Academy of Education Journal

Vol. 15, No. 1, January 2024, Page: 456-461

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

Teachers’ Strategies In Teaching Reading

Comprehension
Sopian Saori a,1, Pathul Indriana b,2, Hikmah c,3
acSekolah Tinggi Ilmu Ekonomi AMM Mataram
bUniversitas Teknologi Mataram
[email protected] [email protected] [email protected]

INFO ARTIKEL ABSTRACT

Article history: This study is aimed at portraying teacher’s strategies in teaching
Accepted: 25 March 2023 reading comprehension to students by involving English teachers.
Reviced: 20 June 2023 The main purpose of the study was to describe the strategies used by
Approved: 20 October 2023 english teachers and reveal the strength and weakness of the
Available online: 1 January
strategies. This research was a descriptive qualitative research. The
2024
design of the study was a case study. The participants of the research
Keywords:
were two English teachers who teach in the second grade of junior
Reading
high schools. Each English teacher had eight meetings that observed
Teaching
by the researcher. To collect the data, there were research
Strategies
instruments: observation, document analysys checklist and
interview. They were used to find out the strategies used and how
the English teachers applied them in teaching reading
comprehension. The result of the study showed that both teachers
used almost the same strategies such as brainstorming, reading
aloud, and asking for specific information. While the teacher two
used nine strategies. They were encouraging the use of dictionaries,
reading aloud, reread for checking comprehension, evaluating
comprehension in particular tasks, and asking questions for specific
information. Both teachers applied and combined the strategies
divided into three stages of teaching reading comprehension. The
stages were pre-reading stage, while reading stage, and post
reading stage. The strategies applied were very effective in teaching
reading comprehension in that school. It was proven by the students’
motivation, students’ attention, and teachers’ ease in teaching and
learning process.

©2024, Sopian Saori, Pathul Indriana, Hikmah

This is an open access article under CC BY-SA license

1. Introduction
Reading skills are essential for English students to develop vocabulary, phrases, and
grammatical patterns (Novita, 2018; Nerim, 2020). Reading texts coming from foreign language
is different from texts from second language (Lail, 2019). English has become an international
language and is used almost by all countries in the world. Obviously, it is important for all
students to learn English in every level, including reading comprehension. Reading has become
a part of compulsory subjects in many countries. In Indonesia, English is taught as a foreign
language, and it becomes part of the school curriculum (Lail, 2019; Hidayat, 2017). It is a vital
tool for the learners in the global era who wish to communicate easily across nationalities for
many years to come. Therefore, students should master four language skills such as listening,
reading, speaking, and writing (Haerazi et al., 2019). Among the four skills in English, reading
assists people to not only get access to more language input and obtain more knowledge

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 Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 456-461
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

