TEACHER’S STRATEGY IN TEACHING READING

DESCRIPTIVE TEXT AT SMA NASRANI 3 MEDAN

A Thesis Proposal

Submited in Partial Fulfillment of the

Requirements for Doing Proposal Seminar

By:

JUNIARTA SIMANJUNTAK
REGISTRATION NUMBER 2193321059

ENGLISH AND LITERATURE DEPARTMENT

LANGUAGE AND ARTS FACULTY
UNIVERSITAS NEGERI MEDAN
2024
TABLE OF CONTENTS

TABLE OF CONTENTS ............................................................................................... i

CHAPTER I INTRODUCTION
1.1 The Background of the Study................................................................................. 1
1.2 The Problem of the Study ...................................................................................... 7
1.3 The Objectives of the Study ................................................................................... 8
1.4 The Scope of the Study .......................................................................................... 8
1.5 The Significance of the Study ................................................................................ 9
CHAPTER II REVIEW OF LITERATURE
2.1 Theoretical framework ......................................................................................... 10
2.1.1 Teaching Strategy ................................................................................... 11
2.1.2 Teaching Reading ................................................................................... 12
2.1.3 Strategy in Teaching Reading ................................................................. 14
2.1.4 Reading Comprehension ........................................................................ 16
2.1.5 Strategies in Teaching Reading Comprehension ...................................... 19
2.1.6 Descriptive Text ..................................................................................... 30
2.2 Relevant Studies .................................................................................................. 32
2.3 Conceptual Framework ........................................................................................ 34
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ................................................................................................ 36
B. Data and Source of Data .................................................................................... 37
C. Instrument of Data Collection ............................................................................ 37
D. Technique of Collecting Data ............................................................................. 37
E. Technique of Analyzing Data ............................................................................. 39
REFERENCES ……………………………………………………………………………………………………………… .41

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is a system of arbitrary vocal symbol used for human communication.

Use language as a means of communication with other people, as a tool to express

the ideas and wishes. Without language it is hard to imagine how people can

cooperate and get along with one another. Communication has an important role in

human life. reader must know how to share, to express idea to other. Because

communication is important, so human being should learn how to communicate

correctly. Communication will be easy if the sender and the receiver understand the

information delivered.

However, everybody knows that language cannot be apart from human life.

People need language for communication with each other. By using language,

people can express their ideas and feeling. Therefore, language has a central role in

students’ social and emotional development. It can support them in learning all

subject matters. English is one of international languages. This language is used all

over the world. As a result, Indonesian government has decided that English is

foreign language in Indonesia. In addition, it is the first foreign language taught as

a compulsory subject in junior high school, senior high school and university in

Indonesia. In learning language, there are four skills should be mastered by

students, such as listening, speaking, reading and writing. These four skills should

be involved by teacher in process of teaching and learning in a classroom, but in

1
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this research the researcher focus in teacher’s strategy in reading (comprehension)

of students.

Reading is one of the language skills which is very important to be learned by

students. Through this activities students can improve their own language and

experience. They will get information and ideas which they need to know.

Moreover, they will be able to know what they do not know before. By reading,

people may get a lot of information. The more student reads, the more information

student will get. Reading can easily be defined as the process in which a person

receives and interprets a message from printed materials. Reading is the process of

how information is processed from the text into meanings, starting with the

information from the text, and ending with what the reader gains. Reading forces

the reader’s brain cells to work on a regular basis, so the reader become sharper and

smarter. Even though some information can be obtained without reading, for

example by listening to teacher, seminar, radio, television.

By reading someone may get wider information than listening. For example,

someone who reads a newspaper will get more information than someone who only

watches news on television. Reader can read the text again when reader forgets or

tries to get detail information, while listener cannot. This is supported by Dewi et

al. (2020) who states that reading is an activity that requires the use of multiple

abilities in order to digest text and comprehend its meaning. Because of the

sentences being read out, reading requires a very urgent and crucial mental activity.

