Putra, Kurnianto Lestari (2024) The Strategies Used By Teacher In Teaching Reading At SMA Negeri 6 Metro. Undergraduate thesis, IAIN Metro.

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Abstract

This study aim to determine the strategies used by the teachers, the strengths and weaknesses of these strategies when applied in the classroom, and the impact of using these strategies on students, as well as to assess whether these strategies are suitable for procedural texts for Teacher (T1) and narrative texts for Teacher (T2).

The research employs a qualitative case study methodology with a descriptive approach, aiming to detail the specific strategies used by teachers in teaching reading comprehension and their outcomes. Data collection involved interviews, observations, field note and documentation.

The results indicate that Teacher T1 employs the think-aloud strategy for procedural texts, engaging students and fostering creativity through verbalizing thoughts during reading. This approach helps students understand the material better and stimulates active participation. On the other hand, Teacher T2 uses the scaffolding strategy for narrative texts, providing initial assistance and gradually reducing support as students become more proficient. This method facilitates a deeper understanding of the text but requires significant classroom management to address noise and distractions. Both strategies showed significant improvements in students' reading comprehension, with notable advancements in test scores. The think-aloud strategy proved particularly effective for procedural texts, while scaffolding yielded better results for narrative texts. These findings suggest that tailored teaching strategies can significantly enhance reading comprehension, ultimately contributing to improved academic performance and critical thinking skills among students.
Keyword: Reading Comprehension, Scaffolding Strategy, Teaching Strategies, Think-Aloud Strategy

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