Vol. 21 No.

2, 2023
ISSN (online): 2746-4652
Available online at https://ejournal.unib.ac.id/index.php/jwacana/index
DOI: https://doi.org/10.33369/jwacana.v21i2.29572

TEACHERS’ STRATEGIES IN TEACHING READING

COMPREHENSION AT SENIOR HIGH SCHOOLS
1
Tarnia Junita, 2Mukhrizal, 3Elfrida

The University of Bengkulu1,2,3,4

Corresponding email: [email protected]

KEYWORDS ABSTRACT

Teaching Reading Reading strategy is an important role in teaching reading comprehension to achieve the goals of
Strategies reading. The teacher must choose a strategy that supports the development of students' skills in
Reading analyzing the content of the text. The objectives of this research were to investigate EFL teachers’
comprehension strategies in teaching reading comprehension and the most frequent one applied by them. The
EFL teachers’ subjects of this research consisted of 30 EFL teachers. This research was a survey design that used
strategy a quantitative approach. The instrument was a questionnaire using Vacca and Vacca’s theory and
it was administrated to the respondents through Google Forms. The data were analyzed
quantitatively using the Microsoft Excel software. The results of the research showed that the EFL
teachers applied five strategies in teaching reading comprehension at Senior High Schools in
Bengkulu City, namely the SQ3R, Reciprocal Teaching, Think-Aloud, QARs, and Scaffolding
strategies. The most frequent strategy applied by them was the SQ3R which was as always category
while other strategies were as often category. In conclusion, EFL teachers have applied various
strategies in teaching reading comprehension at Senior High Schools. This research
recommended that EFL teachers to apply all strategies in teaching reading comprehension.
APA 7 Citation:
th

Junita, T., Mukhrizal, Elfrida. (2023). Teachers’ Strategies in Teaching Reading Comprehension at Senior High
Schools. Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, 21(2), 110-126
DOI: https://doi.org/10.33369/jwacana.v21i2.29572

INTRODUCTION
Reading is regarded as the most crucial skill for English language learners, especially for
students who learn English in non-English speaking countries. Sarjan and Mardiana
(2017) state that reading is an activity to get specific information that someone needs.
Also, it can be defined as an activity to get information from a written text. Through
this activity, students will get much information and many ideas they need to know to
improve their knowledge and reading comprehension ability.
Talking about reading, it must include comprehension. Comprehension is a
parameter of reading. Reading comprehension is the ability to process a text, make
sense of it, and integrate it with what the reader already knows. Snow (2002) stated that
reading comprehension can be understood as the process of extracting meaning carried
out by readers simultaneously through interaction and attachment to the written
language in terms of text genres. Reading comprehension does not focus on students’
pronunciation, but it focuses on understanding the main idea and related details. It
means that students have to fully understand what is being read. EFL teachers usually
measure the student’s reading comprehension by asking students to answer some
questions about the text. However, there are many ways to measure comprehension,
instead of answering questions. Students may have different reading comprehension
levels depending on their background knowledge about the topic, vocabulary, and
language skills.

