BURMELLI, BUNGA KHOIRUNNISA (2025) AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING COMPREHENSION FOR GRADE 8 STUDENTS AT SMPN 3 KALANGANYAR. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This research aimed to analyze the strategies used by English teachers in teaching reading comprehension and to explore students’ responses to these strategies in Grade 8 at SMPN 3 Kalanganyar. The study employed a descriptive qualitative method. Data were collected through classroom observations, interviews with one English teacher, and interviews with twenty Grade 8 students. The findings revealed that the English teacher at SMPN 3 Kalanganyar used four main strategies: Scaffolding, Think-Aloud, Know-Want-Learned (KWL), and Question-Answer Relationships (QAR). Each strategy was implemented through various classroom activities, such as guided reading, vocabulary introduction, group discussions, context analysis, and metacognitive modeling. Positive feedback was given by 90% of the students, who stated that the methods used were enjoyable, easy to understand, and encouraged active participation in class. Meanwhile, 10% of the students reported difficulties in understanding the material and felt less engaged during lessons. The findings indicate that the strategies implemented by the teacher supported students’ reading comprehension and emphasized the importance of providing more personalized support to meet the diverse needs of learners.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Penelitian ini bertujuan untuk menganalisis strategi yang digunakan oleh guru bahasa Inggris dalam mengajar pemahaman membaca serta untuk mengetahui tanggapan siswa terhadap strategi-strategi tersebut pada siswa kelas 8 di SMPN 3 Kalanganyar. Penelitian ini menggunakan metode deskriptif kualitatif. Data dikumpulkan melalui observasi kelas, wawancara dengan satu guru bahasa Inggris, dan wawancara dengan dua puluh siswa kelas 8. Hasil penelitian menunjukkan bahwa guru bahasa Inggris di SMPN 3 Kalanganyar menggunakan empat strategi utama, yaitu Scaffolding, Think-Aloud, Know-Want-Learned (KWL), dan Question-Answer Relationships (QAR). Setiap strategi diterapkan melalui berbagai kegiatan di kelas, seperti membaca terpandu, pengenalan kosakata, diskusi kelompok, analisis konteks, dan pemodelan metakognitif. Sebanyak 90% siswa memberikan tanggapan positif, menyatakan bahwa metode yang digunakan menyenangkan, mudah dipahami, dan mendorong partisipasi aktif di kelas. Sementara itu, 10% siswa melaporkan kesulitan dalam memahami materi dan merasa kurang terlibat selama proses pembelajaran. Hasil penelitian ini menunjukkan bahwa strategi-strategi yang diterapkan oleh guru mendukung pemahaman membaca siswa dan menekankan pentingnya pemberian dukungan yang lebih personal untuk memenuhi kebutuhan belajar siswa yang beragam. | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris | |||||||||
| Depositing User: | BUNGA KHOIRUNNISA BURMELLI | |||||||||
| Date Deposited: | 14 Nov 2025 08:05 | |||||||||
| Last Modified: | 14 Nov 2025 08:05 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/56000 |
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