A Comprehensive Examination of the Pedagogical Approaches Employed by

English Teachers in Facilitating Reading Comprehension Development among

Second Grade Students at SMPN 1 Sumbawa Besar

A THESIS PROPOSAL

BY:

YERICHO ADRIMARSITH PRATAMA BALO (E1D118117)

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ART DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MATARAM

2023/2024

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 Table of Content

1. Introduction
1.1 Background of the study
1.2 Research Questions
1.3 Research Objectives
1.4 Scope and limitations
1.5 Significance of the Study
1.6 Definitions of key terms

2. Literature Review
2.1 Theoretical frameworks of reading comprehension
2.2 Factors influencing Teachers’ Choice of Teaching Strategies
2.3 Role of teachers in Implementing Reading Comprehension Strategies
2.3 Previous research on teachers' Strategies in Teaching Reading

3. Research Method
3.1 Research Design:
Qualitative; case study, sampling techniques to be used.
3.2. Method of data collection
interviews, classroom observations, and documentation
3.3. Method of data analysis
Thematic analysis

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 CHAPTER I

This chapter discusses the background of research, research question, research

objectives, scope of research, significance of research and the definition of key terms.

1.1 Background of Study

Reading comprehension instruction is a crucial part of any English language

curriculum. Teachers of English employ a wide range of methods designed to improve
their pupils' ability to read. The study of how English teachers teach reading
comprehension has gained popularity in recent years. Many studies have been undertaken
to examine the efficacy of teachers' various teaching strategies and methods. In this
study, the researcher will take a look how the approaches taken by English teachers
improve students' ability to understand what they read in English. The reason why the
researcher wants to study this topic is because reading is generally taught and learned in
junior high schools. Among the four English skills reading is considered as the
foundation of foreign language learning (Harmer, 2001). In another word, reading
comprehension is a fundamental skill that enables students to access and comprehend
information from various sources. Proficient reading comprehension not only enhances
students' academic performance but also fosters critical thinking, creativity, and effective
communication.

In the context of SMPN 1 Sumbawa Besar, the researcher sees that the process of
facilitating reading comprehension among second-grade students demands the
implementation of effective pedagogical approaches by English teachers. In general,
teachers adopt a rigid teaching strategy that doesn't cater to the diverse needs and learning
styles of their students. There are a number reasons for this. First, teachers rely too
heavily on standardized textbooks or reading materials. They neglect the integration of
real-world and interactive texts that reflect students' interests and current events. Second,
from a personal conversation with some teachers, the researcher finds out that in some
classes teachers do not dedicate enough time to teach comprehension strategies. Third,
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teachers lack understanding of how to help students learn to infer, predict, summarize,
and make connections from the given reading texts. Teachers tend to teach in a traditional
way. They lack ability to create engaging and interactive reading classes. Finally,
teachers overemphasize the teaching of reading on assessment rather than fostering a love
for reading. Thus, as a result students neglect the pleasure of reading. They are
disengaged from the interest of reading. By considering these problematic issues, the
present research is expected to able to reveal what strategies impacting students’ route of
acquiring a reading skill. The researcher wants to see how students are able to improve
their own knowledge and experience through reading activity given by their teachers.

Reading is the process by which a person gets and interprets a message from written
materials. In general, reading can be described as the act of receiving and interpreting a
message. Reading is the process through which information is extracted from the text and
transformed into meanings. The process begins with extracting information from the text
and ends with the reader having gained something from the reading experience. Reading
instruction places a significant emphasis on the use of strategies. This is due to the fact
that an effective instructional technique will produce positive learning outcomes. To put
it another way, the effectiveness of the teaching and learning activity is directly
proportional to the approach that is utilized by the instructor. A strategy is a plan of
action that a teacher implements in order to achieve their desired outcomes in terms of
both teaching and learning. In addition to this, the strategy may also be characterized as a
broad direction that is set for the learning process as a whole and its many different
components in order to accomplish the desired objectives. According to Brown (2004),
the primary objective of educational strategies is to facilitate the application of a wide
range of instructional tactics and procedures.

It is assumed that the situation above happens because of several causes. First,
Teachers receive limited professional training development. Inadequate training in
language teaching and specifically reading instruction can lead the teachers to be
unfamiliar with effective strategies for teaching reading. They may lack special training

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in teaching reading comprehension. This leads them to a lack of confidence to effectively
facilitate the acquisition of this skill. This situation becomes even worse when these
teachers rely on outdated teaching methods that do not align with the current trend of
reading instruction. As a result, they develop a heavy reliance on standardized textbooks
that may not incorporate modern and research-backed reading strategies. Thus, they feel
comfortable to follow the textbook's approach rather than exploring and implementing
more effective methods.