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

Reading comprehension might be considered a challenging aspect of studying

English for Indonesian secondary school students (Syahabuddin et al., 2019). The
students are not only expected to read the text but also understand what they have read.
Most Indonesian students might not understand what they read in various English texts
even though they have been learning English (Dahliana, 2016). There are some reasons
why students have difficulties in reading comprehension. Hamra and Syatriana (2010)
contend that poor reading comprehension among Indonesian secondary learners
occurs due to students’ lack of vocabulary, learning support, and reading motivation. It
shows that the teachers as facilitators play a big role in helping the students to solve their
comprehension problems.
The teacher of English as a Foreign Language (EFL) is the teacher who teaches
students whose first language is not English. Teaching English as a foreign language
become challenging for ELF teachers. There are many things that EFL teachers must
prepare before they teach English in class such as lesson plans, teaching material, and
teaching strategies. EFL teachers might have some obstacles in teaching reading
comprehension such as time limitation, teaching material, and appropriate strategies.
In teaching reading comprehension, EFL teachers should be aware of strategies
that will be applied. A teaching strategy is a method used to help students learn the
material and possibly achieve their learning goals. Different learning methods are
available to enable them to develop the right strategy to deal with the identified target
group. Teaching reading comprehension also requires an appropriate strategy based on
learning goals. There are many strategies for teaching reading comprehension
developed by experts such as Hillerich (1983), Tierney (1990), and Anderson (1999).
Moreover, Vacca and Vacca (1999) proposed a theory for teaching reading
comprehension that includes Scaffolding, Think Aloud, Reciprocal Teaching, SQ3R,
and QARs. Whereas, Brown (2001) suggested ten strategies for teaching reading
comprehension which are related to bottom-up procedures and top-down processes.
Furthermore, Barnet (1988) and Wallace (1992) considered there are three stages in
teaching reading comprehension strategies: pre-reading, while-reading, and post-reading
activities. This research will use Vacca and Vacca’s (1999) theory as a guide for the
research instrument.
In Bengkulu City, teaching reading comprehension at Senior High School is
quite challenging for EFL teachers. They should apply many types of reading strategies
to their students because the students have different characteristics, English skills, and
classroom conditions. Nurdianingsih (2021) argues that some factors influencing
reading comprehension include attention, background experience, language abilities,
thinking abilities, and reading purposes. Therefore, the EFL teachers are suggested to
use appropriate reading strategies for their students who have different backgrounds. It
aims to achieve the goals of teaching reading comprehension and teaching outcomes
and to improve students’ reading skills in comprehending English texts.
Several studies have reported the teachers’ strategies in teaching reading
comprehension at Junior and Senior High Schools (e.g., Nur et al., 2023; Anjelita, 2022;
Dwiningtiyas et al., 2022; Viendho, 2022; Situmorang, 2022; Adawiah & Manurung,
2021; Nurdin, 2021; Nurdianingsih, 2021; Saputri et al., 2021; Pranata & Novita, 2021;
2020; Nurhayati, 2019; Ranggi, 2019). All of these studies employed a qualitative

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Tarnia Junita, Mukhrizal, Elfrida

method and the studies were conducted at one school only. Moreover, these studies
used interviews, observation checklists, documentation, and open-ended questionnaire
to collect the data. The results showed that teachers tended to use scaffolding, SQ3R,
QAR, and semantic mapping in teaching reading comprehension. The other strategies
used by them included reviewing, discussion, resuming, reading aloud, asking for
specific information, reciprocal, text-based instruction, exercises, and translating
strategies.
Based on the problems and the previous studies as stated above, there is a still
gap regarding this issue. This issue still needed to be investigated by employing a
different research method, instrument, and the number of samples. It aimed to
strengthen the research results regarding reading strategies used by EFL teachers and
add new insights regarding teachers’ ability in teaching reading, and the situation and
condition of teaching reading skills at schools. Therefore, this present research
investigated teachers’ strategies in teaching reading were investigated using Vacca and
Vacca’s (1999) theory. The problems are formulated in the following research
questions;
1. What strategies are applied by EFL teachers in teaching reading
comprehension at Senior High Schools?
2. What is the most frequent strategy applied by them in teaching reading
comprehension at Senior High Schools?

METHODS
Participants
This research used a quantitative method with a survey design that involved 30 EFL
Senior High Schools in Bengkulu City. Creswell (2012) states that the survey design is
a type of research that administered a survey or questionnaire to a small group of people
(sample) to identify trends in attitudes, opinions, behaviors, or characteristics of a large
group of people (population). The EFL teachers were taken based on the volunteer
sampling technique.

Instruments
The data of this research were collected using a questionnaire adopted from by Ligudon
and Ilodefonso (2022) and it was under the theory of Vacca and Vacca (1999). The
questions were classified into five main categories (Scaffolding, Think-Aloud,
Reciprocal Teaching, SQ3R, and QARs strategies). The questionnaire used a Likert
Scale that consisted of four options, namely; Always, Often, Seldom, and Never. The
questions consisted of 30 in which each strategy consisted of 6 questions. The
questionnaire was administrated through Google Forms.

