TEACHER’S STRATEGY IN TEACHING READING AT SMP BRAWIJAYA SMART SCHOOL MALANG

ABSTRACT Yusdiansyah, Brian Asprilla. 2017. Teacher’s Strategy in Teaching Reading at SMP Brawijaya Smart School Malang. Undergraduate Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd. (II) Dra. Sri Andreani, M.Ed. Keywords: reading, teacher’s strategy, teaching reading, three phase technique. This study aims to investigate the kind of teaching strategy implemented by the English teacher of SMP Brawijaya Smart School Malang in teaching reading. The research problems in this study are: (1) What kind of teaching strategies are implemented by the English teacher of SMP Brawijaya Smart School Malang to teach reading? (2) What are the reasons of the teacher in implementing the strategy to teach reading? (3) What kind of problem which were faced by the teacher when he implemented the strategy? (4) How did the teacher solve the problems? This study was a descriptive-qualitative study. It was conducted at SMP Brawijaya Smart School Malang. The research instruments were observation sheets, field notes, and an interview guide. The subjects of the research was the English teacher of SMP Brawijaya Smart School Malang who taught Class VIII A, VIII C, and VIII D. The observation were done twice in each class. The interview with the teacher were conducted three times, once for each class. The teacher implemented Three-phase technique to teach reading. Three-phase technique consists of pre-reading, whilst-reading, and post-reading. In pre-reading, the teacher used questioning; he asked questions to the students about the topic they were going to learn in that meeting, and then explaining the lesson by using lecture method. In the whilst-reading activities, the teacher used reading aloud to provide a model of correct pronunciation to the students, students-teacher shared reading, and independent silent reading. Students-teacher shared reading was when the teacher began to read the text and then asked the students to continue reading the text. In post-reading, the teacher used debriefing; it was when he asked questions about the topic they had learned to all of the students, then asking the students to do the exercises from the text book about comprehension questions of the text they had read, and giving projects to the students to the students to look for one narrative text story in the form of fable or folklore and asked them to analyze the text components. The reasons why the teacher implemented Three-phase technique as the strategy in teaching reading was that it was easy to implement, suitable for the students’ condition and it worked well when he implemented it in the classes. The teacher’s problems in teaching reading were that there were several students who did not bring the text book, and several students did not focus in the learning process. The teacher solved the problems by making the students who did not bring the text book feel uncomfortable, so that they would not do the same mistake again. The teacher also approached and gave attention to the students who did not focus in the lesson so that they became focus to the lesson. In conclusion, the activities during the teaching of reading the teacher mainly explained the lesson, read the text, and then asked the students to do the exercises in the text book about comprehension questions of the text they had read. He also did not use any media to teach reading, he also only used one text book as the source of materials. The teacher is suggested to use more varied teaching strategies, use various activities in the classroom, and should use more sources and media. ABSTRAK Yusdiansyah, Brian Asprilla. 2017. Teacher’s Strategy in Teaching Reading at SMP Brawijaya Smart School Malang. Undergraduate Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd. (II) Dra. Sri Andreani, M.Ed. Keywords: reading, teacher’s strategy, teaching reading, three phase technique.This study aims to investigate the kind of teaching strategy implemented by the English teacher of SMP Brawijaya Smart School Malang in teaching reading. The research problems in this study are: (1) What kind of teaching strategies are implemented by the English teacher of SMP Brawijaya Smart School Malang to teach reading? (2) What are the reasons of the teacher in implementing the strategy to teach reading? (3) What kind of problem which were faced by the teacher when he implemented the strategy? (4) How did the teacher solve the problems?This study was a descriptive-qualitative study. It was conducted at SMP Brawijaya Smart School Malang. The research instruments were observation sheets, field notes, and an interview guide. The subjects of the research was the English teacher of SMP Brawijaya Smart School Malang who taught Class VIII A, VIII C, and VIII D. The observation were done twice in each class. The interview with the teacher were conducted three times, once for each class.The teacher implemented Three-phase technique to teach reading. Three-phase technique consists of pre-reading, whilst-reading, and post-reading. In pre-reading, the teacher used questioning; he asked questions to the students about the topic they were going to learn in that meeting, and then explaining the lesson by using lecture method. In the whilst-reading activities, the teacher used reading aloud to provide a model of correct pronunciation to the students, students-teacher shared reading, and independent silent reading. Students-teacher shared reading was when the teacher began to read the text and then asked the students to continue reading the text. In post-reading, the teacher used debriefing; it was when he asked questions about the topic they had learned to all of the students, then asking the students to do the exercises from the text book about comprehension questions of the text they had read, and giving projects to the students to the students to look for one narrative text story in the form of fable or folklore and asked them to analyze the text components. The reasons why the teacher implemented Three-phase technique as the strategy in teaching reading was that it was easy to implement, suitable for the students’ condition and it worked well when he implemented it in the classes. The teacher’s problems in teaching reading were that there were several students who did not bring the text book, and several students did not focus in the learning process. The teacher solved the problems by making the students who did not bring the text book feel uncomfortable, so that they would not do the same mistake again. The teacher also approached and gave attention to the students who did not focus in the lesson so that they became focus to the lesson. In conclusion, the activities during the teaching of reading the teacher mainly explained the lesson, read the text, and then asked the students to do the exercises in the text book about comprehension questions of the text they had read. He also did not use any media to teach reading, he also only used one text book as the source of materials. The teacher is suggested to use more varied teaching strategies, use various activities in the classroom, and should use more sources and media