TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION

RESEARCH PROPOSAL

Submitted to fulfill final test of Qualitative Research Methodology course

Lecturer:

Anugrah Imani, M.Pd., Ph.D

Arranged by:

Velerin Virlinsia Pelupessy

1212040176

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN GUNUNG DJATI STATE ISLAMIC UNIVERSITY BANDUNG

2024
 I. INTRODUCTION

A. Background

Reading is an essential skill in language development. According to Klimova &

Zambrova (2020), reading becomes an important aspect of people’s lives when they
want to grow and keep up with the abundance of information everywhere. When
learning a language, reading is required to increase vocabulary and to comprehend the
linguistic structures used in the text. This practice helps students develop their
language skills and gain. They also can share their understanding of the text with
others. To understand the meaning of the text, learners must initially understand the
text. Therefore, reading requires an understanding of vocabulary because the text read
uses English as a foreign language learning.

Reading comprehension is a key factor to consider, it is the process of

extracting and creating meaning from written language through interaction and
involvement (Nurdianingsih, 2021). It means the individual can comprehend what they
have read in greater detail. Reading comprehension is concerned with grasping the
main point and relevant specifics, rather than with learners' accents. This requires
learners to clearly understand what they are reading. Hence, reading comprehension is
understanding sentences from a text and then making interpretations of what has been
understood from the text.

In teaching reading comprehension, EFL teachers assess learners' reading

comprehension by asking them responses to questions regarding the text. Rather than
just responding to questions because there are additional strategies to evaluate
comprehension. Learners' reading comprehension capacities vary based on their
content understanding, vocabulary, and language abilities.

According to Muslaini (2017), teaching strategy refers to a teacher's approach

to attaining a specific goal during the educational process. In other words, it is a way
of educating students. To fulfill the different requirements of their learners, effective
teachers use a variety of strategies. According to Dwiningtyas et.al (2020), to keep
learners interested in reading, teachers should employ a variety of strategies,
including the use of varied methods, media, and games.
 Teachers should have extensive experience teaching without prior knowledge
about their learners. Effective teaching requires a balancing approach and materials.
According to Wulandari and Ihsan (2014), effective teaching strategies are crucial for
success. Hence, teachers should apply multiple strategies and skills to accommodate
the needs and learning styles of each student in the class and use effective classroom
strategies.
This topic is important because this research will examine strategies how to
implement them and what are the challenges faced by the teachers in implementing
the strategies for teaching reading comprehension for learners in junior high school.
Because learners in junior high school may struggle in reading comprehension during
their English learning.
Several researchers have studied the strategies for teaching reading
comprehension. The first research was written by Anggi Oktavia Nur Hs, Kisman
Salija, and Munir (2023) with the title “Teachers’ Strategies in Teaching Reading
Comprehension to the Second-Grade Students of Senior High School”. The goal of
this study was to find out and describe the tactics employed by English teachers in
teaching English teacher strategies teaching reading comprehension at SMAN 2
Jeneponto. The research tool consisted of observation, interviews, and documentation.
According to the study's findings, teachers use scaffolding and QAR strategies.
The second, written by Gendis Nadira Dwiningtiyas, Dedy Sofyan, and Hilda
Puspita (2020) with the title "Teacher's Strategy in Teaching Reading
Comprehension" focuses on second-grade students at SMP 09 in Bengkulu City. This
study aims to uncover English teachers' reading instruction methodologies and how to
implement them effectively. The research tool consisted of interviews and a planning
checklist. The study found that one teacher taught reading comprehension using a
range of strategies. Techniques include asking for specific information, reading aloud,
and brainstorming. Teacher two implements nine strategies. To assess comprehension
in specific tasks, students use dictionaries, read aloud, reread, and ask questions.
Third, written by Witya Chaindira Sitorus and Benni Ichsanda Rahman Hz
(2024) with the title “An Analysis Of Teachers’ Strategies In Teaching Reading
Comprehension In Junior High School”. The purpose of this research is to investigate
 the reading comprehension tactics and procedures utilized by English teachers in
Tanjungbalai's junior high schools. The research tool includes surveys
(questionnaires), interviews, and observations by mixed methods. The study found
that 10 survey teacher participants who taught reading from grades 7-9 applied several
strategies in teaching reading comprehension in class, namely directed reading
activities (DRA), reading aloud in class, and without strategies (collecting vocabulary
or difficult vocabulary).
The similarities between this research and previous research will explore what
strategies and how teachers implement the strategies for effective teaching reading
comprehension for eighth-grade junior high school. For the research gap, the
researcher will add the challenges faced and the solutions when teachers implement
reading teaching strategies in the Merdeka curriculum.