Data Analysis Procedures

The data of this research were analyzed quantitatively. The data were processed into a
percentage using the Microsoft Excel Office. The followings are the steps for analyzing
data;
1. Counted the number of the respondents' responses in each item

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

2. Calculating the Weight Score of the frequency of the teachers’ answers

with weight points such as Always (4 points), Often (3 points), Seldom (2
points), and Never (1 point).
3. Calculated the percentage of each response in each item of the
questionnaire. The formula used was Riduwan (2007).
f
𝑃 = x 100%
n
Notes:
P = Percentage
n= Total number of respondents
f = Frequency of response

4. Determining the Interval Range

Interval = 100 / number of Skor of Likert
Interval = 100 x 4 = 25. So, the interval range was 25. It is illustrated in
the following table;

Table 1. The Interval Range of the Mean Score for the statement

Point Percentage Range Category

4 76.00%-100% Always
3 51.00%-75.00% Often
2 26.00%-50.00% Seldom
1 1.00%-25.00% Never

5. Final Completion of the analysis

The final completion of the analysis was presented in the form
percentage of Riduwan (2007). It used the following formula;
Index Formula: Total Score of Weight Score / Y (The highest score of
Likert x number of respondents) x 100

FINDINGS
The Strategies Applied by EFL Teachers in Teaching Reading Comprehension at
Senior High Schools in Bengkulu City
This research question aimed to investigate the strategies applied by EFL teachers in
teaching reading comprehension at Senior High Schools in Bengkulu City. 30 EFL
teachers consisting of 5 males and 25 females participated in filling out the
questionnaire. They had teaching experiences in the range of 10 to 34 years. All of them
hold a S.Pd. title or Bachelor’s Degree. The results are presented in the following table;

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Tarnia Junita, Mukhrizal, Elfrida

Table 2. The EFL Strategies in Teaching Reading Comprehension

No Reading Range Percen Category

Comprehension Scale tage
Strategies
1 SQ3R 87.64% 22.40% Always
2 Reciprocal Teaching 78.47% 20.01% Always
3 Think-Aloud 76.81% 19.64% Always
4 QARs 74.58% 19.10% Often
5 Scaffolding 73.75% 18.85% Often
Total 100%

As presented in Table 6, three strategies were always applied by EFL teachers in

teaching reading comprehension, namely the SQ3R (22.40%), Reciprocal Teaching
(20.01% EFL teachers), and Think-Aloud (19.64% EFL teachers) strategies.
Meanwhile, other strategies were in an often category. They were the QAR strategy
with a percentage of 19.10%, followed by the Scaffolding strategy with a percentage
of 18.85%. The detailed results are presented in the following sub-sections;

The SQ3R Strategy

The SQ3R strategy was the first strategy applied by EFL teachers in teaching reading
comprehension. It was the most dominant strategy applied by them. This strategy
consisted of six items. The results of the teachers’ responses to these items are
presented in the following table;

Table 3. EFL Teachers’ Responses on the SQ3R Strategy

No Items f/ Response (n =30) Cate-

% A O S NV % gory

Providing feedback to f 25 5 0 0
30 students at the end of 95.83 Always
post-reading activities
% 83.33 16.67 0.00 0.00

11 Asking students to f 23 7 0 0
identify the topic of a text 94.17 Always
% 76.6 23.33 0.00 0.00

20 Providing practice time 93.33 Always

to read text while f 22 8 0 0
monitoring, providing

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

No Items f/ Response (n =30) Cate-

% A O S NV % gory
clues, and giving
feedback % 73.33 26.67 0.00 0.00

Asking students to f 21 8 1 0 91.67 Always

23 outline the main ideas of
each paragraph % 70.00 26.67 3.33 0.00
Asking students to
review/retell the texts that f 10 1 9 0 75.83 Often
22 have been read
% 33.33 3.33 30.00 0.00
Asking students to guess
13 and predict upcoming f 7 16 7 0 75.00 Often
information in the text
% 23.33 53.33 23.33 0.00

Average 87.64 Always

Notes: A = Always, O = Often, S = Seldom, and NV = Never, N = Number of

respondents, f = frequency, and % = percentage

As presented in Table 4, four of six items were responded by teachers as always

category while two items were often applied by them in teaching reading
comprehension.

