AN ANALYSIS ON THE ENGLISH TEACHER STRATEGIES IN TEACHING READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS

DOI: https://doi.org/10.33650/ijoeel.v6i1.8264

Authors (s)


(1) * Jenny Aprillia Wulandari   (Universitas Islam Zainul Hasan Genggong)
(2)  Abdul Aziz Wahab   (Universitas Islam Zainul Hasan Genggong)  
        Indonesia
(3)  Feri Ferdiyanto   (Universitas Islam Zainul Hasan Genggong)
(*) Corresponding Author

Abstract


The purpose of this study is to identify, analyze and describe the teacher's strategies in teaching reading comprehension. The subject of this research is English teacher at MA Uswatun Hasanah. The researchers conducted this research in the twelfth grade with twenty-six students. In this study, the researchers used descriptive qualitative. The techniques of data collection are observation, interview and documentation. The results of this study show that there are two English teacher strategies used in learning such as, scientific and drill. The results of the study showed that both English teachers’ strategies applied produce a positive value on the development of students' knowledge, especially in reading comprehension, this strategy also makes students are enthusiastic and active during learning activities. English teachers also do not experience difficulties when implementing these learning strategies.

Keywords

Teacher strategies, Teaching reading comprehension



Full Text: PDF



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