A. Research Questions
1. What strategies do teachers use when teaching reading comprehension?
2. How do the teachers implement the strategies for teaching reading comprehension in
the context of the Merdeka curriculum?
3. What are the challenges faced by the teachers in implementing the strategies for
teaching reading comprehension in the context of the Merdeka curriculum?

B. Purpose of the Study

1. To find out what strategies teachers use when teaching reading comprehension.
2. To describe how teachers implement the strategies for teaching reading comprehension
in the context of the Merdeka curriculum.
3. To know the challenges faced by the teachers in implementing the strategies for
teaching reading comprehension in the context of the Merdeka curriculum.

C. The Significances of the Research

1. Practical Significances
a. For the teachers:
The research hopes can help teachers to find new and effective strategies to use when teaching
reading comprehension.
b. For the next researchers:
The research hopes to provide valuable information for the next researchers looking to
perform similar studies on the same topic, as well as teaching strategies for reading.

2. Theoretical Significances
This research might deliver information on teachers' literacy teaching practices. Hopefully, the
findings of this research will help educators and people choose a reading education strategy.
II. RESEARCH FRAMEWORK

A. Reading Comprehension
(McNeil, 2012 cited by Nur et al., 2023) defines reading comprehension as the
process of understanding a text. Understanding the general message, themes, and
concepts the author attempts to express is important, rather than merely particular
words or sentences. It is a complex process that requires various cognitive skills and is
essential for academic performance and daily life.
(Snow, 2002 cited by Junita et al., 2023) reading comprehension is the process of
extracting meaning that readers engage in concurrently through engagement and
connection to written language in terms of text genres. It includes a cognitive
procedure more dependent on comprehension than skill on the student's prior
experience and knowledge (Audina et al., 2020). They are also using analytical skills
to connect with the text and comprehensively understand it.
Reading comprehension involves analyzing, interpreting, and applying information
and ideas received through interaction between the reader and author (Audina et al.,
2020). Readers must evaluate the author's argument, comprehend the context and
nuances given, and apply new information to their background knowledge. In
addition, readers must be able to apply the text's findings to real-world circumstances
or other relevant topics. This approach demonstrates that reading comprehension is a
multifaceted talent that combines multiple intellectual and critical abilities.
From several definitions of reading comprehension, it can be concluded reading
comprehension is a challenging capability that integrates several intellectual and
cognitive abilities. It entails comprehending, linking, analyzing, interpreting, and
applying the information and concepts offered in a text.

B. Teaching Reading Comprehension

Teaching reading comprehension is an act that conveys to students an understanding
of reading comprehension (Prawiro, 2020). (Brown, 2004 cited by Hidayah &
Addinna, 2020) stated teaching reading comprehension goals to assist learners
become competent and productive readers.
(Richards & Renandya, 2002 cited by Anjelita, 2022) stated there are several
relevant teaching principles for reading comprehension: 1. Decreasing barriers
includes teaching through games and songs. 2. Supports taking chances by praising
students and encouraging them to express themselves verbally, This approach might
be used when learners feel they have made mistakes or are hesitant to learn. 3. To
improve learners' self-confidence, teachers should provide tasks that they believe they
can complete and be measured in how they have many language skills. 4. Assisted
learners with developing intrinsic motivation by motivating learners to develop clear
English skills and foster their appreciation for the language. 5. Facilitating
cooperative learning in groups of students can help exchange understanding and
develop innovative thinking patterns.
 Those principles serve as a guide for teaching reading. So that the teaching process
is facilitated and learners can better understand the topic.