The Reciprocal Teaching Strategy

The reciprocal teaching strategy was the second strategy applied by EFL teachers
in teaching reading comprehension. This strategy consisted of six items. The results of
the teachers’ responses to these items are presented in the following table;

Table 4. The EFL Teachers’ Responses to Reciprocal Teaching Strategy

No Items f/ Responses (n :30) % Category

% A O S NV
Asking students to
24 draw conclusions from f 16 11 3 0 85.80 Always
a text that has been
read % 53.33 36.67 10.00 0.00
25 Asking students to
summarize a text that f 9 14 7 0 82.50 Always
has been read
% 30.00 45.67 23.33 0.00
14
12 14 4 0 81.67 Always

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Tarnia Junita, Mukhrizal, Elfrida

No Items f/ Responses (n :30) % Category

% A O S NV
Asking certain f
questions to find out
how far students can
understand the reading %
text 40.00 45.67 13.33 0.00
15 Testing and correcting
students' f 12 12 6 0
understanding of 80.00 Always
reading texts % 40.00 40.00 20 0.00
17 Helping students guess
the meaning of new f 2 22 6 0
unfamiliar vocabulary 71.67 Often
% 6.67 73.33 20.00 0.00
Facilitating students to
18 reject, revise or
confirm predictions f 3 17 10 0
and to draw 69.17 Often
conclusions from %
reading texts 10.00 56.67 33.33 0.00
Average 78.47 Often

Notes: A = Always, O = Often, S = Seldom, and NV = Never, N = Number of

respondents, f = frequency, and % = percentage

As presented in Table 5, four items were responded by teachers as always category in

teaching reading comprehension, namely items 24, 25, 14, and 15 while other items 17
and 18 were in an often category.

The Think-Aloud Strategy

The Think-Aloud strategy was the third strategy applied by EFL teachers in teaching
reading comprehension. This strategy consisted of six items. The results of the teachers’
responses to these items are presented in the following table;

Table 5. The EFL Teachers’ Responses to Think-Aloud Strategy

No Items Responses (n = 30) % Category
f/p A O S NV
Asking students to
determine the generic f 22 8 0 0
5 structure of a text 93.33 Always
% 73.33 26.67 0.00 0.00
Asking students to solve
the problems found in a f 12 15 3 0
7 text. 82.50 Always
% 40.00 50.00 10.00 0.00

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

No Items Responses (n = 30) % Category

f/p A O S NV
Asking students to read the
title of the text first to f 12 15 3 0
82.50 Always
predict what text it is about.
2
%
40.00 50.00 10.00 0.00
Involving students in
working to discuss and
f 4 16 10 0
16 share the content of
the text that has been 70.00 Often
read. % 13.33 53.33 33.33 0.00
Investigating texts with
students through f
3 15 12 0
3 67.50 Often
pictures in the text.
%
10.00 50.00 40.00 0.00
Asking students to
follow up activities f
5 13 7 5
65.00 Often
26 related to the content
of the text. %
16.67 43.33 23.33 16.67
Average 3.16 Often

Notes: A = Always, O = Often, S = Seldom, and NV = Never, N = Number of respondents, f = frequency,

and % = percentage

As presented in Table 8, three items were responded to by teachers as always category

in teaching reading comprehension, namely items 5, 7, and 2 while three other items
were in an often category.

The QARs Strategy

The QARs strategy was the fourth strategy applied by EFL teachers in teaching reading
comprehension. This strategy consisted of six items. The results of the teachers’
responses to these items are presented in the following table;

Table 6. The EFL Teachers’ Responses to QARs Strategy

No Items Responses (n = 30)

N A O S NV % Cate-
gory
Asking students to 12 13 5 12
discuss the answers to f
21 the questions that are %
given by teachers 40.00 43.33 16.67 40.00 80.83 Always
related to the content
of the text
12 13 8 9 0 78.33 Always

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Tarnia Junita, Mukhrizal, Elfrida

No Items Responses (n = 30)

N A O S NV % Cate-
gory
Finding out moral f
values in a text
% 43.33 26.67 30.00 0.00
Asking students to
create questions f 3 13 14 0
4 related to the topic of 76.67 Always
the text % 10.00 43.33 46.67 0.00
Asking students to
27 answer the questions f 9 13 8 9 75.83 Often
using the information
in a text % 30.00 43.33 26.67 30.00
Helping students to
connect personal f 5 15 10 0
experiences with 70.80 Often
19 certain reading texts % 10.00 50.00 33.33 0.00
Asking students to do
role play and develop f 4 12 12 4
28 poem and song 65.00 Often
composition based on
the text that has been % 13.33 40.00 40.00 13.33
read.
Average 74.58 Often

Notes: A = Always, O = Often, S = Seldom, and NV = Never, N = Number of

respondents, f = frequency, and % = percentage

As shown in Table 10, three items were responded by teachers as always category while
other items were often category while three other items were in an often category.

