AN ANALYSIS OF TEACHERS'

STRATEGY IN TEACHING
READING AT TENTH GRADE SMA
N 1 PADANG SAGO

LISA NOVITA SARI

1710745001
CHAPTER 1

Introduction
 BACKGROUND OF THE PROBLEM

 The students had lack of vocabulary, when the teacher gave the text and asked
them to find information from the text, they cannot do it well.
 Motivation was still low, because the students assumed about English was
difficult, they have problem when they read a text on teacher instruct to.
 The students was insufficients background knowledge about the topic of the text,
the got difficulties to comprehend the text and also difficult to predict the text
meaning.
 Applying learning strategies the teachers role is needed as facilitator, motivator
and inspiration of the process of teaching learning.
 Strategies in learning process is important to building, educating and creating the
students potensial and mindset good.
 IDENTIFICATION OF THE PROBLEMS

 Firt, applying learning strategies the teachers role is needed as facilitator,

motivator and inspiration of the process of teaching learning.
 Second, strategies in learning process is important to building, educating and
creating the students potensial and mindset good.
 Second, some students said that reading english is difficult.
 RESEARCH QUESTIONS

 What is types of teacher's strategies in teaching reading at SMAN 1 Padang

Sago?
 How do the teacher's implement the strategy in teaching reading at SMAN 1
Padang Sago?
 PURPOSES OF THE RESEARCH

 To describe the teacher's strategies in teaching reading at SMAN 1 Padang Sago.

 To describe how the teacher's implement the strategy in teaching's reading at
SMAN 1 Padang Sago.
 SIGNIFICANCE OF THE RESEARCH

 Researchers the results of this research theoretically and practically can

add insight to researchers in particular and readers in general
 Teacher hopefully it can be taken into consideration thought for insight
English teachers in providing motivation and attention to students who have
trouble learning difficulties within a context of English reading and student
achievement better and higher quality.
 School this research can be an illustration of students' anxiety and fear in
learning English so that the school can do something that can overcome anxiety
problems students in the process of learning English.
 DEFINITION OF THE KEY TERMS

 Teaching strategies is a learning activity that must be done by the teachers and
students, so that the learning objectives can achieved effectielly and efficiently.
 Reading comprehension is the act of understanding what you were reading. while
the definition can be simply stated the act was not simple to teach, learn or
practice. Reading comprehension is an intentional, active, interactive process that
occur before, during and after a person reads a particular piece of writing.
 CHAPTER II
REVIEW OF RELATED
LITERATURE
 READING

A. Defenition of reading
 Tarigan (1998:7) reading is a process which is used by a reader in order
to get the purpose of the writer through the written word
 Brown (2004) reading is the process of interaction between the reader
and the wtiter information by understanding the written language
associated of the world as readers, we try to discover what the author
means while we build meaning for ourselves.
 READING COMPREHENSION

 Defenition : is defined as the level of understanding of a text or meaning.

This understanding comes from the interaction between the words that
are written and how they trigger knowledge outside the text or message.
 STRATEGIES IN TEACHING READING

 Scaffolding
 Think-Aloud
 Reciprocal Teaching
 SQ3R
 QARs
 CHAPTER III
METHOD OF THE
RESEARCH
RESEACH DESIGN

 This research uses qualitative

 The method that used is descriptive
approach Instruments of the research
 Interview
 Observation
Population
 English teachers in SMA N 1 Padang  Documentation
Sago
Sample
 Two English Teachers
 TECHNIQUE OF DATA COLLECTION

Observation
Interview
 The researcher observed whatever
 used structured interview. The
done by the English teachers related
interview by using a set questions
to the teachers strategies in teaching
arranged in advance.
reading in the classroom
 Technique of Data Analysis

 Data reduction
 Data display
 Conclusion and verification
 Tringulation
 DATA AND DATA SOURCES

1. Data
 Interview with teacher one, wednesday, july 30th 2022 at 08:15 - 09:30
 interview with teacher two, thurday, august 15th 2022 at 09:30 - 10:15
 observation with teacher one, wednesday, july 30th 2022 at 10:30 - 12:30
 observaion with teacher two, thurday, august 15th 2022 at 13:00 - 14:00

