AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN

TEACHING READING AT THE SECOND GRADE STUDENTS OF

JUNIOR HIGH SCHOOL 3 MENTAYA HILIR UTARA ACADEMIC
YEAR 2020/2021

SKRIPSI
Submitted to fulfill one of the requirement for
the degree of Sarjana Pendidikan {S.Pd}

By :
Name : Dinda Rasya Pitri
NPM : 1788203004
Department : English Education Department

MAJELIS PENDIDIKAN TINGGI PENELITIAN DAN PENGEMBANGAN

PIMPINAN PUSAT MUHAMMADIYAH
SEKOLAH TINGGI KEGURUAN ILMU PENDIDIKAN
(STKIP) MUHAMMADIYAH SAMPIT
2021
 ABSTRACT
STKIP Muhammadiyah Sampit
English Education Department
2021

Dinda Rasya Pitri. 1788203004.

Being a teacher is not easy. The teacher have to think and arrange all the activities that
happen in the classroom. Such as, the method, the strategies in teaching learning process.
Strategy is an important part in teaching learning process. This research aimed to figure out
the strategies used by the English Teacher in teaching reading and how they applied the
strategies. This research was designed as descriptive qualitative research. The subject of this
research was English teacher who teach at the second grade of Junior High School 3 Mentaya
Hilir Utara. The instruments of this research were observation, interview and documentation.
The result of this research found that the teacher used several strategies in teaching reading
comprehension. The strategies were, pre-reading, during reading, post reading. The result of
the research found that the 3 stages in (pre,during and post) reading used to make the students
able to understand clearly about the text talking about. Also the teacher able to know how far
understanding of the student doing the task after read the text that has given and the students
guided more focus on the text and understand what the content of the text.
Keywords: Teachers’ Strategy, Teaching Reading, Reading Comprehension
 TABLE OF CONTENT

TITLE PAGE ............................................................................................................

ABSTRACT ..............................................................................................................
TABLE OF CONTENT ............................................................................................
LIST OF TABLES ....................................................................................................
LIST OF PICTURES ................................................................................................
CHAPTER I INTRODUCTION ...............................................................................
A. Background ........................................................................................
B. Problem Statement .............................................................................
C. Purpose of the Research ....................................................................
D. Significance of the Research .............................................................
CHAPTER II LITERATURE REVIEW ...................................................................
A. Theoretical Basis ...............................................................................
1. Definition of Reading ..................................................................
2. Micro and Macroskill of Reading ................................................
3. Aspect of Reading .......................................................................
4. Characteristics of Succesfull Reading Activities .........................
5. Strategies in Teaching Reading ...................................................
B. Previous Relevant Studi .....................................................................
C. Conceptual Framework ......................................................................
D. Hypothesis .........................................................................................
CHAPTER III RESEARCH METHOD ....................................................................
A. Research Setting ................................................................................
B. Research Design ................................................................................
C. Population and Sample (if any)/ Participants ....................................
D. Operational Definition of Research Variable ....................................
E. Data Collection Method .....................................................................
F. Research Instrument ..........................................................................
G. Data Analyses ....................................................................................
REFERENCE ............................................................................................................
 LIST OF TABLES
Table 2.1 Micro and Macroskill ................................................................................
Table 3.1 Time Allocation.............................................................................................