The Scaffolding Strategy

The scaffolding strategy was the fifth strategy applied by EFL teachers in teaching
reading comprehension. This strategy consisted of six items. The results of the teachers’
responses to these items are presented in the following table;

Table 7. The EFL Teachers’ Responses to Scaffolding Strategy

No Items N Responses (n = 30%) % Category

A O S NV
Involving students to
determine the purpose f 12 16 2 0 83.33 Always
1 of reading a certain
text. % 40.00 53.33 6.67 0.00

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

No Items N Responses (n = 30%) % Category

A O S NV
Giving examples of
6 using reading f 10 16 4 0
strategies. 80.00 Always
% 33.33 53.33 13.33 0.00
Teaching students to 10 14 5 1
change a text from f
paragraphs to a table or % 33.33
29 mapping concepts or 77.50 Always
vice versa 46.67 16.67 3.33

10 Giving an explanation
of procedures and the f 6 13 9 2
use of reading strategy. % 20.00 43.33 30.00 6.67 69.17 Often
Giving an example of
the use of the strategy f 5 14 9 2 68.33 Often
9 in reading. % 16.67 46.67 30.00 6.67
Explaining various
8 reading strategies in f 5 15 6 2 64.17 Often
detail to students. % 16.67 50.00 20.00 6.67

Average 73.75 Often

Notes: A = Always, O = Often, S = Seldom, and NV = Never, N = Number of

respondents, f = frequency, and % = percentage

As presented in Table 7, three items were answered by teachers as always category in

teaching reading comprehension, namely items 1, 6, and 29 while three others were in
an often category.

The Most Frequent Strategy Applied by EFL Teachers in Teaching Reading

Comprehension at Senior High Schools in Bengkulu City
This research question aimed to investigate the most frequent strategy applied by EFL
teachers in teaching reading comprehension at Senior High Schools in Bengkulu City.
This question was viewed from the highest mean score among all strategies. After
analyzing data, the result is described in the following figure;

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Tarnia Junita, Mukhrizal, Elfrida

90,00% 87,64%
85,00%
80,00% 78,47%
76,81%
74,58% 73,75%
75,00%
70,00%
65,00%
SQ3R Reciprocal Think-Aloud QARs Scaffolding
Strategy Teaching Strategy Strategy Strategy
Strategy

Figure 1. The Most Frequent Reading Strategy Applied by EFL Teachers

As presented in Figure 1, there were five strategies of reading comprehension provided

in the questionnaire of this research. All of these strategies were applied by them but
the degree of use was quite different for each strategy. Among them, the most frequent
strategy applied by EFL teachers was the SQ3R strategy. It was followed by the
Reciprocal Teaching, Think-Aloud, QARs, and Scaffolding strategies.

DISCUSSION
EFL Teachers’ Strategies in Teaching Reading Comprehension at Senior High
Schools in Bengkulu City
This question aimed to investigate the strategies applied by EFL teachers at Senior High
Schools in Bengkulu City in teaching reading comprehension. The results showed that
five strategies were applied by them in teaching reading comprehension, namely the
SQ3R, Reciprocal Teaching, Think-Aloud, QARs, and Scaffolding strategies. These
findings mean that the EFL teachers in Bengkulu at the Senior High School level
applied many strategies in teaching reading comprehension to meet students’ needs in
understanding English texts.
The results of this present research are quite different from the previous studies
(e.g., Nur et al., 2023; Anjelita, 2022; Dwiningtiyas et al., 2022; Vendho, 2022;
Sitimorang, 2022; Adawiah & Manurung, 2021; Nurdin, 2021; Nurdianingsih, 2021;
Saputri et al., 2021; Pranata & Novita, 2021; Nurhayati, 2019; Ranggi, 2019). The
previous studies found that teachers tended to use scaffolding, SQ3R, QARs, and
semantic mapping in teaching reading comprehension. Meanwhile, in this present
research teachers used five reading strategies as proposed by Vacca and Vacca (1999).
Only three strategies are the same as the previous studies, namely scaffolding, SQ3R,
and QARs. It might be influenced by different students’ characteristics such as learning
style, English ability, and reading skills. It was affirmed by Fitriana(2018), the use of
reading strategy depends on the way students learn, their motivation, linguistics
competence, interest, characteristic of the text and the last is the environmental role.
Those factors influence a teacher in the use of reading strategies for their students
during the teaching and learning process.