concerning the world (Azis et al., 2019). It is the prominent method for learning new information
and can provide new ways of perceiving the world and transforming the world (Arndt & Woore,
2018).
Reading strategy is a unitary process which cannot be subdivided into part skills. It means
that as a process, a reading strategy involves ways of processing text which will vary with the
nature of the text, the reader’s purposes, and the context of situation. The major goal for any
reading activities is understanding (Hillerich, 1983). There are many strategies for teaching
reading have developed by experts. Those strategies indicate an important role of a teacher to
reach the objectives of teaching and learning process. Teachers’ strategies expect students to
develop their reading skill by absorping without help. In the osmosis approach, it is believed that
if teachers teach reading comprehension to the target language all day, the students will improve
their reading comprehension. The aim of teaching reading is to make students become effective
and efficient readers. In order to get the target, the teachers need strategy of reading
comprehension. Teaching strategy is generalized plan for a lesson which includes structure,
desire learner behavior, in terms of the goals of instruction, and an outline of tactics necessary to
implement the strategy (Antoni, 2010).
A teacher should choose a method which depends on the specific purposes of the reading.
The teacher will focus on the three aspects to consider how to present a passage, how to develop
the lesson using it, and how to follow up. First, the teacher will give a meaningful explanation
related to the passage. Second, the teacher needs to think about the planning of the text stages in
the lesson as this will help the readers to understand well. The last, the teacher should teach
about any other aspects of reading comprehension (Brown 2004 in Nurdianingsih, 2021). In
teaching reading, a teacher may use many different strategies. In order to use any instructional
technique effectively, anyone who teaches must understand the principles and assumptions upon
which eachspecific technique is based. There is certainly no shortage of descriptions or labels for
activities that may be classified as pertaining to instruction. Harmer (2007) has said that a
strategy is an action that the teacher takes to attain one or more of her teaching-learning goals.
The strategy can also be defined as a general direction set for the teaching process.
The teacher should use many strategies in teaching reading such as applying various
methods, media and games in order to keep the students interested. Brown (2004) has noted that
the fundamental feature of teaching strategies is to make it easier to implement a variety of
teaching methods and techniques. The key is to create learning environments that are more
interactive to apply technology where applicable into the learning experience, and to use
appropriate collaborative learning strategies. In line with this reasearch, many previous studies
discussed about teachers strategies and methods in teaching reading comprehension.
Janatun (2013) conducted research under the title “Teacher's Strategy in Teaching Listening
comprehension”. She concluded that the teachers used various strategies in teaching listening.
The strategies used by teachers are categorized as bottom-up, top-down and metacognitive.
Second previous reserach was conducted by Ahmad (2013) entitled “A Study on Strategies for
Teaching Speaking and Reading Comprehension Skills”. He concluded that the teachers applied
three types of stages in teaching reading namely pre-reading, temporary reading, and postreading
stages.
According to the research conducted by Setiawan (2014) entitle “A Study On Teacher’s
Strategies In Teaching Reading Comprehension In Second Grade Of Student’s MTS Tarbiyatul
Ulum”. He pointed out that the teachers in that school used various strategies in teaching reading
comprehension. The strategies were not too effective because the teacher cannot combine the
strategies well.
Dwiningtiyas et al (2020) also conducted a study entitled Teachers’ Strategy in Teaching
Reading Comprehension. They found that teachers used several strategies in teaching reading

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 Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 456-461
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

comprehension. The strategies were brainstorming, reading aloud, and asking for specific
information. They were encouraging dictionaries, reading aloud, rereading for checking
comprehension, evaluating comprehension in particular tasks, and asking questions for specific
information. Both teachers applied and combined the strategies divided into three stages of
teaching reading comprehension. The stages were pre-reading stage, while reading stage, and
post reading stage. The strategies applied were very effective in teaching reading comprehension
in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease
in teaching and learning process.
Based on these relevant studies, the research focused on conducting a research which aimed
to find out what the strategies that are used by teachers in teaching reading comprehension. One
main reason for conducting this research because there were just few studies discuss about that
topic since that teaching reading method is essential for teaching reading. In addition, by
conducting this topic, the researcher knew whether the teachers’ methods are appropriate or not
for the students in learning reading comprehension.

2. Method
The researchers used descriptive qualitative design in this study because this study focused
on certain phenomena in the school environment. In this case the phenomenon was the activity
of learning to teach English. This research also did not need to provide care to the object of
research. Then, the researchers observed and explained the phenomenon as in fact as clearly as
possible without manipulation. Therefore, the appropriate design could be used in conducting
this research was descriptive research. The design of this study was descriptive qualitative with
direct observation. Descriptive method is a method used to check the status of groups of humans,
an object, condition, thought, and events that will occur (Lodico, M. G et al, 2006)
Moreover, Two teachers were involved. They were chosen purposively. They were teachers
who had good quality on teaching strategies in teaching reading comprehension and qualified as
a professional teacher.The researcher limited the participant by using purposive sampling. it
meant that the selecting of participants based on spesific purpose of the research (Musfiqon,
2012). So that, the participation of this research were two teachers in Junior High School Nabi’
Nubu’ Islamic Boarding School. In this case, the researcher only took two teachers who had
good quality in teaching reading comprehension especially english teacher in the students of
class VIII in junior high school Nabi’ Nubu’ Islamic Boarding School and it would be able to
help researcher in answering the research question. The teachers were volunteering theirselves to
do an observation.
An instrument is a tool for measuring, observing, or documenting data. It includes an
interview, questionnaire, observation, and test. It used by researcher to collect the data. The
result of the research were be better, more accurate, complete and systematic (Creswell, 2012).
To generate findings in a systematic way, it is needed to have some instruments in the research.
The instruments that used to collect the data from the research participants were interview,
observation and document analysis.