LIST OF PICTURES
Picture 2.1 Conceptual Framework ...................................................................................
 CHAPTER I
INTRODUCTION
A. Background
English is important to be mastered by students. There are four skills in teaching
and learning English, those are listening, speaking, reading, and writing. Those skills are
related to each other and cannot be independent. Therefore, learners need to master all of
the four skills. According to Cakrawati (2012), she stated that mastering language skills
will determine the students’ communicative competence in the target language.
Reading is one of the skill that students should learn. Through this activity,
students can improve their own language and experience. They will also get information
and ideas which they needed to know. This statement supported by Harmer (2007) the
more we read the more information that we will get. Reading also has a positive effect on
students’ vocabulary knowledge, on their spelling and on their writing. But in reading
students need to comprehen what they read, so that they could know what exactly the text
that they read about. Rasyidah (2014) in her paper, she point out that reading
comprehension means making sense of what readers read and connecting the ideas in the
text to what they already know. It also means remembering what you have read. In other
words comprehending means thinking while you read. In this term students need to read
and understand the idea of the text that the writter want to deliver. This what we knew as
reading comprehension.
In the way to be success in reading comprehension, the teacher need to find the
right strategies in teaching reading comprehension. According to Arvind (2017) teaching
strategy is a generalized plan for a lesson which includes structure, desired learner
behavior in terms of goals of instruction and an outline of planned tactics necessary to
implement the strategy. This strategies help teacher to achieve goal in teaching learning
process. This strategies also could help the teacher to teach reading comprehension in
order to help the students to cope with the difficulties in learning English reading.
Based on the problem stated above, the researcher assumes that reading
comprehension become a problem if it not overcome soon. Based on that problem, the
researcher is interested to do research with title “An Analysis of English Teachers’
Strategies in Teaching Reading at The Second Grade Students of Junior High School 3
Mentaya Hilir Utara”. In this research the researcher using descriptive research. By doing
this research, the researcher want to know what the English teacher strategies are used
and how the English teacher implement the strategies in teaching reading comprehension.
B. Problem Statements
An Analysis of English Teacher’s Strategies in Teaching Reading at the Second
Grade Students of Junior High School 3 Mentaya Hilir Utara is the main point of this
research. Therefore, problem statement of this research are:
1. What are the English teacher's strategies in teaching reading at the Second Grade of
Junior High School 3 Mentaya Hilir Utara?
2. How does the English teacher implement the strategies in teaching reading at the
Second Grade of Junior High School 3 Mentaya Hilir Utara?
C. Purpose of Research
This research aims to find out the teachers strategies in teaching reading at the
second grade of junior high school 3 Mentaya Hilir Utara. The purposes of this research
are:
1. To find out the English teacher strategies in teaching reading used at the Second
Grade of Junior High School 3 Mentaya Hilir Utara.
2. To describe the implementation of English teacher’ strategies in teaching reading at
the Second Grade of Junior High School 3 Mentaya Hilir Utara.
D. Significant of the Research
a. For the students, the finding of the research can be used as a new reference to learn
English, especially reading. They can know kinds of teacher’ teaching strategies and
they can choose one of the strategies that use by the teachers to comprehend reading.
b. For English teachers, the findings are expected to be useful contribution that can be
transferred to learners based on their characteristics. By considering each student may
employ different strategies, the teacher can take one of the strategies in teaching
reading for comprehend to their students.
c. For the next researchers, this thesis will give some contribution and information for
next researchers about strategies in reading used by the second grade of Junior High
School 3 Mentaya Hilir Utara. The result of the research are expected to give some
contributions for students, teachers, and future researches.
 CHAPTER II
LITERATURE REVIEW

A. Theoritical Basis
1. Definition of Reading
Reading is an activity performed to develop an understanding of a subject or
topic. According to Aliponga (2013) reading is the recognition of words, from simple
recognition of the individual letters and how these letters form a particular word to
what each word means not just on an individual level, but as part of a text. Besides
that, Mckee (2012) states that reading is more than letter recognition, but involves
determining meaning and context. As a person read, information is organized into
pattern that are recognized. After that, Nuari (2019) states that reading is the process
of understanding the message that the author is trying to convey. It means we are
making meaning from text at hand. Reading is a very important part of an individual’s
personal and educational growth, the concept of comprehension that may be even
more important. Reading in and of itself is not enough: in addition, an individual
needs to be able to breakdown, to analyze, and to re-organize ideas and information,
we also have to find out what is text talk about. A person needs the ability to
understand what the writer is attempting to communicate. To briefly summarize,
reading is an activity of recognizing words that involve determining the meaning of a
text. Reading is not just about read something, but we also have to consider and
comprehend the meaning of the text that the writer intended to deliver to the reader.
Comprehension in reading is a complex, multiple task ability that we should have to
understand the text.
2. Micro and Macroskill of Reading
Reading is one language skill that has been known as a very important skill to
be mastered by all students because it has very advantageous benefits for the students
to enrich their understandings of various knowledge available in printed sources.
Therefore, to enable students to have such an important skill, they have to master both
micro and macro skills of reading. In Winarlim (2016) Brown stresses the importance
of synthesizing the micro- and the macro-skills implied in the students’ performance
in measuring language skills. Here are the micro and macro skills of reading by theory
of Brown:
 No Microskills