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

In terms of the SQ3R strategy, the finding shows that EFL teachers always
applied this strategy in teaching reading comprehension. This strategy is regarded as
appropriate for students of Senior High Schools in Bengkulu because it uses some
systematic stages which guide students to understand the text. This strategy is done by
reading texts together with students and teachers or students and students (Suyatno,
2009). Therefore, this strategy is one of cooperative learning to make students active in
the process of learning, particularly reading comprehension.
Teaching reading comprehension is likely good using the SQ3R strategy. The
cooperative learning model in terms of the SQ3R aims to make readers active in the
face and understand the reading texts and can find the main ideas and details important
that support the main idea (Soedarso, 2010). This method allows the reader to capture
other ideas that are implied in the texts. That’s why this strategy is always used by
teachers in Bengkulu at the Senior High School level.
In terms of the Reciprocal Teaching strategy, the finding shows that EFL
teachers often used this strategy in teaching reading comprehension. It means that
teachers have applied cognitive learning strategies in teaching reading comprehension.
It could be seen that they always asked their students to make conclusions and
summaries based on the text that they had read. It aims to train and increase students'
critical thinking ability because it can increase students’ motivation to read (Sundahry
et al., 2019). These activities are part of the reciprocal teaching that is under the
reciprocal teaching techniques that guide the discussion, such as predicting, question
generating, summarizing, and clarifying.
There are some benefits of using the reciprocal teaching strategy in teaching
reading comprehension. Setyawati and Fahri (2016) claim that students can solve the
problems in the reading activities; students will be easily understood the information in
a text through predicting stage. Furthermore, the reciprocal teaching strategy will help
students to master many new vocabularies from the text that they read. The last, students
can read and understand the texts in a group, a pair, or together because reciprocal
teaching is a cooperative learning strategy. The emphasis is on students supporting each
other's teaching, requiring collaboration and group thinking (McAllum, 2014). Thus,
during the learning process, students will be enjoyed and motivated and feel cared for
and valued
In terms of the Think-Aloud strategy, this finding shows that there are
transactional activities that happen during the teaching reading. In other words, there is
a collaboration between the teacher and students to construct the meaning of the text
so that instructions used in this strategy engage students in comprehending a text by
associating their prior knowledge (McKeown & Gentilucci, 2007).
Some possible reasons why the EFL teachers applied the think-aloud strategy at
Senior High Schools in Bengkulu city. The “think aloud” strategy can help students
learn to develop their thinking skills while reading, thereby increasing their reading
comprehension. In addition, Sönmez and Sulak (2018) claim that the think-aloud helps
teachers determine the level of students' reading ability and makes it easier for teachers
to assess students. Moreover, using this strategy can help teachers identify individual
students' reading comprehension problems and find ways to help them (Indriani, 2016).
This strategy also increases students' interest in learning because they actively participate

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Tarnia Junita, Mukhrizal, Elfrida

in these activities. Additionally, the Thinking Speech Strategy provided students with an
opportunity to practice speaking their thoughts (Burhansyah et al., 2022). The aim is to
find further information or conclusions not clearly stated in the text.
In terms of the QARs strategy, the finding shows that EFL teachers often apply
this strategy in teaching reading comprehension. It could be seen that they often asked
their students to discuss the answers to the questions together and created questions
based on the information in the text. it is in line with this statement, the QAR strategy
suggests students classify the questions by the source of their answers and the question
could be literal and inferential (Moreillon, 2007). It shows that teachers have tried to
encourage their students to monitor and assess their own thinking in understanding the
text, elaborate and think critically, and refute students’ perceptions (Conner, 2006; as
cited in Nurhayati et al., 2018). So, in classroom practice, students only skim the text
read, and for better understanding, students focus on questions posed by the teacher
about the text read.
In terms of the Scaffolding strategy, the finding shows that EFL teachers often
used it in teaching reading comprehension. It shows that students also still need the
teacher’s guidance in learning reading comprehension. Sarjan and Mardiana (2017)
stated that scaffolding is a lesson in which students receive support in the early stages of
learning, then reduce support and create opportunities for students. In this activity,
students will be able to understand the text easily. It may be because the scaffolding
strategy is good for students who have different problems and situations in learning
reading to encourage creativity and help them be more creative (Narina, 2022). Thus,
this strategy allows teachers to help diverse students understand the meaning and
overcome difficulties in text-related learning situations.
Based on the finding, it means that the use of the QARs strategy gives many
benefits to students. It has been proved by Nurhayati et al. (2018), The QAR strategy is
effective in teaching reading and students have had positive feedback when it comes to
teaching reading comprehension in a school in Banda Aceh. Thus, the QAR strategy
focuses on question and answer and guides students to understand the questions to get
a piece of information in the reading itself.
In conclusion, based on the results of the research, EFL teachers tended to
apply the cooperative learning model in teaching reading comprehension. It may aim
to encourage students’ involvement and activity in understanding texts. Moreover, it
may aim to increase students' critical thinking abilities. Prastyo (2014) argues that
cooperative learning is an effective instructional methodology to support, and three
main objectives of the 2013 Curriculum. It asks students to be active in learning. Thus,
the reading strategies teachers use to teach reading comprehension which are under
cooperative learning seem to work for high school students in Bengkulu.