Second, teachers have difficulties to manage large class sizes. With large class
sizes, teachers may find it challenging to individualize instruction and implement
differentiated reading strategies prepared for each student's needs. As a result, they may
opt for generic or one-size-fits-all approaches that might not effectively address the
diverse needs of the students. Additionally, teachers often have tight schedules and new
curriculum to cover. This leaves them with limited time for in-depth exploration and
implementation of various reading strategies. As a result, they may stick to familiar
methods to ensure that they can complete the required content within the given time
frame. Besides, many teachers lack motivation because of too many teaching burdens.
Surely, this can affect their willingness to explore and adopt new teaching strategies.
When teachers feel overwhelmed with job assignment, they may just take a short cut to
arrive at familiar and routine methods. They may fear of change of practice. Introducing
new teaching strategies can be intimidating for some teachers. Fear of failure or concerns
about disrupting established routines may prevent teachers from trying different
approaches.

The researcher makes the assumption, based on the problem that was mentioned
earlier, that the reading comprehension will become a problem if it is not resolved as
soon as possible. In light of this presumption, the researcher has an interest in doing
descriptive research. The researcher who carried out this study had the expectation that it
would lead to the publication of a paper with the title " A Comprehensive Examination of
the Pedagogical Approaches Employed by English Teachers in Facilitating Reading

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Comprehension Development among Second Grade Students at SMPN 1 Sumbawa
Besar. For the researcher to be able to analyze English teacher strategies, he needs to
know what English teacher techniques are employed and how English teachers put those
strategies into practice when teaching reading comprehension.

1.2 Research Questions

Based on the background of research above, the problem of the research was
formulated as the following:

1. What strategies do English teachers use to teach reading comprehension in

the Second Grade of Junior High School 1 of Sumbawa Besar?
2. How do the strategies impact students’ participation in the reading class in
the Second Grade of Junior High School 1 of Sumbawa Besar?
3. How do the students perceive teacher’s strategies in teaching reading
comprehension?

1.3 Research Objectives

Based on the research question above, this research aims:

1. To find out the effective strategies used by English teachers in teaching

reading comprehension in Junior High School 1 of Sumbawa Besar.
2. To describe the impact of English teacher’ strategies on students’
participation in teaching reading comprehension in Junior High School 1 of
Sumbawa Besar
3. To reveal the students’ perception of the teacher’s strategies in teaching
reading comprehension.

1.4 Scope of Research

The purpose of this research is to describe the strategies applied by the teacher in
educating English reading comprehension, as well as the students' perceptions of the

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strategies used by the teacher during the teaching and learning process. The study's scope
is the teachers' pedagogical approaches to providing reading comprehension development
in Second Grade Students at SMPN 1 Sumbawa Besar.
.

1.5 Significance of Research

This study is expected to yield theoretical and practical significances. Below is the
explanation for each.

1.5.1 Theoretical significance:

The research findings of the present study will provide new insights into the
application of teaching strategies in reading skill and extend the existing theories
used. This study is also expected to lead to a deeper understanding of the underlying
principles and mechanisms of teaching reading in English as a Foreign Language
(EFL) background. By doing so, the study will address unexplored areas within the
field of EFL.

1.5.2 Practical significance:

1.5.2.1. For students

The research is expected to benefit students deepen their understanding and improve
their reading ability, and encourage their critical thinking and problem-solving
skills. With improved reading ability, they will be able to gather information from
various sources. Thus, they will able to advance their literacy reading commitment.

1.5.2.2. For teachers

It is expected that the study will improve teachers’ teaching practices in reading
comprehension. This will allow them to stay updated with the latest teaching
methodologies, approaches, and best practices in education. Through this study,
teachers can identify effective ways to teach reading comprehension that support

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 student learning reading for academic achievement. The study will also contribute
the identification of student needs. This research will help teachers recognize the
diverse needs and challenges that students may face in learning reading
comprehension.

1.5.2.3. For future researchers

The present study can become a useful resource for researchers who want to have
advancement of knowledge in the field of reading research. The finding will
contribute to the advancement of knowledge in a the field of Foreign English
Language Teaching. The study is expected to expand existing theories, challenge
previous assumptions, or open up new avenues of exploration for future
researchers. It may become a reference point for future research or be cited and
built upon by other researchers.

