AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING

READING COMPREHENSION OF FIRST GRADE STUDENTS AT SMK

SWASTA TUNAS KARYA BATANG KUIS

*Khairunnisa

** Anggraini Thesisia Saragih, M.Hum.

** Morada Tetty, SS, M.Hum

ABSTRACT

The objectives of this study were to investigate the strategies used by the English
teacher for teaching reading comprehension and to find out the reasons why
teacher used those strategies in teaching reading comprehension of first grade
students at SMK Swasta Tunas Karya Batang Kuis. This research used descriptive
qualitative method. The subjects of this study were two English teachers who
teach at SMK Swasta Tunas Karya Batang Kuis, Deli Serdang especially at first
grade students. The instruments of this study were recording, interview and
documentation. The findings found that, the first teacher used two strategies,
Scaffolding and QARs (Question Answer Relationship). Scaffolding strategy
student can develop about idea which readable by the student. QARs (Question
Answer Relationship), the teacher able to know how far their students understand
what the teacher has given to them. The second teacher used conventional
strategy. This strategy should be selected based on its appropriateness and
effectiveness to the learning process so that its use will enable the teacher to
explore the students‟ ideas and to help them read in a better way. Based on the
analysis inteview, the reason why teachers used those types of strategies on
students‟ reading comprehension were because to make the student understand the
reading text and the students guided to more focus on the text. To help their
students overcome difficulties in comprehending the texts, especially the various
aspects of reading such as the main idea, detailed information, making inferences
and noting references and also teacher could help students in developing the
meaning contained in the text reading so that students more easily understand the
contents of reading.

Keywords: Teachers’ Strategies, Reading Comprehension.

*Graduate Status
**Lecturer Status

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 I. INTRODUCTION
A. The Background of the Study
In learning English, there are four skills that should be mastered by the
students. They were speaking, writing, reading, and listening. It is better for
English learners to master in all those skills, but the fact is different. Many
English learners are not master in all of those skills, for example, some English
learner are good in writing skill, but are not for reading skill. The other example,
some English learners are good in speaking, but are not well in listening. It means
that those English learners have different abilities in acquiring language.

According to Dean (2013), reading is more than seeing words clearly,

more than pronouncing printed words correctly and more than recognizing the
meaning of isolated words. Reading requires you think and feel. Reading is not
just looking and pronouncing words in the text but comprehending all the
components of a text. During reading the reader processes the text with regard to
the purpose. To be a good reader, learner must learn how to comprehend and
understand the passage. So, she or he can achieve the purpose of reading text.

Reading English is an important skill that students need to learn. When

reading a text the goal is to understand its content. Students reading a text at
school often have difficulties to understand and comprehend its meaning. So,
teachers of reading must have good techniques to teach reading to students to help
them get good results.

Reading comprehension is a process of reading and comprehending a text.

Specifically, in reading process, the readers must comprehend the text. If the
readers read the text and comprehend the massage and the meaning of the text,
they comprehend a text.

According to Aswan et al. (2010) teaching strategy is a teacher‟s plan in

teaching and learning process to achieve a purpose which have be plan. In other
word, teaching strategies are approaches to teaching students. The teacher have to
applyed the strategy to balance between the method which the teacher‟s used and
the way of the teacher‟s used to applyed the material.

In effective teaching reading comprehension, teachers lead students in the

classroom to become proficient and successful readers. Creative teachers do not
use only one specific method and technique, but implement many strategies and
skills to accommodate the needs and learning styles of each student in the
classroom. Teacher must use various strategies in teaching reading to improve the
students‟ reading comprehension. The English teacher must have the best
strategy for their students to make a reading process in the classroom more
effective by using suitable strategy. Sometimes the teacher becomes a friend to
discuss the problems in the classroom, so the students enjoy the class. In other

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times, the teacher becomes their parents who lead them in teaching and learning
activity. The teacher has to have a strategy to make the students ready to read. By
applying the correct strategies in teaching and learning process, the teacher are
able to evoke the student‟s confident to read correctly.

