Teacher’s Strategies in Teaching Reading

Comprehension of Explanation Text for Grade 11

Student’s of Man 1 Medan
Rulyana Manurung
(2193321038)
Thesis Supervisor : Thesis Reviewers :
Isli Iriani Indah Br. Pane, S.Pd., M.Hum. 1. Rika, S.Pd., M.Hum.
2. Bahagia Saragih, S.Pd., M.Hum.
3. Drs. Willem Saragih, Dipl. Appl., M.Hum.
English Education Study Program
Universitas Negeri Medan
 CHAPTER I:
INTRODUCTION
Background of the Study
According to the Minister of Eduction and Culture (Kemendikbud) in “Konsep dan Implementasi Kurikum
2013”, the ability to read and reading comprehension have emerged as required components within Indonesia's
national education curriculum. Brown (2004:60) adds that choosing the appropriate teaching strategy makes
the teaching reading process easier to apply to various teaching methods and techniques.

Expectation Reality

As stated by Minister of Eduction and Culture
(Kemendikbud) in “Konsep dan Implementasi Kurikum
2013” In learning language specifically reading,
students are expected to get used read and comprehend
texts with summarize and rewrite texts based on their
own words
However the researcher discovered that students in
grade XI of MIA 7 still struggled with reading
comprehension. They were unable to comprehend what
they read because they did not understand the meaning
of many of the words in the texts. They still had
difficulty determining the text's topic, main idea, stated
and unstated information.
 CHAPTER I:
INTRODUCTION

Problem of the 1. What strategies does the teacher apply in teaching reading
Study comprehension of explanation text?
2. What are the students’ responses towards their teachers’ strategies in
teaching reading comprehension of explanation text?

Objective of the 1. To investigate teacher’s strategies in teaching reading comprehension

Study of explanation text.
2. To know the student’s responses in reading comprehension of
explanation text towards the teacher’s strategies

This research focuses to investigate English teacher’s strategies in

Scope of the Study
teaching reading comprehension of explanation text. This research
conducted on the eleventh grade students of Man 1 Medan.
 CHAPTER I:
INTRODUCTION

Significances of the Study

Theoretically Practically

Students Future Research

Theoretically, the Teachers Authors
This research can be This study will
findings of this research This research will This study will
used as a new give some
will contribute to either be useful for help as well to
reference to learn contribution and
strengthening or teaching strategies gain a better
English, especially information about
modifying the aspect of and can help understanding of
in reading. They can teacher’s
teacher strategies in teachers determine the issues that
choose one of the strategies in
teaching reading the right strategy arise in English
strategies that use by reading
explanation text. in teaching. language teaching.
the teachers. comprehension.
CHAPTER II: LITERAURE
REVIEW
Reading Comprehension
Reading

According to Nuttal (2000:2), reading is the result of Reading comprehension, according to Westwood
an interaction between the writer's mind and the reader's (2008:31), can be defined as an active thinking process in

mind. This is how the reader attempts to comprehend the which a reader intentionally constructs meaning to form a

writer's message or intended meaning. During this process, deeper understanding of concepts and information presented in

the reader attempts to generate the meanings predicted by a text.

Catherine Snow (2002) defines reading comprehension
the writer in order to comprehend the writer's message and
as the process of simultaneously extracting and constructing
meaning.
meaning through interaction and involvement with written
Harris (1970) stated that reading is the meaningful
language. Comprehension entails three elements: The reader
interpretation of printed written verbal symbols, which also
who is doing the comprehending; The text that is to be
includes feeling, perceiving, attaining meaning, and
comprehended; The activity in which comprehension is a part.
learning to react in different ways.
CHAPTER II: LITERAURE
REVIEW
Teaching Reading Comprehension Strategies
Teaching Strategy

Ibid (16) divides reading into three stages:

Brown (2007: 119) stated that strategies are special
methods of approaching a problems or task modes of 1. Pre-reading activities introduce students to a specific text,
operation for achieving a particular end, planned design for elicit or provide appropriate background knowledge.
controlling and manipulating certain information. 2. While-reading, the activities in this stage are designed to
According to the explanation above, this means that the help learners in becoming active readers, improving their
teacher's strategy is based on the approach used by the command of the foreign language, and decoding

method's implementation. problematic text passages.

