learning or to make
research can be used as a new reference the class exciting. Teaching is not only
to learning English especially in reading activity to transfer knowledge but also to
comprehension. They can learn English help students learn and give students
comprehension with the different way motivation. Teachers should be able to make
and they can understand what is their students understand with the concept and the
numbers and use the world,. The researcher observations of an object in a given period
found some things in this study, such as; with the goal of identifying and
what strategies were used to improve understanding events that occur in the study.
students’ reading skill, then how students Arikunto (2010) states observation is an
responded to the reading teaching used by observation directly against an object
their teacher. presents in that environment either in
In this research, the researcher has progress or still in stages covering various
used the English teacher as a research intentional activities to an object studies
object. The location of the research was at using the sensing.
SMK Dharrna Bakti 1 in Jalan Letjen Jamin In this case, researchers analyze all
Ginting Km. 8 Padang Bulan, Medan. The activities within the classroom during
researcher choose this school because there learning process. Researchers also observed
is no researcher who conduct the research teachers during the teaching and learning
previously with this topic process. In making observations, researchers
The research data used is obtained observed how teachers teach students about
from the result of observations and reading comprehension and what strategies
interviews. Data from observations is teachers used in the classroom during the
required to know what strategies are used in learning process from opening until closing.
the classroom and to know strategies in the In this case researchers also observed
English teaching learning process to tenth activities conducted by English teachers
grade SMK Dharma Bakti 1 in Jalan Letjen related to teacher strategies in teaching
Jamin Ginting Km. 8 Padang Bulan, Medan reading in class.
for the primary data, to complete the data
and avoid misinterpretation while analyzing 2. Interview
them, the author also conducted teacher Interview is one of way to obtain the
interview. The data will be obtained in the data. Interviews are used to collect data from
form of field notes and presented subjects’ opinions, beliefs, and feelings
descriptively in the form of paragraph. So about the situation in their own words. The
the author directly know what the happen in interview can be divided into two things
that moment. namely, structure and unstructured or semi
Research instrument are a means of structure interview. According to Moleong
collecting data. The research result are (2010) Interview is conversations with
better, more accurate, complete and specific purpose. The conversation was
systematic. The author uses two instruments conducted by two parties, namely the
in collecting data. In this study, the author interviewer (who asked the question) and
used observations and interviews. interviewed (who gave the answer to the
To obtain data as stated above. The question).
author had arranged the instruments In this case, the researchers
properly. The research instruments had been conducted interviews with English teachers
designed by considering the characteristics using structured interviews. Interviews are
of research objects. Therefore, the conducted after completing the teaching and
researchers used the instruments below: learning processes within the classroom. The
purpose of doing this interview was to get
1. Observation oral responses from the participant. The
Obervation is a technique of function of interviews within this study was
collecting data by making direct to cross-check the data and ensure that the
student identify the word, get information, critical thinking, especially to improve their
references and the meaning information they vocabulary.
can change the new way to get it. Third, to Hence, (Betts: 2012) has opinion
motivated the learners to have a strategy and about the step before doing Directed
skills tonexplore and develop their Reading Activity (DRA). There are some
conceptual prior knowladge by the text steps before doing this strategy:
andesthetically. fourt, to motivated the 1. Choose what the text you want to
learners to self-monitoring when they reads use
the text they con know what is the strategiis 2. Select the vocabulary
needed. 3. Get the knowledge before
When learning Teaching reading 4. Teach student a specific skill
comprehension we must to know what is 5. Give a student the foundation
the characteristic of Directed Reading from the reading purpose
Activity (DRA), A several explanation about 6. Give student read silently
DRA. The caracteristic are. 7. As a question set the purpose of
1. The learners know ofentimes related statement
with what they get from the text 8. Engage students in follow-up
2. Monitor the text meaning activities
3. To repair the faulty Based on the finding in this study,
4. Easy to different where is the the researcher has found a strategy that is
important information used by teacher of SMK Dharma Bakti 1
5. Syncornize what is they have read Medan. The strategy used by teacher is used
with what is they found in reading by teacher is Directed Reading Activity
experience (DRA). The teacher chooses this strategy
6. Make inferences before and after because it is considered easier for students to
reading get information from the text. Besides that it
7. Almost always unconsciously, ask does not take a long time to understand the
question on tthemselves, the authors text. Some questions are asked to ascertain
mean in the text they read. whether or not students really understand the
From this description the researcher reading Directed Reading Activity (DRA)
can explained why this strategies is choose. require students to activate both literal and
This strategies can make the learner creative critical thinking skills. If students do not
and effective readers when use background understand the text well then the teacher
knowledge to emphasize word recognition then takes action to re-explain which part is
and comprehension what is they reading and difficult to understand. This strategy is
get from the text and after that connecting considered effective because the teaching
with what are the know before read the text. and learning process is always guided by
Easy to make a different where is the teacher to focus more in the text.
important information. Directed Reading Things that are not too complicated
Activity (DRA) can make learners certainly make student more comfortable to
understand with what are they read, and this learn. They look more relaxed carrying out
is not individual work but students do this learning but get the right meaning contained
by collectively. This strategy also can do by in the reading. The teacher is also not
all reader level, so all of teacher can use this difficult to teach because Directed Reading
reading strategy. Directed Reading Activity Activity.
(DRA) also can build the student ability in
Student also, can do this strategy with the of Scientific and Engineering, 3(9),
kinds ways like can do with the individual, 1-9.
divide into some groups or with an entire
groups. This strategy also help the teacher to Mikulecky, B. S. 2011. A short course in
make the student has a critical thinking with teaching reading: Practical technique
related what are they know with what are for building reading power. United
they read. And adding, this strategy can do States: Pearson Longman.
by all reader levels. Event thought this
strategy have some advantages teachers can Moleong, L. J. 2010. Metodologi Penelitian
make it easy with how to teacher teach Kualitatif, Bandung: Remaja Rosda
his/her class. This is the process to make Karya.
student understand and know how to
improving and solve the problem when they Setyosari, Punaji. 2010. Metode Penelitian
learn about English reading comprehension. Pendidikan dan Pengembangan. Ed.
1; Ed.2; Cet. 1 Jakarta; Kencana,
2010. Print.
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