II. REVIEW OF LITERATURE

A. Theoretical of framework
This chapter provides some important terms used in this research. These
terms should be elaborated and clarified in details for the readers so that both
readers and writes have the same perception.

1. Skill
a. Reading

Reading is a crucial skill for students of English whether it is a second

language or a foreign language. Reading still plays great role and it is essential as
a tool to convey meaning and information through the text. Reading for foreign
language learners is not easy task because reading in English is complicated and
it is hard to get the meaning from the text. It needs comprehension to get meaning
or to get information conveyed by the writer. It can be caused by the language
system of English is different from the students‟ own language.

Harmer explained that; “Reading is an exercise dominated by the eyes and

the brain. The eye receives message and the brain that has to work out the
significant of these meanings”. It can be said reading is activity which is done by
reader through the eyes, the eyes looking at printed words, then the brain working
out to find the meaning.

b. Types of Reading
Reading activities can be done at school, at home and at work or wherever
the readers want. In order to acquire reading skills the students should read
different kinds of reading text such as intensive reading, extensive reading,
reading aloud, and silent reading.

1) Intensive Reading
Intensive reading occurs when the learner is focused on the language
rather than the text. It involves learning new vocabulary, studying the
grammar and expression in the text, translating the passage or other tasks that
involve the students in looking intensively (inside) the text. In other words,
students need to read carefully to understand the meaning of the text
accurately.

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 2) Extensive Reading
According to Mikulecky (2008:3) extensive reading is a highly
individualized approach to reading improvement. Students select their own
books and read at their own pace. The teacher should guide students to select
books at a level of comprehension that allows for comprehensible input. The
emphasis is on the quantity of books read and the students‟ enjoyment of their
books. Students are never tested formally on their extensive reading.

3) Reading Aloud
Wilson (2006:6) states that reading aloud has a remarkable effect on
children. It enhances children‟s skills, interests and development in many
ways that reach far beyond just improving their own reading interests and
abilities. One of the main intentions of reading aloud is to recognize the
sounds of words; however, teachers may also vary their activities to develop
their students‟ reading comprehension. The teachers may ask some questions
after the students have read the text. When one student read aloud, the teacher
asks the other students to pay attention to the text rather than just listen to how
their friend reads. This will assist the students in finding the meaning of the
text.

4) Silent Reading
This type is done by student in the class, they are supposed to read the
passage silently the main purpose of this reading is how the students can
obtain the information from the printed page efficiently, rapidly and fully
understand.

According to J. Charles Alderson “Silent reading should be

encouraged to develop automaticity, confidence and enjoyment”. To check
whether the learners understand what they have read, the teacher can test them
by giving question based on the text. Writer assumed that the silent reading is
the method which reading process are held silently by the reader.

c. Reading Comprehension
Reading comprehension is the ability to read text, process it, and
understanding its meaning. Reading comprehension is defined as the level of
understanding of a text or meaning. This understanding comes from the
interaction between the words that are written and how they trigger knowledge
outside the text or message. Westwood (2008:31) reveal that reading
comprehension can be defined as an active thinking process through which a
reader intentionally constructs meaning to form a deeper understanding of
concepts and information presented in a text.

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 The researcher assumed that reading comprehension is important to be
mastered for each of students, because it will improve their other English skill,
such as speaking and writing, this is useful for them, due to make them easy to
making communication in English either in oral written.

d. Reading Comprehension Process

1) Bottom-up Process

In bottom-up process, readers must first recognize a multiplicity of

linguistic signals such as letters, morphemes, syllables, words, phrases, and
use their linguistic data processing mechanism to impose some order on these
signals. These data driven operation obviously require a sophisticated
knowledge of the language itself. From among all the perceived data, the
reader selects the signals that make some sense, that cohere, that mean.