1 Discriminate among the distinctive graphemes and orthographic patterns of English

2 Retain chunks of language of different lengths in short-term memory.

3 Process writing at an efficient rate of speed to suit the purpose.

4 Recognize a core of words, and interpret word order patterns and their significance.
Recognize grammatical of word classes (nouns, verbs, etc.), systems (e.g., tense,
5
agreement, pluralization), patterns, rules, and elliptical forms.
6 Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in written discourse and their role in signaling the
7
relationship between and among clauses.
Macroskills
Recognize the rhetorical forms of written discourse and their significance for
1
interpretation
2 Recognize the communicative functions of written texts, according to form and purpose.

3 Infer context that is not explicit by using background knowledge

From described events, ideas, etc., infer links and connections between events, deduce
4 causes and effects, and detect such relations as main idea, supporting idea, new
information, given information, generalization, and exemplification.
5 Distinguish between literal and implied meanings.
Detect culturally specific references and interpret them in a context of the appropriate
6
cultural schemata.
Develop and use a battery of reading strategies, such as scanning and skimming,
7 detecting discourse markers, guessing the meaning of words from context, and
activating schemata for the interpretation of texts.
Table 2.1 Micro and Macroskill of Reading

3. Aspect of Reading
Based on Hidayati (2018) there are five aspects of reading comprehension
which the students should comprehend a text well according to theory of Nuttal.
These aspects are:

a. Determining Main Idea

The main idea is a statement that tells the author’s point about the topic.The main
idea is usually located in a sentence, it is usually the first sentence but it can be in
the middle or in the last sentence. Therefore, this can make the main idea more
 difficult to find. The students may get confused to see what the main idea of a
passage is, and where the main idea is located.

b. Locating Reference

Reference is antecedent of a pronoun. In identifying reference, the students are

expected to understand for what the pronouns in the sentences are used such as
the pronouns that are used to show people, place, or situation.

c. Understanding Vocabulary

The student expands their knowledge of vocabulary while he is reading a

passage, such as by finding out new words meaning in dictionary and guessing
the meaning from the context. Making prediction from the context will help
students understand the meaning of a passage without stopping and looking up
every new word in a dictionary. In fact, one of the problems readers have
difficulties in understanding material is that they have lack of vocabularies.

d. Making Inference

In making of inference, the students are expected to comprehend the text to find
the conclusion of the statements in the text. Hidayati (2018) stated that readers
need to practice combining clues from the text with their background knowledge
in order to make inferences. It means that the clues in the text will help students
to build assumption and draw conclusion. So they can answer the questions.