1.6. Definition of Key Terms

1.6.1 Reading

According to Allington (2014), reading is the process of extracting meaning from

written or printed text. It is a fundamental cognitive skill that allows individuals to
understand and interpret written language. When someone reads, they visually
perceive the characters and words on a page or screen and then mentally process the
information encoded in those symbols. The act of reading involves several
interconnected processes, such as decoding, comprehension and interpretation

1.6.2 Teaching Strategies

Teaching strategies refer to a set of methods, techniques, and approaches that

teachers use to facilitate the learning process and help students acquire knowledge,
skills, and understanding effectively (Ayua, 2017). These strategies are used to
engage students, cater to their individual learning needs, and promote active
participation in the learning experience. The ultimate goal of teaching strategies is
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to enhance student learning outcomes and ensure that the educational objectives are
met.

1.6.3 Comprehension

Comprehension refers to the act or process of understanding, grasping, or making

sense of something, such as information, concepts, ideas, or language (Mckee, . It
involves the ability to perceive and interpret the meaning of what one reads, hears,
or experiences, and to integrate that understanding into one's existing knowledge or
mental framework.

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 CHAPTER II
LITERATURE REVIEW

2.1 Theoretical frameworks of reading comprehension

2.2 Factors influencing Teachers’ Choice of Teaching Strategies
2.3 Role of teachers in Implementing Reading Comprehension Strategies
2.4 Previous research on teachers' Strategies in Teaching Reading

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 CHAPTER II
LITERATURE REVIEW

This chapter discuss about the explanation of elements in this research, theoretical
frameworks of reading comprehension, factors influencing teachers’ choice of teaching
strategies, role of teachers in implementing reading comprehension strategies, previous
research on teachers' strategies in teaching reading.

2.1 Theoretical frameworks of reading comprehension

2.1.1 Definition Of Reading

Reading is one of the skills that children need to acquire. Reading is a

sophisticated conscious and unconscious mental process where the reader utilizes a range
of techniques to piece together the meaning that the author is presumed to have intended
using information from the text and past knowledge. Reading, according to Baker and
Beall (2009), Assessing the cohesiveness of the content being read and ensuring it aligns
with the author's intended purpose is a critical task for the reader.
The development of profound (productive) comprehension is the aim of all
reading. Making conclusions, asking questions, and connecting relevant information
sources are all necessary for deep comprehension (Dorn & Soffos, 2005: 12). Deep
comprehension refers to the readers' capacity to infer conclusions from the material, to
probe their own understanding, and to make connections between relevant sources and
prior knowledge. Brown (2003:189) lists the following reading genres:

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 a) Tasks : involving perceptive reading required the reader to pay attention to the
words, letters, spelling and grammar, and other graphemic elements that make up
longer passages of discourse.
b) Selective : Conventional tasks such as matching images, true-false questions,
multiple-choice, and similar exercises are employed to verify the reader's precise
understanding of language elements like vocabulary, grammar, or conversational
aspects within a short section of text.

c) Interactive : Among the various categories of interactive reading, there are longer
text passages that necessitate the reader's engagement with the text from a
psycholinguistic perspective.

d) Extensive : Within the context of this book, 'as discussed' encompasses all
materials longer than one page, encompassing items such as books, short stories,
technical reports, essays, and professional articles.

2.1.2 Definition of Reading Comprehension

It’s crucial to discuss Reading Comprehension, According to McNeil (1992:16),

Comprehension is interpreting the text. From the perspective of interaction, Reading
Comprehension is gathering knowledge from the surrounding context and fusing various
parts into a new whole. Reading is a mechanism of information transfer between the
writer and the reader, claims Cahyono (2011:55). Therefore, reading comprehension
involves getting the necessary information out of a written text as quickly as feasible
(Grellet, 1981:3).
The method of deriving meaning from a written or printed material is called
reading. Without regard to context, precise, quick, and automatic visual recognition of
vocabulary sets the stage for reading. The process of creating meaning from various

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sources while directly experiencing phenomena, such as reading, gazing at a sign, a
cartoon artwork, listening to a lecture or discussion, or watching a movie, is known as
comprehension. Reading is a process that helps the reader understand the text they are
reading. Reading comprehension is a method by which readers comprehend a text after
having read it. Reading comprehension is a dynamic and interactive process, according to
Wood and Connelly (2009: 59).
This implies that for effective comprehension of written text, the reader must have
the capability to recognize individual words, retain their meanings, merge this knowledge
with an understanding of sentence structure to construct coherent sentences, and
amalgamate the meanings of these sentences to form a coherent depiction of the subject
matter presented in the text.

