Teacher's Strategies for Teaching Reading : A Case Study at SMAN 1 Srengat
Keywords:
Teaching reading, teacher strategies, reading comprehension, evaluationAbstract
This study explores the challenges, strategies, and evaluation methods in teaching reading at SMA Negeri 1 Srengat, where students often struggle with comprehension due to limited vocabulary, low motivation, and varied reading abilities. The purpose of this research was to examine the difficulties faced by teachers, the strategies they employed to address those challenges, and the approaches used to evaluate students’ reading comprehension. A qualitative case study design was applied, involving one English teacher and three eleventh-grade students selected through purposive and snowball sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings indicate that teachers encountered difficulties in material preparation, lesson planning, classroom management, and student engagement. To overcome these challenges, the teacher implemented scaffolding techniques, group-based activities, contextual material selection, and the use of digital tools. Evaluation of reading comprehension was carried out through classroom observation, reading tasks, written assessments, and formative feedback. The study concludes that effective reading instruction requires adaptive, student-centered, and reflective strategies supported by institutional resources. These results highlight the importance of continuous teacher professional development and the provision of adequate learning facilities to improve reading engagement and comprehension outcomes.
References
Afzal, N. (2019). A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education. Arab World English Journal, 10(3), 81–98. https://doi.org/10.24093/awej/vol10no3.6
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Crystal, D.a-Marchena, O. (2003). English as a global language. In Cambridge University Press, Cambridge. https://doi.org/10.4000/lexis.4512
Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. In Routledge, New York. https://doi.org/10.37985/jer.v4i3.280
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. In Cambridge University Press, Cambridge. https://doi.org/10.61104/ihsan.v1i2.57
Harmer, J. (2007). The practice of English language teaching. In Pearson Education Limited, London. https://doi.org/10.24176/kredo.v4i1.3535
Indonesia, K. P. dan K. R. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 37 Tahun 2018. In Perubahan atas Permendikbud Nomor 24 Tahun 2016 tentang KI dan KD. Kemendikbud RI.
Indrayadi, T., Yandri, H., & Kamil, D. (2020). The Effect of Contextual Teaching and Learning on Reading Comprehension. Indonesian Research Journal in Education, 4(2), 569–583. https://doi.org/10.22437/irje.v4i2.9017
Miles, M. B., & Hurberman, A. M. (1994). An analytic approach for discovery. In SAGE Publication.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. In Cognition and Instruction (Vol. 1, Issue 2). https://doi.org/10.24198/jkip.v3i2.10003
Rahmah, R., & Nurweni, A. (2019). The implementation of reciprocal teaching strategy in teaching reading comprehension. Journal of English Language Teaching, 8(2), 75–82. https://doi.org/10.30738/trihayu.v6i2.8054
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning.
Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge University Press.
Sari, N. L., & Wardani, R. (2019). Strategi guru dalam pengajaran membaca di SMA. Jurnal Pendidikan Bahasa Inggris Indonesia, 7(2), 56–63. https://doi.org/10.24313/jpbl.2022.00185
Setiawan, B., & Apsari, Y. (2020). Scaffolding technique in teaching reading. Project (Professional Journal of English Education), 3(6), 742–748. https://doi.org/10.46245/ijorer.v2i2.93
Sinaga, M., Riyantika, M., & Puteri, D. (2023). Penerapan Contextual Teaching and Learning dalam meningkatkan pemahaman membaca. Jurnal Pendidikan Dan Pembelajaran, 10(1), 15–25. https://jsr.unha.ac.id/index.php/FingeR
Syahroni, M., Mardiana, H., & Wulan, T. (2021). Tantangan dalam pengajaran reading di kelas EFL. Jurnal Ilmu Pendidikan, 12(3), 91–99. https://doi.org/10.37640/jcv.v2i2.1506
Vina, M., Paramita, A., Aceh, N. T., & Iju, A. S. (2022). Media visualisasi auditori kinestetik ( VAK ) terpadu untuk stimulasi keaksaraan awal anak. 10(3), 432–439.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In Harvard University Press, Cambridge. https://doi.org/https://doi.org/10.58230/27454312.2
Yunita, L., & Fauziah, A. (2022). Kesulitan siswa dalam memahami teks bahasa Inggris di SMA. Jurnal Pendidikan Bahasa Dan Sastra, 13(2), 60–70. https://doi.org/10.24114/lt.v19i1.34324
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Kharisma Qurrotul Aini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