e. Detail Information

The last type of question that is usually found in reading test is detail question or
information. This question used to check students ability to understand material
that is directly stated in the text, the question related to the material before. In
understanding and answering detail question, the students can use scanning
strategy. In addition, to find out the answer of detail question, the reader can note
or underline the key word in the question, and then scan the passage for that
words synonym.
4. Characteristics of Successful Reading Activities
What differentiates successful from unsuccessful readers? Successful readers
read actively, read for meaning, and have a clear purpose for their reading. Here are
 the Characteristics of Successful Readers that adopted by Blerkom (2005):
a. Successful readers read actively: To be an active reader, you must search for what
you need to understand; that is key concepts, principles, and the details that
support them.
b. Successful readers read for meaning: Since the goal is to find meaning in the
material, successful readers use inquiry and critical reading to search for key
ideas, make connections to previous knowledge, evaluate the worth of the ideas,
and apply to new situations.
c. Successful readers know what they need to know: Reading becomes more
meaningful when you have previously outlined what your professor is asking you
to understand. Readers can look for and highlight information that is important as
they go.
d. Successful readers connect ideas to what they already know: By making
connections between topics in one class and/or between classes you will find that
the reading becomes that much easier and more relevant to what you are learning.
e. Successful readers monitor their reading: Blindly reading a passage is the opposite
of actively reading. Successful readers keep themselves from zoning out by
frequently checking to make sure that they understand what they are reading.
f. Successful readers adjust their reading rate: Challenging readings may call for a
decreased speed of reading, whereas if you are rereading or skimming your
reading rate may be quite quick. It is also important that when you are sitting
down to read that you track your progress to make sure you are in fact
accomplishing what needs to be done.
g. Successful readers understand vocabulary: Exploring vocabulary can not only
make you a better reader but also a better writer and test taker. Validate
definitions of words you come across while reading by looking up their definition.
h. Successful readers use resources for learning: Branch outside of your textbook by
reading helpful books on the same topic. Also, consulting a reading specialist or
even your professor will likely increase your success at reading.
5. Strategies in Teaching Reading
Psychologically, reading is a viewed as an interactive process between
language and thought. There are three kinds of activities involved in relation to the
reading class activities: According to Ranggi, (2019), there are pre-reading activities,
during reading activities, and post reading activities.
a. Pre- Reading Activities
Pre-reading activities are interactional activities carried out before students
conduct the real reading activities. It is an activity planned the students mental
before they have the material. Teacher should be able to make the students
interested in the process of teaching-learning. Here, teacher gives some pictures or
something that related to the text, then teacher asks some question related to the
topic and lets the students respond. In pre-reading activities, it is concerned with
the student’s background knowledge about the topic, objectives of reading class,
learning activities, and motivating the students. In this stage, teachers try explain
briefly the contents of the text. Pre-reading is to tell students the purpose of
reading and learning. Pre-reading is also to motivate the students. Motivation in
reading attracts students; attention to the text. The activities of pre-reading are
activities aiming at facilitating the students’ understanding about the reading text.
b. During Reading Activities
During reading activities are the activities that reader does while reading
take place. In this stage, a teacher can generate appropriate strategies to help
students in comprehending the text. Here, the teacher told the students to pay
attention to words that will appear in the text that has been presented. Ranggi
(2019) mentions that while reading includes: (a) Identify the main idea, (b)
Finding detail the text, (c) Following sequence, (d) Inferring from the text, and (e)
Recognizing the discourse patterns. In this activity the teacher encourages the
students to focus on reading, so that the students will be easy to understand and
know what the they have read so far.
c. Post Reading Activities
Post-reading activities are the activities conducted by a reader after
reading. In post-reading activities, student do post-question and feedback. The
post-question are more active in incidental comprehension and the objective, since
information of both greater and lesser importance is learned. Post-reading
activities are instructional activities that the students and teacher do after reading
take place. Ranggi (2019) point out that post-question, feedback, and group and
whole class discussion are activities that can be done in the phase of post-reading
activities. The activities function to check student’s comprehension about the text
being read. The post-question after reading class activity are very important, in
this stage teacher tries to evaluate students’ comprehension of reading the text.
 Besides that, summarizing the contents of the text is also applicable to the
students. The activity of post-reading can also be in the form of discussion. Thus
discussion can be in group or whole-class discussion. The discussion may depend
on the class size, if the class is big, it will be better to have group discussion. If the
class is small, it will be better to have whole class discussion.