Klingner (2007:2) stated that Reading Comprehension is the process of creating

meaning by fusing together several intricate processes, such as word reading, word
knowledge, and fluency. In addition, According to Snow (2002: 8), becoming a proficient
reader is a gradual process. Ultimately, an adept adult reader can effortlessly engage with
a wide range of texts for various reasons, even when the text isn't inherently captivating
or straightforward. Reading comprehension, on the other hand, plays a vital role in
helping students grasp the content of passages, fostering their enthusiasm for reading.

According to Kalayo, reading is a dynamic process that involves a meaningful

interaction between the reader and the text, ultimately resulting in comprehension. Each
element in the text, from individual letters to sentences and paragraphs, carries encoded
meaning. Readers, in turn, employ their knowledge, skills, and strategies to unlock this
meaning. In essence, reading represents a reciprocal exchange between the reader and the
written text. To truly grasp the content of the text, readers need to actively apply their
skills and cognitive abilities.

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 Richards states that comprehension means determining what a written or spoken
communication's intended meaning is. Making sense of words, sentences, and connected
text is the process of comprehension. Children should be taught to read with
comprehension in mind, rather than stressing it once they have mastered word
recognition and decoding.
According to Catherine Snow, comprehension requires the following three
components:
a) The reader performing the comprehension
b) The text must be understood (Comprehended)
c) The task of which comprehension is a component

Reading comprehension is also known as the "construction process" because it

requires all of the reading process's components to work together while a text is being
read to produce a mental image of the text. Reading comprehension is theoretically a
process by which the reader interacts with the text or a process by which the reader
creates meaning through interaction with the text. Reading comprehension is thought to
occur at four levels of complexity, according to Smith (Smith, 2001, as cited in
Westwood, 2001, p. 23). They are as follows:

a) Literal comprehension
Literal comprehension in reading refers to comprehending and
remembering the basic facts and information clearly written in a text. It's like
laying a solid foundation for comprehension. Readers begin with literal
comprehension to know the simple, straightforward details from the text, just as a
house requires a solid foundation. It's similar to deducing answers to "who,"
"what," "where," "when," and "how" questions from the text. This is where
reading begins, and it is necessary at all levels.

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 b) Inferential Comprehension
Inferential comprehension is the ability to use your own experiences,
intuition, and knowledge of what you've read to deduce information that isn't
explicitly written in the text. It's like putting together a puzzle. When you read,
you go beyond what is directly in front of you to connect the dots and comprehend
what is hinted at but not directly explained. It's similar to reading between the
lines and making educated guesses based on what you already know and what the
text suggests.

c) Critical or Evaluative Comprehension

Evaluative or critical comprehension occurs when you read and not only
understand what is in the text, but also compare it to your own beliefs and
knowledge. It's like playing detective and seeing if what you're reading makes
sense or matches what you believe to be true. You're not just taking in
information; you're also considering whether it's good, accurate, or trustworthy.

d) Appreciative Comprehension
Reading to feel something or to have a specific reaction to what you're
reading is an example of appreciative comprehension. It's similar to watching a
happy or emotional movie or listening to music. When you read for appreciation,
you're not looking for facts or understanding; you're reading to enjoy the words,
style, and feelings evoked by the text. It all comes down to the experience and
emotions you get from the words on the page.

According to Prado and Plourde (Prado & Plourde, 2005), reading comprehension is a
complex skill that cannot be learned in a single step. Teachers find it challenging to
explain this extremely complex process to students. Understanding is an approach that
involves reasoning, instruction, prior knowledge, and experiences

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 A. The Processes of Reading Comprehension

Reading comprehension, as previously mentioned, is the process by which the reader

derives meaning from the text. Some experts have suggested at least three different
categories of meaning construction processes. The three methods for constructing the
text's meaning are described as follows :

a. Bottom-up Processing : In the bottom-up approach to reading, the process is seen

as starting with the smallest building blocks of language. Readers begin by
recognizing individual linguistic elements, such as letters, syllables, words, and
phrases. It's like identifying puzzle pieces. As they progress through the text,
readers piece these elements together, gradually forming words, phrases, clauses,
and sentences. It's a step-by-step process where readers scan from one letter to the
next, differentiate words from each other, and convert the text into phonemic units
that convey the meaning of words. Essentially, it's like assembling linguistic
puzzles, starting from the smallest components and moving towards a complete
understanding of the text.

b. Top-down Processing : In the top-down reading approach, readers use their

understanding of sentence structure and meaning to make sense of the text. This
means they apply what they already know about language and the world to
understand the text. Background knowledge is really important in this method
because it helps readers figure out what the text means.