2) Top-down Process

In top-down process, the readers draw their own intelligence and

experience to understand a text by using their background knowledge, making
prediction, and searching in the text to confirm or reject the prediction that is
made. The background knowledge relates to all of students‟ experience from
many sources or information that they saw, listened, wrote, and also spoke.
With this ability, the students are expected to able to make prediction about
what will be happened in the text.

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 3) Interactive Process

Interactive process is a combination of bottom-up and top-buttom

process where there is an interaction between information obtained by means
of bottom-up decoding and information provided by means of top-bottom
analysis, both of which depend on certain kind of information processing
skills. Interactive process relates to how the reader use language skill in
bottom-up and top-bottom process in interacting or communicating with each
other.

e. The Purpose of Reading Comprehension

1) Reading to search for simple information and reading to skim
Reading to search for simple information is common reading ability
though some researchers see it as a relatively independent cognitive process.
In reading to search, we typically scan the text for a specific piece of
information or specific word similarly.

2) Reading to learn from texts

Reading to learn typically occurs in academic and professional context
in which a person needs to learn a considerable amount of information from
a text.

3) Reading to integrate information, write and critique texts

Reading to integrate information requires additional decisions about
the relative importance of complementary, mutually supporting or conflicting
information and the likely restructuring of rhetorical frame to accommodate
information from multiple sources. These skill inevitably require critical
evaluation of the information to integrate it for the readers‟ goal. In this
respect, both reading to write and reading to require abilities to compose,
select, and critique information from a text.

4) Reading to general comprehension

Reading for general comprehension when accomplished by a skilled
fluent reader, requires very rapid and automatic processing of words, strong
skills in forming a general meaning representation of main ideas, and
efficient coordination of many processes under very limited time constraints.

f. Teaching Reading Activities

1) Pre- reading activity
In this activity the students do not come into the reading activity yet,
the teacher tries to activate students‟ knowledge about the topic being
discussed. The students are lead to recognize the topic and some stated

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 information through skimming and scanning activities. The students are also
guided to be familiar with some vocabularies included in the reading text.
This activity is done only to attract students‟ interest, motivation and
enthusiasm till the end of reading activity.

2) Whilst-reading activity
This activity is usually assumed as the core of reading process. The
students start to read the text and comprehend all information in the text. The
students are also guided to identify main ideas on each paragraph, grasp all
information comprehensively and try to make some clues of the
vocabularies. In this activity the teacher encourages the students to focus on
reading, so that the students will be easy to understand and know what they
have read so far.

3) Post-reading activity
It is the end of reading section. In this activity the teacher tries to
evaluate students‟ comprehension of the reading text. The evaluation
includes vocabulary, grammatical, meaning and summarizing of the author‟s
purpose. In addition, to know these items, the teacher gives an exercise
toward the students.

2. Teaching Reading Comprehension Strategies

In teaching reading comprehension, the teacher should have a good
strategy. There are some strategies in teaching reading comprehension according to
Vacca & Vacca (1999:53) :

a. Scaffolding
Gasong, 2007 stated that scaffolding is a lesson in which students are
given some assistance during the early stages of learning and then reducing the aid
and providing opportunities for students. 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

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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,
generating question, summarizing and clarifying. Reciprocal Teaching is a great
way to teach students how to determine important ideas from a reading while
discussing vocabulary, developing ideas and questions, and summarizing
information. It can be used across several content areas; it works particularly well
with textbooks and non-fiction text.

d. SQ3R (Surveying, Questioning, Reading, Reciting, Reviewing)

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. Question-Answer Relationship (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.