B. Previous Relevant Study

Some researchers had conducted researches that focused on Teachers
strategies in teaching reading comprehension as follows:
Nazla Ainun Kasim and Sri Rumiyatiningsih Luwiti (2009), conducted a
research with title An Analysis of Teachers’ Strategy in Teaching Listening. The aims
of this research is to investigate the strategy used by teachers’ in teaching listening.
The result showed that Richard’s theory of listening strategy include bottom-up and
top-down was applied. Through utilizing qualitative descriptive analysis, this study
involved three listening lecturers of English Department of Universitas Negeri
Gorontalo where they were observed and interviewed. The subject which were then
divided in; A: 1st teacher, B: 2nd teacher, C: 3rd teacher. In observation list, there are
two strategies with thirteen activities covered within (bottom-up: 7 and top-down: 6).
However, as stated previously the researcher undertook the observation during three
meetings for each participant. From the finding of observation, it was revealed that
most teachers tend to use top-down activities. However, in certain occasions teachers
used top-down listening activity while they were teaching listening. From the title the
focus of the research is different, which are one focusing on teaching listening and
this research focus on reading comprehension. Then, the purpose also different with
the researcher, this research focus on finding teacher strategies and describing the
implementation of English teacher’ strategies in teaching reading while the other one
focus on finding teacher strategy in teaching listening.
Gendis Nadira Dwiningtiyas, Dedi Sofyan, and Hilda Puspita (2020)
conducted a research with title Teachers’ Strategy in Teaching reading
comprehension. This research aimed to figure out the strategies used by the English
teachers in teaching reading and how they applied the strategies. They concluded
based on two English teachers who teach in second grade of the school 9 Bengkulu
City. The result showed that the teacher one used several strategies in teaching
reading comprehension. Both teachers applied and combined the strategies divided
 into three stages of teaching reading comprehension. From that we can compare, the
focus of this research is same, which are focusing on teaching reading comprehension.
Then, the purpose also same with the researcher, where they focusing on finding
teacher strategies in reading comprehension, the different is just from the subject of
the research.
Ahmad, K. Seken, and L.P. Artini (2013) conducted a research with title A
Study on Strategies for Teaching Speaking and Reading Comprehension Skills. The
purpose are to get detailed information about the students’ responses toward their
teachers’ strategies in teaching speaking and reading comprehension skills. They
revealed that the three teachers applied teaching speaking and reading comprehension
skills strategies in three stages; Pre-stages, Whilst-stages and Post-stages. From the
three teachers observed, they employed various strategies in each stage with different
reasons. Most of the students’ responses toward their teachers’ strategies in teaching
speaking and reading comprehensions skills were good enough as their instructions
were clear and understandable. Based on those finding, it can be concluded that the
English teachers need to increase their knowledge and experience in order to
understand the concept and reasons in using the strategies for teaching speaking and
reading comprehension. From the title, the focus of the research is different, which are
one focusing on finding teaching Speaking and reading Comprehension Skills while
this research focus on finding strategies in teaching reading comprehension. Then, the
purpose also different with the researcher, this research focus on finding teacher
strategies and describing the implementation of English teacher’ strategies in teaching
reading while the other one is to get detailed information about the students’
responses toward their teachers’ strategies in teaching speaking and reading
comprehension skills.
B. Conceptual Framework

Analysis (Observation)

English Teacher

Reading Strategies in Teaching Reading

Definition of Reading

Micro and Macroskill of Reading

Aspect of Reading
 Characteristics of Successful
Reading Activities

Figure 2.1 Conceptual Framework

The diagram above shows the concepts of the framework that will construct in this
research. The researcher will analyze the English teacher strategies in teaching reading. In
observing the English teacher in reading the part of explanation is divide into 2. First, the
researcher will explain about reading including micro and macroskill, aspect, also about
the characteristics of successful reading activities. Next the researcher will explain about
the strategies in teaching reading. The focus of this research will be observing on the
English teacher. In conclusion, the researcher analyzes what strategies the teacher uses in
reading, after that the researcher analyze the concept above.
 CHAPTER III
RESEARCH METHOD
A. Research Setting
1. Location
The location of this research with title “Teachers’ Strategies in Teaching
Reading at The Second Grade Students of Junior High School 3 Mentaya Hilir Utara”
will happen in Bagendang Village Jl.Garuda RT.003 RW.002 regency of
Kotawaringin Timur.
2. Time
This research is going to happen in 5 months, it is from Juny until October
2021. This research is to see the implementation that the teacher will use in teaching
reading. Time allocation of this research:
Month
N
Activity Juny July August Sept Oct
o.
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Propposal
Preparation