When reading from the top down, readers begin by making some guesses
about what the text might be about. These guesses are based on what they already
know. Then, as they read, they look for clues in the text to see if their initial
guesses were right. It's like a process of making predictions and checking them as
they go along. Readers double-check their predictions to make sure they're on the

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 right track before they continue reading. So, in top-down reading, readers start
with their own ideas and adjust them as they read to fully understand the text.

c. Interactive Processing : Interactive processing in reading combines both top-down

and bottom-up approaches. In this process, readers first make educated guesses
about what the text means, and then they use the details in the text to confirm if
their guesses are correct. It's like a back-and-forth between what they think and
what they read.
This type of reading shows that readers create meaning by recognizing
words and also by making predictions about what's implied in the text. So, it's like
a two-way street where they use their own knowledge and the words on the page
to understand the text.
From what we've talked about, we can see three different ways people read.
One is interactive processing, where they use both word recognition and what they
know. Then there's bottom-up processing, which is all about recognizing words.
And there's top-down processing, where they use their background knowledge.
When we put them all together in interactive processing, it helps readers
understand what they're reading. So, there are different ways to read, but
interactive processing combines the best of both worlds: what you know and what
you see on the page.

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A. Teaching Reading Comperhension

a. Definition of Teaching Reading Comperhension

Teaching is defined as a deliberate and intentional activity in which an educator or
instructor facilitates learners' acquisition of knowledge, skills, attitudes, or values with
planned instructional methods, guidance, and interaction within a structured learning
environment (Ornstein, A. C., & Hunkins, F. P. 2012). Teaching involves a teacher's
role in guiding and making learning easier for students. It's about creating chances for
learners to acquire knowledge and setting the stage for effective learning (Brown,
2000: 7).

Students are directed through motivation to actively engage in educational tasks.

Educators can aid students in their learning journey by furnishing materials like
assignments. By allocating particular activities, instructors foster students' autonomy
in the learning process. In order for the process of education and learning to run
smoothly, the teacher must create a conducive learning environment for the students.
The classroom approach or method used by the teacher must be considered because it
might influence how effectively she or he controls the class.
According to the provided definition, teaching reading comprehension is a method
employed by educators to support students in attaining a full understanding of a text.
Using specific reading comprehension strategies, the teacher can assist students in
comprehending a text (Pang et al., 2003: 14).

Teaching Reading Comprehension involves instructing and guiding students in the

comprehension and interpretation of written text. It includes strategies for improving
vocabulary, decoding skills, understanding text structure, and grasping the meaning of
the content through context. Effective reading comprehension instruction encourages

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 students to become active readers, making connections, asking questions, and
summarizing in order to comprehend the material. (Pressley, M. (2000)).

B. Principle In Teaching Reading Comperhension

In the realm of reading instruction, it is not sufficient for the teacher to merely provide
texts to students with the expectation that they will grasp them. There exist specific
principles that educators must take into account. As outlined by Harmer (1998: 70-71),
these six principles delineate the guidelines for teaching reading. Here are their
explanations :

a. The teacher needs to acknowledge that reading is an active, rather than passive,
skill. It involves more than just skimming through a text. This implies that the
teacher should not solely instruct students to read a text but also instill the
understanding that reading requires active engagement. It encompasses
comprehending word meanings, grasping the text's arguments, and discerning their
alignment or divergence.

b. The teacher should strive to cultivate students' motivation to read the passage. It is
essential to spark students' enthusiasm for reading. Reading becomes less fruitful
if it doesn't hold their interest. When they are genuinely engaged with the material,
they stand to gain more. The text they are immersed in can offer them added
insights and fresh knowledge..

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c. The teacher ought to stimulate students to react to the substance of a reading
passage, rather than solely focusing on the language within it. While language
comprehension is indeed a part of text comprehension, it is not the predominant
aspect in reading comprehension. Students need to engage with the text's intended
meaning and convey their sentiments regarding the subject of the text. Hence, it
becomes the teacher's duty to motivate them in this direction.

d. The teacher should underscore the significance of prediction in the context of

reading. Prediction represents one of the strategies for comprehending text.
Students can engage in predictive practices by examining the text's title prior to
delving into the content. The title may, at times, offer clues about the text's subject
matter. This approach enables students to proactively initiate the reading process.
Certainly, the teacher should offer prompts that aid students in grasping the text.

e. The teacher should ensure that the tasks are closely aligned with the subject
matter. Tasks serve as a means to assess students' comprehension of the text.
Effective tasks are those that directly pertain to the current topic. Questions and
challenges can be employed to construct these tasks. In this scenario, the teacher
must carefully consider the selection or generation of suitable tasks for the
students.

f. The teacher should maximize the utilization of reading texts. Maximizing reading
texts entails that the teacher does not merely have students read a text and then
shift to an unrelated activity. Instead, the teacher should explore all that students
can deduce from the text comprehensively. This involves in-depth text analysis,
language examination, and the allocation of supplementary assignments to the
students.

