An Analysis of Teacher’s Strategies in Teaching Reading Comprehension at Senior High School

Amali, Ahsanul

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dc.contributor.author	Amali, Ahsanul
dc.date.accessioned	2024-01-08T01:58:41Z
dc.date.available	2024-01-08T01:58:41Z
dc.date.issued	2023-08-25
dc.identifier.uri	http://repository.unisma.ac.id/handle/123456789/8868
dc.description.abstract	English is a global language that is used for communication by people all over the world, because of that the Indonesian government created an English language curriculum that was required to be studied from primary school all the way through university. When it comes to learning the language, there are four skills in the language component: reading, writing, speaking, and listening. Reading is beneficial for language acquisition. To be a good reader, you must understand the sentence's components. The reader will achieve his or her reading goal in this way. The reader appears to be actively engaged in the reading in this case. They assimilate knowledge from reading by applying it to their own experiences. As a result, readers will have diverse perspectives of one another. The research subject is the English teachers at Saint Joseph Senior High School, The subject of this research was only one teacher who has a good reputation, he is Mr. EHS. There were only four English teachers in Saint Joseph Senior High School. Furthermore, this study sought to understand and describe the teachers' steps in teaching reading comprehension. To conclude, Mr. EHS used two main strategies to teach reading in the tenth grade at Saint Joseph Senior High School. The first strategy was to read aloud. This strategy, according to Mr. EHS, was used to help students practice pronouncing English words or texts. Brainstorming was the second strategy. The strategy was used to assist students in comprehending the content of a reading text, specifically a descriptive text. The Findings show that Mr. EHS recommended using a Brainstorming strategy to generate several ideas for problem solutions, as well as a Reading Aloud strategy because one of the main purposes of reading aloud is to recognize the sounds of words. Mr. EHS, on the other hand, may vary their activities in order to improve his students' reading comprehension. After the students have read the text, the teacher will ask them some questions. When one student reads aloud, the teacher instructs the other students to focus on the text rather than simply listening. The Brainstorming and Reading Aloud strategies were extremely effective. The state of the classroom activities and the students' focus on following the teacher while he explained the materials demonstrated this. The strategies used were also beneficial to the teacher. The combination of strategies enables the teacher to more effectively teach and manage the students. Keywords : Teacher Strategy, Reading, Teachers’ Problems	en_US
dc.language.iso	en	en_US
dc.publisher	Universitas Islam Malang	en_US
dc.subject	Teacher Strategy	en_US
dc.subject	Reading	en_US
dc.subject	Teachers’ Problems	en_US
dc.title	An Analysis of Teacher’s Strategies in Teaching Reading Comprehension at Senior High School	en_US
dc.type	Other	en_US