Instead, their minds are actively trying to process information at the same time. In

addition, when students read a text, they have to compose word by word and word
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groups to determine the meaning intended by the author. This is because reading is

a process of developing meaning to get the form word by word. Since reading is

necessary to access textbooks and other reading materials outside the classroom,

reading provides a foundation for future learning. Thus, the ultimate goal of reading

is to gain comprehension.

Talking about reading comprehension is one of the pillars of the act of reading.

When a reader reads a text (especially in descriptive text) the reader engages in a

complex array of cognitive processes. The person is simultaneously using that

awareness and understanding of phonemes (individual sound “pieces” in language),

phonics (connection between letters and sounds and the relationship between

sounds, letters and words) and ability to comprehend or construct meaning from the

text. This last component of the act of reading is reading comprehension.

One of the most important skills to have is reading comprehension as it is the

basis for learning in all academic subjects and reading proficiency is essential for

improving one's life, academic performance and national development (Hermida,

2011; Sadiku, 2015; Soto et al., 2019). Therefore, teachers should assist students in

extracting information from the books student read and teach English through

reading. In addition, by understanding the author's concept, reading helps students

acquire new material. Teachers should use interesting and varied teaching methods

to help students become better readers.

In senior high schools, teacher’s strategy in reading should be done with the aim

of understanding the information the author wants to convey and also to search for

information, so that students can draw new conclusions from the book and compare
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it with other material they may encounter in the future. Reading comprehension is

one area of literacy that Indonesian students need to master. Improving the many

meanings offered in writing is possible with reading comprehension skills (Hartati,

2020; Karakaita,2019; Subagio, 2023).

It takes self-discovery to understand what reader have read. Reading

comprehension appears to require the capacity to comprehend and apply

information found in written texts. Reading comprehension is the core of the

reading process. In other words, comprehension will be achieved if the reader is

able to interact with others and interpret the meaning that the author wants to convey

through written language. Teaching reading comprehension may require the use of

methods. Lawton (Sarode, 2018) defines it as a broad learning plan that includes

desired student behavior in relation to teaching objectives and an outline of planned

techniques. This is important and has an important function in classroom teaching

as an indicator.

Acquiring book reading skills is not easy. Students' reading comprehension is

actually very different. Learning a wide variety of subjects begins with reading.

Reading is an important skill that helps students improve the vocabulary, fluency

and other skills, according to Ngan (2017). For example, reading is essential for

language learning development when learning English. Therefore, reading English

texts such as descriptive texts will help students learn grammar, increase

vocabulary, and write more effectively.

One way for teachers to design their lessons and achieve students goals is

through the use of teaching strategies. The goal of reading comprehension is for
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students to be able to understand. Teaching reading requires teachers to be creative

and able to help students with all learning strategies that promote efficient learning.

Teachers can use a variety of techniques to teach reading comprehension. Reading

instruction methods involve students identifying diverse texts and tasks, developing

varied reading goals, and imagining what students are reading.

Despite having read the passage with effort several times, the majority of

students cannot understand the context of the passage in reading comprehension,

according to data from English lessons. problems are often experienced as a result

of students' dislike of reading culture and feelings of lethargy in learning, especially

if teachers do a poor job of creating a comfortable learning environment. there are

many examples of teacher receiving problematic grades of students, especially

those whose achievements are still lacking, such as illiteracy, lack of language

skills, and lack of desire to learn. These problems make it possible to draw

conclusions, such as the absence or lack of student techniques in understanding

lessons, especially in reading descriptive text comprehension.

One way to address this is to include learning tools for students, such as

understanding that descriptive texts. Descriptive text is describes or says something

to the reader (Fitriani 2019; Jayanti 2019). This type of text provides details about

something, such as people, animals, things, and places. Suminar and Putri (2018)

reveal that text descriptive is the text describing the person, animals, thing, and

place with a clear explanation to give readers a piece of information and

understanding about the object described. Therefore, the reader can get the

information about the new object written by the writer in descriptive text, and the
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writers will describe the object clearly and get a clear picture of the object. The

object's explanation is essentially to make the reader understand and get the

knowledge from the text.

In descriptive text, the students can wrote about a person or describing people.