A. Techniques for teaching reading comprehension

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 Proficient readers are also capable of engaging in in-depth comprehension when they
read. This suggests that they read with the intent of thoroughly understanding a passage.
This style of reading is frequently encountered in academic environments and other
contexts where comprehensive understanding is essential. Vacca and Vacca (1999:53)
suggest the following methods for teaching reading comprehension:

1. Scaffolding
is an educational concept and instructional strategy that involves providing
temporary support, guidance, and assistance to students to help them learn and
perform tasks that they may not be able to do independently. The term was
introduced by the psychologist Lev Vygotsky and is widely used in education.
Scaffolding enables teachers to assist diverse learners in negotiating meaning and
overcoming difficulties in text-based learning situations. Scaffolding is defined as
the process by which a student is assisted in solving a specific problem beyond his
or her developmental capacity with the assistance of a teacher or another person
with greater ability.

2. Think Alouds
Think-Alouds is a reading comprehension strategy in which the teacher or
reader verbalizes their thoughts and cognitive processes while reading a text. This
technique involves "thinking out loud" to make the thought process explicit and
visible to students. Think-Alouds are typically used to model good reading
strategies and metacognition, helping students develop their own reading
comprehension skills.
This strategy aids students in their learning endeavors, helping them retain
more essential information from the texts given by the teacher. Teachers have the
capacity to instill creativity in their students and guide them throughout the
process through the Think-Alouds technique when it comes to comprehending

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 reading materials. Teachers make their cognitive processes explicit by articulating
their thoughts while reading aloud.

3. Reciprocal Teaching
Reciprocal Teaching is a methodical method for enhancing reading
comprehension by promoting interactive communication and collaborative
involvement of both teachers and students. It's a teaching technique where both
students and teachers actively participate in discussions related to a specific
reading. Reciprocal Teaching involves four discussion-guiding strategies:
prediction, generating questions, summarization, and clarification.
4. SQ3R
SQ3R is a reading technique that helps you structure your reading into
more manageable portions. It is one of several strategies aimed at enhancing
comprehension and consists of five key steps: survey, question, read, recite, and
review. The SQ3R strategy involves (1) swiftly scanning the chapter headings to
identify key content, (2) transforming these headings into questions, (3) reading to
locate answers to those questions, and (4) recalling the crucial information (the
answers to the questions) by summarizing or jotting it down at the relevant
section.
5. QARs
QARs is a reading strategy centered on question comprehension and
analysis. In essence, this approach helps students understand questions to extract
information from the reading material. In application, students typically engage in
a quick overview of the reading in class, with their primary attention directed
toward the teacher's inquiries regarding the text.

2.2 Factors influencing Teachers’ Choice of Teaching Strategies

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 Teachers' choice of teaching strategies is influenced by a multitude of factors, which
can vary based on the individual teacher, the subject being taught, the grade level, the
learning environment, and cultural or institutional considerations. Here are some key
factors that influence teachers' choice of teaching strategies according to Smith, J. (2021).
:

1. Student Characteristics and Needs: Teachers consider the diverse abilities,

learning styles, and prior knowledge of their students. They tailor teaching
strategies to accommodate individual differences and ensure that all students can
grasp the content effectively.
2. Curriculum and Learning Objectives: The prescribed curriculum and learning
objectives guide teachers in selecting appropriate teaching strategies to cover the
required content and meet educational standards.
3. Pedagogical Knowledge and Expertise: Teachers draw on their training,
experience, and understanding of effective teaching methods to choose strategies
that align with the subject matter and their teaching philosophy.
4. Resource Availability: The availability of teaching aids, technology, textbooks,
materials, and other resources can influence the choice of teaching strategies.
Teachers adapt their approaches based on what is accessible and suitable for their
students.
5. Classroom Environment and Size: The physical setup of the classroom, the
number of students, and the available space may affect the selection of teaching
strategies. Large classes, for example, may require different strategies than
smaller, more intimate settings.
6. Time Constraints: Teachers consider the available time for instruction, including
the length of class periods, the number of sessions, and any deadlines. They
choose strategies that fit within these time constraints while achieving learning
outcomes.

