THE ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING SKILLS TO ENHANCE STUDENTS’ COMPREHENSION
DOI:
https://doi.org/10.51878/educational.v6i4.15600Keywords:
Teaching Strategies, Reading Skills, Reading Comprehension, English Teacher, Reading InstructionAbstract
Reading skills are an important component of English language learning because they enable students to understand information presented in texts. In practice, students still face difficulties in understanding vocabulary and identifying main ideas, requiring the use of appropriate reading instructional strategies. This study aimed to analyze the strategies used by an English teacher in teaching reading skills and to identify the challenges faced by students in understanding texts at SMPN 3 Donggo. This study employed a descriptive qualitative design and was conducted in 2026. The participants were selected using purposive sampling and consisted of one English teacher and 21 eighth-grade students from Class VIII B. Data were collected through classroom observations, interviews, and documentation and were analyzed through data reduction, data display, and conclusion drawing. The findings showed that the teacher implemented reading strategies through three stages: pre-reading, while-reading, and post-reading. The strategies included activating students’ prior knowledge, using guiding questions, introducing vocabulary, reading aloud, skimming, scanning, identifying main ideas, conducting group discussions, summarizing, and retelling. The use of varied and interactive strategies supported students’ engagement in understanding texts, although some students still experienced difficulties with vocabulary and identifying main ideas. Therefore, the systematic and integrated implementation of reading strategies can support students’ reading comprehension.
ABSTRAK
Keterampilan membaca merupakan salah satu kemampuan penting dalam pembelajaran bahasa Inggris karena mendukung siswa dalam memahami informasi yang disajikan dalam teks. Dalam praktiknya, siswa masih menghadapi kesulitan dalam memahami kosakata dan mengidentifikasi ide pokok, sehingga diperlukan strategi pembelajaran membaca yang sesuai. Penelitian ini bertujuan untuk menganalisis strategi guru bahasa Inggris dalam mengajarkan keterampilan membaca serta mengidentifikasi tantangan siswa dalam memahami teks di SMPN 3 Donggo. Penelitian ini menggunakan desain deskriptif kualitatif dan dilaksanakan pada tahun 2026. Pemilihan subjek menggunakan teknik purposive sampling, dengan subjek terdiri atas 1 guru Bahasa Inggris dan 21 siswa kelas VIII B. Data dikumpulkan melalui observasi kelas, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan strategi membaca melalui tiga tahap, yaitu pre-reading, while-reading, dan post-reading. Strategi yang digunakan meliputi pengaktifan pengetahuan awal, pertanyaan pengarah, pengenalan kosakata, reading aloud, skimming, scanning, identifikasi ide pokok, diskusi kelompok, merangkum, dan retelling. Strategi yang bervariasi dan interaktif mendukung keterlibatan siswa dalam memahami teks, meskipun beberapa siswa masih mengalami kesulitan dalam penguasaan kosakata dan identifikasi ide pokok. Dengan demikian, penerapan strategi membaca secara bertahap dan terpadu dapat mendukung pemahaman membaca siswa.
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