The students should include several information about the physical appearance,

such as how the face is, how tall he is, how fat or thin the body is, how the hair is,

what things you can see from the, person. For example, when a student wants to

describe about friend, then student should know the physical appearance of the

friend, such as how beautiful eyes are, what is the color skin, how long hair is, etc.

besides, students can describe objects, people and locations. Anticipating the

reading and understanding the context is highly recommended for students. When

teacher use learning media are better able to understand the context of what students

read. Media can also help teacher in anticipating the reading of students. For

example, when reading a descriptive text about a person, teacher can use pictures

for students to determine whether the person is tall or short, white or black, thin or

fat, etc. in addition, Descriptive text includes descriptions of animals, people,

things, and places, among other things (Ushchapovska, 2020). This remark is

backed up by Urunami et al. (2017), who claim that descriptive text is made up of

information about a specific thing, such as a written description of an object. It

essentially gives information on the topic, the fact, and their actions. A descriptive

text is one that gives a clear and detailed description of an object, such as a person,

an animal, a thing, or a location. The readers can imagine the object mentioned in

this scenario.
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The finding indicates that teachers need to be features by strategies in teaching

reading descriptive text comprehension in order to help the students to cope with

the difficulties in learning English reading. In line with the previous explanation

that reading descriptive text comprehension is necessary in language teaching.

Teachers are confronting some problems in the process of reading descriptive text

comprehension. There are many teachers taught about reading comprehension by

explaining about the text, main idea, and purpose of the text.

Based on the problem stated above, the researcher assumes that the reading

descriptive text comprehension become a problem if not overcome soon. For this

assumption, the researcher is interested to do descriptive research. By doing this

research, the researcher expected that this research with title “Teacher’s Strategy

in Teaching Reading Descriptive Text Comprehension at Tenth Grade SMA

NASRANI 3 MEDAN”. To analize English teacher strategies the researcher what

to know what English teacher strategies are used and How the English teacher

implement the strategies in teaching reading descriptive text comprehension.

1.2 The Problem of the Study

Based on the fact in the background, the formulation problem of this research

is presented in the following questions:

1. What are the strategies applied in teaching reading comprehension of

descriptive text ?

2. How does the English teacher implement the strategies in teaching reading

comprehension in descriptive text?

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1.3 The Objectives of the Study

Based on the problems of the study that is written above, the objectives of the

study are:

1. To find out the teachers’ strategies in teaching reading comprehension in

descriptive text.

2. To explore the implementation of strategies in teaching reading

comprehension with descriptive text from the English teacher.

1.4 The Scope of the Study

Based on the problem above, this research particularly focuses on English

teacher’s strategies in teaching reading comprehension at tenth grade SMA

NASRANI 3 MEDAN. To conduct this research, the research focus on what are

the strategies applied by English teacher in teaching reading comprehension and

how the implement of the strategies. The reading comprehension of the students

focus on descriptive text.

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1.5 The Significance of the Study

1. Theoretical Significance

The results of this study are expected to enrich the theory of Teacher’s

Strategy in Teaching Descriptive Text Comprehension.

2. Practical Significance

a. The Teacher

For teachers, researchers hope to provide information about appropriate

methods to improve teachers' strategies in teaching English, especially in

reading comprehension.

b. The Students

For students, students can understand more about reading Text

Comprehension. And can apply reading comprehension skills by using

descriptive text to reduce their difficulties in understanding text reading.

c. The Researcher

For researchers, researcher hope to be able to understand teachers'

strategies in teaching understanding descriptive texts.

CHAPTER II

REVIEW OF LITERATURE

2.1 Theoretical framework

Various language processing skills must be developed to understand descriptive

reading. To integrate the text, students must find many words. Learning reading

comprehension needs to pay attention to different reading comprehension systems

and comprehension problems. Therefore, teachers must ensure that students

understand their reading goals. As a result, educators can successfully incorporate

explicit introductory waays into the reading materials currently used in the

classroom. Using inappropriate teaching and mismatching theory with practice in

reading comprehension can make learning reading ineffective. Students who lack

enthusiasm and understanding of reading material are the result of inefficient

teaching of reading. To overcome this problem, Dwiningtiyas et al. (2020) argued

that the reading strategy is the key to make a successful reader. The concern in the

strategy used in reading will assist the teacher in teaching students certain texts so

that students can simply get the knowledge and information of the text.