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 7. Technology Integration: The integration of technology in the classroom influences
teaching strategies. Teachers may use digital tools, online platforms, multimedia
presentations, or virtual simulations to enhance engagement and learning.
8. Assessment Methods: The types of assessments (e.g., formative, summative) and
their requirements impact teaching strategies. Teachers align their strategies with
the intended assessment methods to prepare students adequately.
9. Institutional Policies and Guidelines: School or district policies, guidelines, and
expectations can influence the choice of teaching strategies. Teachers must adhere
to institutional norms while selecting strategies that align with these guidelines.
10. Parent and Community Expectations: Teachers may consider the expectations and
preferences of parents and the broader community when selecting teaching
strategies, especially in areas where community involvement is valued.
11. Professional Development and Training: Ongoing professional development
opportunities and training sessions expose teachers to new teaching strategies and
pedagogical approaches. This training can influence their choices in the classroom.
12. Personal Beliefs and Philosophy: Each teacher has their own teaching philosophy,
beliefs about education, and preferred approaches to teaching. These personal
factors significantly influence the choice of teaching strategies.
13. Pedagogical Innovations and Research: Awareness of current research, educational
trends, and pedagogical innovations can inspire teachers to adopt new and
evidence-based teaching strategies.

teachers carefully consider a range of factors, including student needs, curriculum

requirements, available resources, and their own expertise, to select appropriate teaching
strategies that optimize student learning and engagement.

2.3 Role of teachers in Implementing Reading Comprehension Strategies

24
Teachers play a crucial role in implementing effective reading comprehension strategies
and fostering strong reading skills in students. Reading comprehension is the ability to
understand, interpret, and evaluate written text, and it is fundamental to academic success
and lifelong learning. Here are key roles that teachers play in this process, supported by
educational sources and best practices:
1. Instructional Planning and Strategy Selection:
 Teachers plan and select appropriate reading comprehension strategies
based on students' age, reading levels, and the complexity of the text. They
consider strategies such as predicting, questioning, summarizing, and
connecting to prior knowledge. (Pressley, M. (2000)).
2. Explicit Instruction and Modeling:
 Teachers explicitly model and demonstrate how to use comprehension
strategies, thinking aloud while reading, and showing students how to apply
strategies effectively. (National Reading Panel. (2000)).
3. Guided Practice and Scaffolding:
 Teachers provide guided practice sessions, offering support and scaffolding
as students apply comprehension strategies to various texts. This helps
students internalize the strategies. (Vygotsky, L. S. (1978)).
4. Monitoring and Feedback:
 Teachers monitor students' progress in using comprehension strategies,
providing timely and specific feedback to guide their development. (Hattie,
J., & Timperley, H. (2007)).
5. Differentiation and Individualized Instruction:
 Teachers differentiate instruction to meet the diverse needs of students,
tailoring reading comprehension strategies to accommodate varied learning
styles, abilities, and interests. (Tomlinson, C. A. (2017)).
6. Integration of Technology:
 Teachers incorporate educational technology tools and resources to enhance
reading comprehension instruction, offering interactive and engaging

25
 platforms for practice and assessment. (Roblyer, M. D., & Doering, A. H.
(2013)).
7. Creating a Literacy-Rich Environment:
 Teachers foster a love for reading by creating a supportive and rich literacy
environment, encouraging independent reading and providing access to a
diverse range of texts. (Allington, R. L. (2002)).
8. Assessment and Progress Monitoring:
 Teachers assess students' comprehension skills regularly through formative
and summative assessments, using the results to adjust instruction and
provide targeted support. (Popham, W. J. (2018)).
By fulfilling these roles and implementing evidence-based practices, teachers
significantly contribute to improving students' reading comprehension skills and fostering
a strong foundation for academic success.

2.3 Previous research on teachers' Strategies in Teaching Reading

26
 Several studies were undertaken by researchers to investigate the methods
employed by teachers for instructing reading comprehension, as follows :

In a study conducted by Aat Janatun in 2013, the research focused on the teaching
strategies employed by teachers in the context of listening comprehension. The findings
indicated that teachers utilized a range of strategies, encompassing both bottom-up, top-
down, and metacognitive approaches.

In the category of bottom-up strategies, Teacher 1's methods included sound

recognition, discrimination, grammar, and pronunciation. However, a significant portion
of students faced challenges in recognizing and distinguishing the sounds, resulting in a
negative response. Teacher 2 applied similar bottom-up strategies to those of Teacher 1,
with the additional practice of transcribing audio recordings. Interestingly, students
responded more positively to Teacher 2's approach, suggesting their improved ability to
identify English word sounds and patterns.