The Most Frequent Strategy Applied by EFL Teachers in Teaching Reading

Comprehension
Based on the results of the analysis, EFL teachers frequently applied the SQ3R strategy
in teaching reading at Senior High Schools in Bengkulu City. It seems that this strategy
is suitable for students’ characteristics and backgrounds in Bengkulu City.

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 Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

The use of the SQ3R strategy as the most frequent one in teaching reading
comprehension at Senior High Schools in Bengkulu might be influenced by some
reasons. This strategy seems more efficient so that students can repeatedly study
teaching materials from the stages of researching readings or teaching materials (Survey),
asking questions (Question), reading, or studying (Read), telling or rewriting (Recite),
and reviewing (Review). Moreover, this strategy has proved that the use of the SQ3R
strategy could increase the activeness of the students and their learning outcomes in
English lessons (Utama & Turdja’I, 2019). Thus, this SQ3R strategy gives many benefits
for students in teaching reading comprehension and it has some stages that help
students understand the text comprehensively.
The research finding is incompatible with previous studies (e.g., Nur et al., 2023;
Anjelita, 2022; Dwiningtiyas et al., 2022; Viendho, 2022; Situmorang, 2022; Adawiah
& Manurung, 2021; Nurdin, 2021; Nurdianingsih, 2021; Saputri et al., 2021; Pranata &
Novita, 2021; Nurhayati, 2019; Ranggi, 2019) who found that most teachers used the
scaffolding strategy in teaching reading comprehension. It may be caused by the
different characteristics of students of Senior High Schools in Bengkulu.
Based on the results of the research, EFL teachers at Senior High Schools in
Bengkulu City seem that they have been aware of their students’ problems and need to
facilitate them in learning reading comprehension. They have applied many strategies
in teaching reading comprehension that aim to achieve the goals of teaching reading
and to increase students’ learning outcomes better.
Regarding the research that the researcher had done, some strengths and
weaknesses were found. In terms of strengths, this present research has uncovered the
use of strategy in teaching reading by teachers in Bengkulu at the Senior High School
level with more samples compared to the previous studies. Meanwhile, the weaknesses
are this present study did not provide interviews to investigate teachers’ reasons for
choosing those strategies in teaching comprehension. It still needs to know teachers’
perceptions of the use of those strategies. Thus, the next researcher is suggested to fill
the gaps in this present study.

CONCLUSIONS
This research has investigated EFL teachers’ strategies in teaching reading
comprehension at Senior High Schools in Bengkulu and the analysis data has been
done by the researcher. Reading strategy is important to be applied by teachers to help
students understand English texts well and to improve students’ learning outcomes.
Based on the findings, EFL teachers used all strategies in teaching reading
comprehension based on the theory of Vacca and Vacca (1999) and they tended to use
the SQ3R strategy.
Regarding the suggestion, the future researcher is suggested to conduct research
by investigating EFL teachers’ strategies in teaching reading comprehension at different
types of schools such as Vocational Schools and Islamic Senior High Schools. In
addition, the researcher should increase the number of samples to get comprehensive
findings.

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Tarnia Junita, Mukhrizal, Elfrida

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