2. Data sources
this research data sources sre devided from the teacher in SMA N 1 Padang
Sago
 CHAPTER IV
FINDING AND DISCUSSION

This research obtained the data used questionnire distributed to students of SMAN 1
2X11 Kayutanam. The purpose of this research was to analyze the students’
communication apprehension in speaking english.
 Population of the research

Students of SMAN 1 2X11 Kayutanam

 The sample was gotten 23 students of class X IPA 1
 The research used likert scale
 CHAPTER IV
FINDING AND DISCUSSION

 The first teachers said “ The strategy of translating text with a partner, certainly will not
waste time during the learning process. After that is the question - answer strategy
because after translating the text, students will know what it means from the text when i
asked them.
 The second teacher said: ".... I ask a student to read the text. And other friends listened to
the reading of the text read by their friends. After reading, explain the text together. Then I
asked them to look up what those words meant by my guidance. And I say, let's open the
dictionary, we will explain it together.
THE TEACHER'S STRATEGY IN TEACHING READING

1. Transltion Strategy
 The teacher used translation strategies for students to read to always look for vocabulary,
and write on their assignments
 to make students active in the class while learning, motivating them by opening a
dictionary.
 Based on the observation, the teacher asked students to translate with text sentences but
before translating the teacher gave time for students to translate text using a dictionary
 Based on observations in class, the second teacher also used a translation strategy by
asking students to prepare their dictionaries to translate difficult words he writes on the
board
 2. Scaffolding
 Based on observations in class, the first teacher used a scaffolding strategy. This
scaffolding strategy can help students learn to read and can solve problems in a text.
 Based on observations in the second teacher class also used a scaffolding strategy that is
looking for difficult words. And the researcher looked at the transcript when the teacher
want through the reading material.
IMPLEMENTING TEACHERS' STRATEGIES IN TEACHING
READING

1. Translation
 The first teacher applied this strategy. Translation strategies can make their students have
a lot of vocabulary. In each meeting of the English lesson, the teacher asked students to
translate the vocabulary from the text by opening a dictionary related to the topic they are
studying.

 The second teacher also applied a translation strategy in her reading material. Strategies
to help students to know vocabularies.
2. Scaffolding
 The first teacher said that: ".... first, open the book you are going to study on what page.
And I gave them time to understand one by one from the text, but it did not start from the
first chair. Sometimes I choose randomly, a middle draft, or back seat to read and translate
and listen to by their friends in their seats, so there is no ream to be noisy when learning
English.
 The second teacher said that: "... I explain, what will we learn?" if the theme was a
narrative or legend that they like, I'll show them the picture, this is a Malin kundang
picture. Do they know about the story? if they have a description about it. I gave them
texts and they read and discussed them. Discuss it and do the exercises and finish.
In the results of the interview
 the first English teacher used the first text reading strategy.
 Teacher two asked students based on their seats and then asked them to translate the
text. After translating, students will get the translation results.
in the results of the observation
 the first teacher strategy in teaching reading is the same as the results of the interview.
however, the second English teacher had an interview showing that she used the text
reading strategy but only one student read the text,
 the second teacher selects students to randomly read the text and show difficult words in
the text and give them their meaning. Students must translate other vocabulary by
themselves. After that, the teacher and students discuss the material together.
CHAPTER V
CONCLUSION AND SUGGESTION

A. CONCLUSION
 The teacher uses this translation strategy to make students more easily find the contents
of the text and more easily get ideas available in the text. Likewise with strategy
scaffolding, using strategy scaffolding improve students' ability to solve problems in the
text. Because by using these strategies students can be more active, and can quickly
learn to learn to read.
 Then, the teachers apply the strategies in reading to find out first the teacher asks for
strategies in teaching reading by means of the teacher asking students to read
sentences then translating one student at a time.
 The second teacher applies the strategy in teaching reading in a way that the teacher
explained about the previous title. Then write down some difficult words in the text and
make students translate
B. Suggestion
 Students need to be more motivated through some interesting in teaching
reading activities
 Evaluation for English teachers to improve students' reading skills using
strategies.
 This study can add to their knowledge related to various strategies, approaches,
models, and techniques in learning english for foreign languages.
THANK YOU FOR YOUR NICE ATTENTION :)