Ahmad (2013) conducted a study on strategies for teaching speaking and reading
comprehension skills. The study identified three key phases in reading instruction
employed by teachers: pre-reading, while reading, and post-reading stages. In the pre-
reading stage, teachers engaged students with questions to familiarize them with the
subject matter and enhance their vocabulary. This phase also aimed to help students ease
into the topic of discussion.
Subsequently, during the while-reading stage, teachers distributed the texts and
presented questions related to the text being read. This was carried out to evaluate the
students' comprehension of the provided text, often employing interactive approaches like
plays to achieve this.

In the academic year 2012/2013, Nuri Susilowati conducted a study entitled

"Teacher's Strategies in Handling Large Classes in English Teaching at SMA

27
Muhammadiyah 1 Karanganyar." The study's conclusions revolved around two main
findings. Firstly, it identified the strategies employed by teachers to manage large classes
in English instruction at SMA Muhammadiyah 1 Karanganyar during the 2012/2013
academic year. Secondly, it highlighted the challenges faced by both teachers and
students when implementing strategies for teaching large classes, along with the
corresponding solutions, in the same school during that academic year. During the
English teaching sessions at SMA Muhammadiyah 1 Karanganyar, the writer
encountered a sizable class comprising 37 students in XI IPS 3. The author's primary
emphasis was on strategies employed by English teachers for managing large classes,
encompassing teaching methods, classroom seating arrangements, teacher feedback, and
teacher assessments.

In her thesis titled "An Analysis of the Reciprocal Teaching at SMP Negeri 16
Yogyakarta," Faisal Ardianto (2013) employed Reciprocal Teaching (RT) as a strategy.
This approach involves four distinct activities, namely questioning, clarifying,
summarizing, and predicting. It is implemented within a student-led, collaborative
framework aimed at enhancing reading comprehension skills among elementary students.
The study involved a series of readings related to a topic within the NSW key learning
area of Human Society and its Environment (HSIE). These readings were utilized to
compare the effects of RT with a more traditional reading method.

The doctoral dissertation was titled "Approaches to Teaching Reading

Comprehension and Student Feedback on these Approaches in a Junior High School in
Riau." In this research, a qualitative research design, specifically a case study approach,
was employed, and three methods were used to collect data: observation, interviews, and
questionnaires. The study found that teachers applied reading comprehension strategies
across three phases of reading: pre-reading, during reading, and post-reading.
Furthermore, it was determined that students' feedback on their teachers' strategies could
be classified into two categories: low-level association responses and partially-formed

28
knowledge structure responses, with overall responses being rated as satisfactory. The
results indicate the need for the three teachers to enhance their knowledge and expertise
to gain a deeper understanding of the concepts, applications, and rationales behind
employing strategies in teaching reading comprehension. Furthermore, it is recommended
that they offer guidance on teaching strategies to students who exhibit low-level
association responses prior to commencing reading activities. Additionally, providing
some direction to students displaying partially developed knowledge is advised.

In his thesis titled "Teaching Strategies Use in Reading Comprehension Class at

Tenth Grade Students of SMk Islam 2 Ambarawa," Noor Aziz Kurniawan (2017)
continued to implement the teaching principles articulated by Jeremy Harmer. The
strategies employed to enhance students' reading skills aligned with Harmer's principle
that reading is an active, not passive, skill. The students responded positively to these
strategies, with the majority expressing enjoyment and interest in the reading techniques
being taught. Four distinct categories of strategies were identified, including
memorization, answer relationship, game use, and discussion. Among these, the most
frequently utilized strategy was the use of games.

In a study conducted at a junior high school in Riau, the research focused on

strategies for instructing reading comprehension and the responses of students to their
teachers' reading comprehension techniques. The research design was qualitative and
adopted a case study approach, employing three data collection methods: observation,
interviews, and questionnaires. The data analysis encompassed three phases: data
reduction, presentation, and drawing conclusions, following the framework outlined by
Miles and Huberman (1994). The study revealed that teachers employed a three-stage
approach to teach reading comprehension, which involved pre-reading, during reading,
and post-reading phases. The study also uncovered that students' responses to their
teachers' strategies could be classified into two categories: low-level association
responses and partially developed knowledge structures. These findings imply that the

29
three teachers should seek to enhance their knowledge and expertise to grasp the theories,
applications, and rationales for utilizing these methods in teaching reading
comprehension.

CHAPTER III

3.1 Research Design:

Qualitative; case study, sampling techniques to be used.
3.2. Method of data collection
interviews, classroom observations, and documentation
3.3. Method of data analysis
Thematic analysis

30
 CHAPTER III

This chapter provides an overview of the research strategies. It starts by outlining the
methodology employed in this study, followed by discussions on the sample and population, data
instruments, and data collection. The researcher will then elaborate on the data analysis process.

31
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