C. Strategies in Teaching Reading Comprehension

Several experts developed multiple strategies to accomplish the intended objectives
of the teaching and learning process based on the demands of learners. A teaching
strategy is a lesson plan that incorporates the structure, desired learner behavior,
instructional objectives, and implementation strategies (Antoni, 2010 cited by Saori et
al., 2023). Teaching strategies facilitate the implementation of many approaches to
learning and techniques (Brown, 2004 cited by Dwiningtyas et al., 2020). Some
teachers employ several strategy methods and techniques when teaching reading
comprehension based on students' needs. Innovative teachers employ a variety of
approaches and abilities to meet the particular needs and learning styles of each
learner in the classroom (Dwiningtyas et al., 2020).
Zimmermann & Hutchins identify seven strategies for teaching reading
comprehension (Moreillon, 2007 cited by Giawa, 2022).
1. Activated Prior Understanding
Every reader's specific prior understanding has a substantial impact on how
they perceive texts and respond to various types of art, making it an important
aspect in reading comprehension and overall learning.
2. Applying Sense Image
A reader's prior knowledge can improve comprehension, enjoyment, and
memory recall while reading, emphasizing the critical role our senses play in
comprehending texts.
3. Asking Questions
It is an important component of learning, allowing learners to focus on
relevant questions in reading comprehension.
4. Building Forecasts and Deductions
It can excite readers' senses of action and struggle throughout the reading
experience, and some authors design their texts specifically to accentuate these
aspects.
5. Identifying Main Ideas
It is an important ability for readers nowadays since it helps sift through the
knowledge overload to make sense of and develop understanding, a complex
process that is based on the reader's goal and perspective.
6. Fix-Up Strategies
It is efficacy is dependent on learners' self-monitoring of their text
comprehension.
7. Synthesize
By teaching pupils about knowledge acquisition while facilitating their
opinions, teachers can enhance their critical-thinking skills and prepare them
for future obstacles.
D. Previous Study
Several researchers have studied the strategies for teaching reading comprehension.
The first research was written by Anggi Oktavia Nur Hs, Kisman Salija, and Munir
(2023) with the title “Teachers’ Strategies in Teaching Reading Comprehension to the
Second-Grade Students of Senior High School”. The goal of this study was to find out
and describe the tactics employed by English teachers in teaching English teacher
strategies teaching reading comprehension at SMAN 2 Jeneponto. The research tool
consisted of observation, interviews, and documentation. According to the study's
findings, teachers use scaffolding and QAR strategies.
The second, written by Gendis Nadira Dwiningtiyas, Dedy Sofyan, and Hilda
Puspita (2020) with the title "Teacher's Strategy in Teaching Reading
Comprehension" focuses on second-grade students at SMP 09 in Bengkulu City. This
study aims to uncover English teachers' reading instruction methodologies and how to
implement them effectively. The research tool consisted of interviews and a planning
checklist. The study found that one teacher taught reading comprehension using a
range of strategies. Techniques include asking for specific information, reading aloud,
and brainstorming. Teacher two implements nine strategies. To assess comprehension
in specific tasks, students use dictionaries, read aloud, reread, and ask questions.
Third, written by Witya Chaindira Sitorus and Benni Ichsanda Rahman Hz (2024)
with the title “An Analysis Of Teachers’ Strategies In Teaching Reading
Comprehension In Junior High School”. The purpose of this research is to investigate
the reading comprehension tactics and procedures utilized by English teachers in
Tanjungbalai's junior high schools. The research tool includes surveys
(questionnaires), interviews, and observations by mixed methods. The study found
that 10 survey teacher participants who taught reading from grades 7-9 applied several
strategies in teaching reading comprehension in class, namely directed reading
activities (DRA), reading aloud in class, and without strategies (collecting vocabulary
or difficult vocabulary).
This research differs from previous studies, it will explore how teachers implement
strategies for effective teaching reading comprehension for eighth-grade junior high
school to attract their interest in reading the texts in the Merdeka curriculum and the
author adds the challenges faced by the teachers in implementing the strategies.
III. RESEARCH METHODOLOGY

A. Research Design
This research will apply a qualitative method. Qualitative research explores societal
issues by analyzing those involved's backgrounds, experiences, and views (Creswell,
2014 cited by Sitorus et al., 2024). This research aims to discover and describe the
teachers’ strategies and challenges when teaching reading comprehension in the
Merdeka curriculum context in eighth-grade junior high school. So, this research
design will use a case study. A case study is a detailed analysis of a specific system,
such as an activity, event, process, or individual (Creswell, 2012 cited by Zahara,
2020). It can be concluded the researcher will use a qualitative method and a case
study as a research design because this research will find teachers' effective strategies
when teaching reading comprehension in eighth-grade junior high schools in the
Merdeka curriculum in depth.