III. RESEARCH METHODOLOGY

This study conducted by using descriptive qualitative research. Ary
(2004:24) stated that qualitative research is the understanding social phenomenon
from perspective of human participants. It means that data of the study would
analyzed by describing, identifying and analyzing phenomenon. Descriptive
research means that the data of this study would describe or explain. Through this
design, it described teachers‟ strategies in teaching reading comprehension and
explained the reasons why the teachers teach used those strategies at SMK Swasta
Tunas Karya Batang Kuis.
The data of this study were the transcripts of the video recording of the
teachers and the students during the classroom teaching process, and the

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transcripts of teachers‟ interview. The sources of data were two English teachers
who teach at SMK Swasta Tunas Karya Batang Kuis, Deli Serdang especially of
first grade students.
The instruments of collecting data were camera recorder, voice recorder,
interview sheets and documentation. The camera recorder was used to record the
teaching reading comprehension process. The voice recorder was used to record
the interview with the teacher. The interview sheet was used to know the reasons
of why the teacher teach used the strategies in teaching reading comprehension to
the students. Documentation was used to obtain the information. Documentation
can be written or picture by someone.
The techniques of collecting data were recording, interview and
documentation. Recording was done during an interview and during teaching
learning process in the classroom. Recording can be handwritten notes, audio or
video recording. The recording do to know how the teacher‟s strategies in
teaching reading comprehension toward the students. The researcher record all the
teaching reading comprehension process then made it into transcripts. Interview
was done to collect the data of the reason why the teachers used strategies in
teaching reading comprehension to the students. The researcher prepared some
questions for the interview, in order to get the information related research
problem. The researcher prepared the concept of questions that asked the subject
and the researcher will made it into transcripts as the result of interview. The
documentation of this research includes; lesson plan, teaching material are useful
to describe the teachers‟ behaviour in the teaching process of reading
comprehension.
After collecting all the data, the data was analyzed by using descriptive
qualitative research. The result of interviews was analyzed by using analytical
method proposed by Miles and Huberman (1994). He stated that there are four
steps in analytical method; data collection, data reduction, data display, and
conclusion or verification.

IV. RESEARCH FINDINGS AND DISCUSSIONS

A. Research Findings
1) The First Teacher

Her name is Mrs. ES. The researcher found that there were two
strategies that the teacher used “scaffolding, and QARs (Question Answer
Relationship)”.

The first strategies that the teacher used scaffolding. Scaffolding

strategy is a teaching starategy which can encourage both teacher‟s and
students‟ creativity in teaching learning process. By implementing this
strategy, teacher will be more creative in improving the teaching technique

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since the appearance of student‟s learning problem in the different situation
may need different treatment in solving it. The teacher using scaffolding
strategy because scaffolding strategy help the students to become more
independent learners during reading comprehension lesson and teacher used
this strategies because when the researcher observed in the classroom, the
researcher have analysis that the way teacher asked first to all the students
which words that they did not know in the text. So first, the students mark
some words that has not known before, after that the student asked to the
teacher that words have not known.

The second strategy was question answer relationship. According

to the teacher, this strategy used to give material to the student in order the
students was easy to accept material that given by teacher. This strategy was
used by the teacher to see if students really understand it with text they read.
If the student could answer the questions, it means they have understood of
the text, and if they could not answer the question then the students not
understand with those text. This strategy could help students if students
really answer that question with their own words or with the answer from the
text. And this strategy could not help students if the students answer the
teacher's question got from their friends or not using his or her own words.
The teacher using this strategy to could help students in developing the
meaning contained in the text reading so that students more easily understand
the contents of reading. The teacher make their thinking explicit by
verbalizing their thoughts while reading orally. And also the teacher want the
students could know the meaning of the text and can understand of the text.

2) The Second Teacher

Her name is Miss AA. The researcher found that the teacher‟s
strategy in teaching reading comprehension was commonly not varied. The
teacher tend to use conventional strategy, i.e. using modules during the
learning process without considering any additional materials from other
sources. Conventional teaching strategy make students uninterested in class,
discouraged, bored, stop trying in accomplishing tasks given, and do poorly
in tests (Felder & Silverman, 1988).

The teacher used this strategy because conventional strategy is more

effective for students having low intelligence, because in this strategy the
teacher always help the students to understand the text. The teacher usually
translates word by word, sentence by sentence to help the students
understand the text. The teacher gives the explanation in the straight
forward way and gives feedback and direct correction for the students‟
mistake.