Teaching strategies, according to David (1971:80), 3. Post-reading, in this stage, the teacher will check students'

are a plan, method, or series of activities designed to comprehension by asking them some questions related to
the text and then lead them to a deeper analysis of the text.
achieve specific educational goals.
CHAPTER II: LITERAURE
REVIEW
Explanation Text
An explanation text is a nonfiction text that describes
a process, such as the water cycle. An explanation text is a
written explanation that describes how and why something
in the world occurs. It is more about actions than things
(Kemendikbud, Direktorat SMA, Direktorat Jenderal
PAUD, DIKDAS dan DIKMEN: 2020).
As stated by Anderson and Anderson (1997: 80)
explanation text type explains how or why something
happens.
Student’s Responses in Reading Comprehension
According to Antoni (2010), there are three types of
responses in teaching reading comprehension: the students'
response of adjusting their eyes and ears to their teachers'
teaching strategies (sensory orientation response), the
response of putting the students' mind to the teaching and
learning process (paying attention
Brown (2001) also provides another method for
analyzing the students' responses. He believes that because
reading is so unobservable, it is critical in reading to be
able to accurately assess students' comprehension and
development skills.
CHAPTER II: LITERAURE
REVIEW
Relevant Studies

1. Dessy Irene Lasnirohana Sianturi (2022) “Teachers Strategies in Teaching Reading

Comprehension of Analytical Exposition Text”.
2. Rafi Diayu Swasti (2018) “The Use of POSSE Strategy to Improve Student’s Reading
Comprehension of Eighth Graders at MTS N 8 Sleman in the Academic Year 2017/2018”. .
3. Vidya Ayu Roesdica Yulis Aviarinda (2021) “Teacher’s Strategy in Teaching Reading
Comprehension with Authentic Materials in SMA Antartika Sidoarjo”.
4. Rio Gusti Ranggi (2019) “Teacher’s Strategies in Teaching Reading Comprehension at the
Third Grade of State Junior High School 23 Jambi”.
5. Ines Anjelita (2022) “Teacher’s Strategy in Teaching Reading Comprehension at the Second
Grade of SMP N 5 Kota Bengkulu”.
CHAPTER II: LITERAURE
REVIEW
Reading

Reading
Comprehension

Explanation Text

Teacher’s Strategies in Teaching

Reading Comprehension

Student’s Responses Towards

Teacher’s Strategies

Conceptual Framework
 CHAPTER III:
RESEARCH
METHODOLOGY

Research Design

This study will be use descriptive qualitative study. According

Technique of Collecting the Data
to Miles, Huberman, and Saldana (2014), qualitative data can
provide reasoned and rich descriptions and explanations of
The first data were collected by using video recorder.
human processes.
Video recorder will be uses to record teaching process
while the teacher applied the teaching reading
Data and Data Source comprehension strategies of explanation text.
Furthermore, the second data were collected by
The data of this study were the teacher’s instruction while questionnaire dissemination to gain information
applied the strategies in teaching reading comprehension of related to students’ responses towards the teacher’s
explanation text. The second data were student’s responses strategies.
towards the teacher’s strategies in teaching reading
comprehension of explanation text. The sources of the data in
this research were an English teacher at MAN 1 Medan and
students’ of XI MIPA 7.
.
 CHAPTER III:
RESEARCH
METHODOLOGY
Instrument of Collecting the Data
Observation is a method of
Observation
gathering data through observing.
The researcher must immerse
herself in the setting where her
respondents are, while taking
notes or recording.
The questionnaire is a list of
Questionnaire
questions or statements that are
directed to other people with the
aim that that person gives answers
or responses according to the
request of the researcher.
The Technique of Analyzing Data
Miles, Huberman and Saldana (2014) explained there are
three main points of qualitative data analysis.
1. Data Condensation, refers to the process of selecting,
focusing, simplifying, abstracting, and/or transforming
the data
2. Data Display is an organized and compressed
collection of information that allows conclusions and
action to be drawn.
3. Drawing and Verifying Conclusions. After all those
previous steps in analyzing the data, the researchers
drew out and verified the conclusion based on the
researcher findings.
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