B. Research Site and Participant

1. Research Site
The research will be conducted at Tulus Kartika Junior High School on Jupiter
Tengah 2 Street, number 1 Bandung City. The researcher chose this school because it
was accredited by A and uses a Merdeka curriculum.

2. Research Participants
The participants' conceptualizations suggest various points of view on an issue and
diverse views (Creswell, 2013). The participant in this research is an English teacher
who teaches English subjects in eighth-grade junior high school because this research
will focus on the teaching-learning process. This research will use purposive
sampling, which means the research picks people and locations that can provide
information about the research problem and primary phenomenon (Creswell, 2013).

C. Data Collection Techniques

This research will use observation, interviews, and documentation.
1. Observation
Observation is a natural process of seeing individuals and places in the research area
and gathering available data (Creswell, 2012, cited by Winika, 2023). The type of
observation is a participant as an observer. According to Creswell (2013), a
participant observer is a researcher who observes and takes notes during the study
from afar away from the group being studied. The researcher will use an observation
checklist by visiting the classroom and observing the teacher's strategies and
challenges when he or she teaches reading comprehension during English lessons.
The observation checklist was adapted from Sarjan (2017) while observing the
teaching and learning process, especially for the teachers’ strategy in teaching reading
comprehension.
 2. Interview
The researcher will use one-on-one interviews to find more accurate data and ensure
that the data from the observation are effective. To identify the strategy used by the
teacher to teach reading comprehension, the reasons for its implementation, and the
challenges faced by the participant an English teacher who teaches eighth grade. In
one- on-one interviews, the researcher requires individuals open to sharing ideas
(Creswell, 2013). The interview will use voice recording and take notes during the
interview process after the class for 7 minutes with 2 interviews. The type of
interview in this research is semi-structured; the researcher may ask questions based
on the development of questions that have been prepared previously. According to
(Sugiyono, 2015 cited by Anjelita, 2022) semi-structured interviews involve questions
that have been prepared, but the interviewer can also ask additional questions during
the interview.

3. Document
According to (Sugiyono, 2015 cited by Anjelita, 2022) documents might take the
shape of writing, photographs, or major individual efforts. Documents in this research
will attach pictures to present the real data. The researcher will attach a photo of the
teaching reading comprehension process, the interview transcript, and the textbook
the teacher uses.

D. Data Analysis
The research uses descriptive data analysis. According to (Miles & Huberman, 1984
cited by Sugiyono, 2013) there are 3 steps for the data analysis: data reduction, data
display, and conclusion.

1. Data Reduction
According to Sugiyono (2013) reducing data involves summarizing, selecting
relevant information, focusing on key points, and identifying patterns and themes.
After collecting data from observation the researchers will describe what she had
observed. After collecting data from interviews with teachers, the researcher will
write a transcript of the outcomes of how the teacher taught reading comprehension
strategies, the reasons for adopting the strategies, and the challenges the teachers had
when implementing these strategies. During this phase, irrelevant data is discarded
while necessary data is added. Last, the researcher will attach the documents analyzed
and classified according to data requirements.

2. Data Display
According to Sugiyono (2013), qualitative research results can be presented in
several ways, including short descriptions, charts, and flowcharts. The researcher will
analyze the obtained data to assess the effectiveness of the teachers' strategy, reasons,
and challenges encountered while the teacher implemented the strategy. The data will
be presented as narratives, describing teachers' usage of teaching strategy.
3. Conclusion
The researcher creates the conclusion after analyzing data, conducting interviews,
and documenting. The researcher began determining the data collected and merged
categories based on data with the same code establishing their connection.
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