3. Result and Discussion

Research Findings
In the first meeting, teacher A prepared the teaching materials of reading comprehension.
He had one text book that same to the students as the mian material in teaching reading
compehension. The students could follow the instructions from the teacher to do all of the
activities. Most of them still being condusive in the classroom in the very begining of the
activities. The students were very enthusiastic with teachers command and order. Some of the
students were also active asked the teacher about what materials that they would do in the

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 Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 456-461
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

teaching and learning process. Eventhough, there were few students who really quite and much
didn’t care about the materials to do. Based on the researcher observation, the activities done by
the teacher were very impactful to the conductivity of the class and to catch students’ attention
before they started to learn. Those activities then were followed by applying teaching strategies
in the main activity of teaching reading comprehension.
Generally, teacher 1 was applying two main strategies in the teaching reading
comprehension in the eighth grade of Junior High School of Nabi’ Nubu’ Islamic Boarding
School. The first strategy was reading aloud. This strategy was aimed to excercise the students
pronouncing english text. Second strategy was brainstorming. The strategy was aimed to help
studnets more understand about text especially descriptive text. From the strategies checklisted
that the researchers did of teacher 1, these two strategies were significantly help students in
learning reading comprehension.
At first, teacher B also prepared the teaching materials of reading comprehension. The
teachers at Junior High Nabi’ Nubu’ Islamic Boarding School were using text book that same to
the students called LKS. The text was used as the main material in teaching reading
compehension. Before He started the meeting, He always asked the students to pray in order to
teach them the value f of religious. The second teacher was aldo doing the attendence list
checked of the students. He wanted to make sure that all of the students present in the class and
ready to join the teaching and learning process.
Teacher B was applying three main strategies in the teaching reading comprehension in the
eighth grade of Junior High Nabi’ Nubu’ Islamic Boarding School. The first strategy was
encouraging to use dictionary. This strategy was aimed to remind the students in using
dictionary when they read the text. This strategy was significantly helping students in finding the
meaning of the words.
The next strategy was reading aloud. This strategy was aimed to excercise the students
pronouncing english text. Moreover, the strategy was also aimed to help students more
understand about text especially descriptive text. The last strategy was evaluating
comprehension in particular task. From the strategies checklsted that the researchers did of
teacher 1, these three strategies were significantly help students in learning reading
comprehension.
Discussion
The research described how the teachers used strategies in teaching reading comprehension.
What are the appropirate strategies used to teach reading comprehension. Teachers had prepared
the teaching materials such as lesson plan and textbook so that they know what to do in the
classroom (Albiladi, 2018). They had known and mastered the strategies to use and teach the
students in order they found it easy to learn English. They had written step by step in teaching
reading, start from the beginning of class by preparing students to pray, making a roll call,
motivating, delivering the topics and assessing the students’ comprehension and skill. In the
classroom, they had done such activities they planned in advance, but sometimes they made an
improvement.
All strategies used were very effective to help the students in learning reading
comprehension. It was proven by the condition of the classroom activities and the students’
attention in following the teacher while explaining the materials. The strategies used also gave
benefit for the teacher. By having the combination of strategies the teacher tought and manage
the students easier. In addition, the both teachers agreed that He used reading aloud was the most
suitable and appropriate strategy to teach the students in learning reading comprehension. He
pointed out that the most students difficulties in reading comprehension was read and
pronouncing the text. This reason became their guidance to have reading aloud as theirr main
strategy in teaching the students of reading comprehension.

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 Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 456-461
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

4. Conclusion
The research described how the teachers used strategies in teaching reading
comprehension. What are the appropirate strategies used to teach reading comprehension.
Teachers had prepared the teaching materials such as lesson plan and textbook so that they
know what to do in the classroom (Albiladi, 2018). They had known and mastered the strategies
to use and teach the students in order they found it easy to learn English. They had written step
by step in teaching reading, start from the beginning of class by preparing students to pray,
making a roll call, motivating, delivering the topics and assessing the students’ comprehension
and skill. In the classroom, they had done such activities they planned in advance, but
sometimes they made an improvement.
All strategies used were very effective to help the students in learning reading
comprehension. It was proven by the condition of the classroom activities and the students’
attention in following the teacher while explaining the materials. The strategies used also gave
benefit for the teacher. By having the combination of strategies the teacher tought and manage
the students easier. In addition, the both teachers agreed that He used reading aloud was the
most suitable and appropriate strategy to teach the students in learning reading comprehension.
He pointed out that the most students difficulties in reading comprehension was read and
pronouncing the text. This reason became their guidance to have reading aloud as theirr main
strategy in teaching the students of reading comprehension.

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