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B. Discussion
Vacca & Vacca (1999:53) states that strategies in teaching reading
comprehension are Scaffolding, Think Aloud, Reciprocal Teaching, SQ3R and
QARs. Based on the data above, researcher found the first teacher, Mrs. ES used
two strategies that were scaffolding and QARs. The second teacher, Miss AA
used conventional strategy.

The first strategy was scaffolding. 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. Mrs. ES
asked using scaffolding strategy because scaffolding strategy help the students to
become more independent learners during reading comprehension lesson, i.e.
perform the reading comprehension tasks independently. The teacher using
scaffolding strategy because the teacher helped the students how to read
properly.

The second strategy was QARs. Mrs. ES asked this strategy was aimed
improve students‟ reading comprehension. It teaches students how to ask
questions about their reading and where to find the answers to them. It helps
students to think about the text they are reading and beyond it, too. It inspires
them to think creatively and work cooperatively while challenging them to use
higher-level thinking skills. The strategy was efficient to improve both the
students‟ reading comprehension skills and active participation in the teaching
learning process of reading. The specific strengths of QARs strategy were
helping the students to identify different levels of questions and the relationship
between questions and answers that made the students able to determine the
sources of information to answer the questions and activating the students to
participate in the teaching learning process of reading.

The last strategy was conventio nal strategy. Conventional teaching

strategy make students uninterested in class, discouraged, bored, stop trying in
accomplishing tasks given, and do poorly in tests (Felder & Silverman, 1988).
Miss AA asked why she was still used this strategy because in her class most of
students did not understand English. She must explain the material slowly so that
the students understand the material presented.

C. CONCLUSIONS AND SUGGESTIONS

A. The conclusions

Based on the findings and discussion in the previous chapter, the following
conclusions are drawn:

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 1. There were two teachers as the data. The first teacher used two strategies,
they were scaffolding and QARs. Scaffolding is a process in which
teachers model or demonstrate how to solve a problem and then step back,
offering support as needed. QARs is a strategy to be used after students
have read. QARs teaches students how to decipher what types of questions
they were being asked and where to find the answers to them. The second
teacher used conventional strategy. Conventional strategy is textbook
centered, teacher dominant, exam-oriented. The emphasis here is mainly in
remembering and reproducing facts, principles and theories of learning.
2. From the teacher‟s interview, it can be found that the reasons why the
teacher of SMK Swasta Tunas Karya Batang Kuis using those strategies to
make the student understand the reading text and the students guided to
more focus on the text. To help their students overcome difficulties in
comprehending the texts, especially the various aspects of reading such as
the main idea, detailed information, making inferences and noting
references and also teacher could help students in developing the meaning
contained in the text reading so that students more easily understand the
contents of reading. Without using appropriate strategies, the purpose of
learning reading comprehension cannot be easily reached.

B. Suggestions

Based on the findings of this research, the researcher presented some

suggestios they were for the teacher, for the students, and for other researchers.

1. For the Teachers

a. 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.
b. The teacher must give more activity in reading text and give learning
motivation.
c. The teacher should be able to make students learn actively, especially
in practicing reading comprehension.

2. For the Students

a. Students should have self confidence when they speak English
without worrying their mistake.
b. Students should be more active in teaching learning process.
c. The students should study hard and explore their capable to enrich
their vocabulary and increase their knowledge by reading English
books so they can practice in their daily.

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 3. For other Researchers
a. The next researcher can conduct the research about the teacher
strategies that used by English teacher which important in teaching
and learning process. Therefore, that result will give more advantage
and easily applied in a larger area.
b. The researcher expects that there will be other researchers who
investigate other aspects relating to teachers‟ strategies, and hopefully
this research will be useful as a reference to their research. Besides, it
can also be used by them who carry out and develop similar study.

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