TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION FOR THE EIGHTH GRADE STUDENTS OF MTsN 9 BLITAR

ARUM RETNOAYU MANILA, 12203183279 (2023) TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION FOR THE EIGHTH GRADE STUDENTS OF MTsN 9 BLITAR. [ Skripsi ]

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Abstract

Manila, Arum Retnoayu. 2022. Teachers’ Strategies in Teaching Reading Comprehension for the Eighth Grade Students of MTsN 9 Blitar. English Education Department, Faculty of Tarbiyah and Teaching Training, Sayyid Ali Rahmatullah State Islamic University, Tulungagung. Advisor : Dr. Sukarsono, M.Pd. Keywords : Strategy, Reading comprehension This research was motivated by the importance of reading in education, but sometimes some students have a low interest in reading, and they are lazy when the teacher asks them to read, let alone read in English. If the students do not want to read, they will not get the information and cannot understand the contents of a text. Therefore, the application of teaching strategies in reading comprehension is needed to make the students more enthusiastic, get information and be able to understand the contents of an English text. The purpose of this reseacrh are (1) To know the teachers’ strategies in teaching reading comprehension for the eighth grade students of MTsN 9 Blitar. (2) To know how the students respond to the teachers’ strategies in teaching reading comprehension. This research used descriptive qualitative of case study. This research was conducted at MTsN 9 Blitar. Method of collecting data in this research were interview and observation. The data sources for this research were students of 8E class and two English teachers who taught eight grade students. To test the validity of data, the researcher used data triangulation. Triangulation in this data will be carried out by comparing the results of observation and interviews. The results show that there were several strategies used by English teachers to teach reading comprehension for the eighth grade students. These strategies are scaffolding and QAR (Question-Answer Relationship). Scaffolding is a teaching strategy which providing assistance to the students during the early stages of learning and reducing assistance when the students are able to do it on their own, its application is that the teacher reads the reading text aloud, so the students can find out the correct pronunciation. Whereas QAR is a teaching strategy that can help the students understand the relationship between questions and answers, its application is that the teacher gives questions orally to students about the material being discussed. Students respond positively to the teaching strategies applied by the teacher, also active in participating in learning activities.

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