2 Seminar
Proposal

3 Proposal
Revision

4 Research
Implementation

5 Data Analyze

6 Thesis Final

Table 3.1 Time Allocation

B. Research Design
 In conducting research, we will need research design. Research design will
refer to the strategy to integrate the different components of research projects in
cohesive and coherence way. The design of this research is going to use descriptive
qualitative with observation, interviews, and documentation. Because this research is
focused on a certain phenomenon in the school environment. In this case the
phenomenon is the activities of teaching and learning English. This research doesn’t
need treatment to the object of the research. Then, the researcher needs to observe and
describe the phenomena as clear as possible without manipulation. According to
Sarjan (2017) descriptive method is a method used to examine the status of human
groups, an object, a condition, the thoughts, and the events that will occur. This
descriptive method is an attempt to describe and interpret the objects with reality. The
descriptive method will be implemented because the data analysis is presented
descriptively. Therefore, the appropriate design can be used in conducting this
research is descriptive research. The design consists of two stages. The first, the
researcher observes teaching learning process. The second stage is doing the interview
with the English teacher. This interview happens after the researcher doing the
observation. In this process the interview the researcher ask the detail about the
strategies that teacher used for teaching. By using qualitative approach, the
description of the analysis in this research is in the fform of words.
C. Research Subject
Selection of the sample is very important step in conducting a research study. It is
from the study of this sample that something is known and said about the whole
population. According to Mustajib (2017) a sample must be representative to a
population. It means that good sample must be representative of the entire as possible, so
that the generalization of the sample of this research. This research used Purposive
Sampling to choose subject of the research. According to Iskandar (2017) Purposive
sampling is the technique of selecting participants and sites intentionally to learn or
understand the central phenomenon. It means the participants are recruited according to
pre-selected criteria relevant to the research aims/questions of a given study. For this
research, the researcher take one teacher that teach at second grade students in Junior
High School 3 Mentaya Hilir Utara.
D. Operational Definition of Research Variable
1. Teacher’s Strategy - The teacher's strategy is an effort or tactic of activities carried out
by a teacher in the classroom so that learning is successful.
 2. Teaching Reading - Teaching reading is an activity that happen in the classroom
which is taught by the teacher to find important information in a text.
3. Reading Comprehension - Reading comprehension is the activity of reading a text
which is not limited to just reading, but we also need and should be able to know what
is the content of the text conveyed by the author.
4. Strategy in Reading Comprehension – Strategy in reading comprehension is an
activity that used by the students so they could read the text correctly also
comprehend the text, not only read it but with deep understanding through the text
that given by the teacher.
5. Strategy in Teaching Reading Comprehension – Strategy in teaching reading
comprehension is an tactics that used by the teacher to make students read the text
correctly and could comprehend it with better understanding.
E. Data Collection Method
The aim of the data collecting in conducting scientific research was to get material
that needed by the researcher. In this research, the researcher used interview, observation,
and documentation. Data collection will be taken the form of ‘direct data’ also ‘indirect
data’. Direct data include recordable spoken or written words and also observable
body-language, actions and interactions. The steps data collecting are as follows.
1. Observation
Observation is a way of collecting data in the research which the researcher
observes in the field. In this research, the researcher observes the situation of teaching
learning process that happen in the class. Observation that the researcher used is for
observing teaching learning process, students activity, and problem, which may arise
in the class. In this research, the researcher was an observer. The researcher was not
involved directly in the classroom activity. The researcher made a note during the
teaching learning process. In this case the researcher only noted, analyzed and made
inference about object under study.
2. Interviews
According to Whitehead (2020) interviews are regarded as the prime method
for qualitative data collection. Spoken ‘narrative’ is the basis of most qualitative data,
where that narrative is most often gained through a direct encounter between the
