TEACHER’S STRATEGIES IN TEACHING READING COMPREHENSION AT SMP N 1 MERBAU MATARAM

Ella, Trianisa (2025) TEACHER’S STRATEGIES IN TEACHING READING COMPREHENSION AT SMP N 1 MERBAU MATARAM. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Strategy in education is a plan, technique, or method of activities designed to achieve particular educational goals, so reading comprehension is constructing meaning by coordinating several complex processes that include word reading, word and world knowledge, and fluency. This research was conducted to find out what are the English teachers’ strategies in teaching reading comprehension at SMPN 1 Merbau Mataram, How English teachers at SMPN 1 Merbau Mataram adapt their strategies for teaching reading comprehension, and what challenges they face in implementing these strategies effectively at SMP N 1 Merbau Mataram. The objective of the research is to describe the English teachers’ strategies in teaching reading comprehension at SMPN 1 Merbau Mataram to analyze how English teachers at SMPN 1 Merbau Mataram adapt their strategies for teaching reading comprehension and to identify the challenges they face in implementing these strategies effectively. This research used a descriptive-qualitative research design. The subject is an English teacher in the ninth grade of SMP N 1 Merbau Mataram. Data were collected through observation, interview, and documentation. The data were analyzed using Miles Huberman's theory: data condensation, data display, and drawing and verifying conclusions. Then, to show the trustworthiness of the data, this research used interactive model techniques. This research resulted in strategies teachers used in teaching Reading Comprehension. The teacher's teaching strategies for reading comprehension are scanning the text for specific information, analyzing vocabulary, questioning and using collaborative strategies. The teacher used the strategies. The first strategy is scanning because it is an effective technique in teaching reading comprehension as it helps students quickly obtain specific information from the text. Second, teachers use analyzing vocabulary because vocabulary mastery is the key to improving students' reading skills. The third reason teacher use questioning is that it encourages students to actively engage with the text, think critically, and develop more ii profound comprehension skills. The last reason teachers use collaborative strategies is because this strategy emphasizes cooperation between students, improving reading ability and developing skills such as analyzing, evaluating, and connecting information in the text. This research finds that the challenges of the teacher are Differences in Student Characteristics, time, and Lack of interaction. Keywords: Reading Comprehension, Teacher Strategies.

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