researcher and participant (or several participants) using in-depth interviews or focus
group interviews. Interviewing provides the researcher a mean to gain deeper
understanding of how the students interpret a situation or phenomenon that can be
 gained through observation. The interview is used to collect the data from the teacher.
The researcher asked the teacher about her opinion of the activity in teaching learning
process including the problems in teaching reading. The intended of this interview is
to gain deeper understanding from the teacher of how the teacher implement the
strategy in teaching reading.
3. Documentation
Documentation method is one of the data collection methods used in
qualitative research by viewing or analyzing documents created by the subject himself
or by other subject. With this method, the researcher collects the data from existing
documents, so that the researcher can obtain notes related to research such as:
teaching and learning activities in the classroom, notes, photographs and so on. This
method is used to obtain data that has not been obtained through observation and
interview methods.
F. Research Instrument
Research instrument is a tool or facilities is used by researcher to collect the data.
Data can be gathered from number of sources including the observation checklist and the
interview guideline. In this research, the researcher will be using observation checklist
and interview guideline:
1. Observation Checklist
The teacher will be observed by the researcher using observation checklist. In
this case, the researcher analyzes all the activity in the class during the teaching
learning process. In arranging observation checklist, the researcher will observe the
teacher during teaching and learning process. In observation stage, the researcher will
observe the teacher how the teacher taught their student about reading comprehension
and what the strategies the English teacher used in class during the lesson from
opening until closing. In this case, the researcher will observe whatever done by the
English teacher related to the teacher strategies in teaching reading comprehension in
the classroom.
2. Interview Guideline
According to Swari (2019) interview is a meeting of two persons to exchange
information and idea through and responses, resulting in communication and joint
construction of meaning about a particular topic. According to Phellas et al (2012)
Interviews “can be non-scheduled, though still partly standardized. This is sometimes
called a semi-structured interview”. In this research, the researcher will be using semi-
 structured interview. The interview is going to be done with the English teacher. The
interview will happen after the teaching and learning process finished. The functions
of interview in this research is to crosscheck the data and to make sure that the data
from the observation really valid.
G. Data Analysis
After the data gathered from the result of collecting data, the researcher have to
read and analyze the data. Data analysis is used to organize the data as follow controlling,
organizing, grouping, giving the code and categorizing therefore the process of data
analysis include of the researcher attitude toward respondent. In this research, the
researcher used a qualitative data analysis technique. Data analysis in qualitative research
is a time consuming and difficult process. It is the process where the researcher search
and arrange their data in order to increase their understanding of the data and to enable to
present the result to others. In this data analysis the researcher use the theory from Miles
and Huberman (1984). According to Miles and Huberman the data analysis consists of
three concurrent flows of activities, and those are:
1. Data Reduction
Data reduction refers to the process of selecting and focusing, simplifying,
abstracting, and transforming the data that appear in written up field notes or
transcriptions. In this stage, the researcher gets the raw data. The data gets from
interview, observation, and documentations. In this step, the researcher reduce the
irrelevant data and the needed data is included.
2. Data Display
Data display is an organized compressed form of information that permits
drawing conclusion. In this step, the process of showing data simply in the form of
words, sentence, narrative, and table. In order to make the researcher mastered in the
process of data collecting as the basic of taking appropriate conclusion. In this
research, the researcher will use narrative essay in displaying the data, because it is
the most common data display used in qualitative research.
3. Conclusion Drawing and Verification
This activity is the third element of qualitative analysis. Conclusion drawing
involves stepping back to consider what the analyzed data mean and to assess their
implications for the questions at hand. Verification, integrally linked to conclusion
drawing, entails revisiting the data as many times as necessary to cross-check or
verify these emergent conclusions.
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