Related to a brief explanation of the field of study that explores the concept of

"teacher strategy". The researcher created this chapter to provide expert references

that are useful in providing relevant knowledge about the research topic in the next

chapter. After that the researcher will discuss relevant research findings according

to the research topic.

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2.1.1 Teaching Strategy

Teaching strategies is education strategy can be defined as a plan method, or

series of activities designed to aducational Achieves a particular goal. Strategy can

be defined as a plan that contains a series of activities designed to achieve specific

educational objectives. Offering students various tools to support the teaching and

learning process is one of the teacher's duties. In various aspects of the teaching and

learning process, teachers should consider various things. Teachers should use

teaching strategies to make learning more enjoyable due to the following factors:

time, learning objectives, students' backgrounds, and issues related to learning.

Expository techniques, cooperative learning, inquiry-based learning,

contextualized teaching and learning, and problem-based learning are some

examples of teaching tactics. Not all of these tactics are suitable for all subject

matters. It depends on the situation. If an approach works well for one topic but not

necessarily for another, teachers should be able to choose the most effective

approach (Fajriah, 2017). For example, when teaching reading, teachers can have

students read aloud and correct each other's pronunciation. Asking students to read

aloud to each other can also help them enjoy the learning process. in English

teaching is very important for students to understand the subject. Since English is

not the students' native language, they must first acclimatize and understand the

vocabulary by translating it into their native language. When teachers and students

sit in the same classroom and engage in genuine discussions, English teaching

becomes fun.
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According Sanjaya (2017), a strategy is a general action to be taken to achieve

a specific target. He uses the word "general" even though the strategy is still in the

planning stage or only meant as a comprehensive example and not to be

implemented.

As a result, a teaching strategy is when someone has a plan and formulation to

achieve a certain goal and also engages in actions to do so. Teaching strategies are

instruments or methods that students use to learn more effectively and

independently, according to the definition given above.

2.1.2 Teaching Reading

Teaching is a complex process, it does not only give the information from the

teacher to the students. There are many activities that can be doing especially when

the process of teaching and learning in the classroom. Teaching is the activities and

manage the environment in a good condition to make and give the opportunity for

the students in learning process to get the purpose. Teaching reading usually has at

least two aspects. First, it can refer to teaching learners who are learning to read for

the first time. A second aspect of teaching refers teaching learners who already have

reading skill in their first language.

In fact, most formal schools use comprehension tests to measure students'

reading comprehension and center their reading instruction on how to translate texts

(Hastuti 2020). Furthermore, it is emphasized by Dickinson (2019) that a thorough

understanding of word form, usage, and meaning should be the main focus of

reading instruction. This statement explains in detail how reading teaching

materials should be acceptable and meet the needs of teachers' instruction.

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A common way for teachers and students to build their activity in the teaching-

learning process is through teaching strategies (Dickinson 2019). When teaching

reading, for example, teachers should design approaches that take into account the

age, comprehension level and reading proficiency of students. When teaching early

childhood students, teachers should choose texts that are appropriate for the

students' reading level as part of the reading learning method.

After considering a number of theories, the researcher concluded that teaching

requires supportive activities and administration to build and offer opportunities for

students to fulfill their goals during the learning process. Reading instruction

usually consists of two or more parts. In other words, it can be applied to the

teaching of beginning readers. One aspect of teaching is literacy teaching, or

training students to be able to read and write in their mother tongue.

Reading is one strategy used in the classroom to help students comprehend the

teaching-learning process. Since each student is unique, the teacher must offer some

strategies for making the class engaging for the students. The teacher's reading

instruction approach is one of several that are used in the classroom. In the

beginning, summarize. By summarizing, we can take longer texts—say, ten— and

distill them down to their core meanings—the important concepts that need to be

noted and remembered. A summary, defined by Webster's as the "overall concept

in brief form," is the reduction, condensation, or distillation of a larger work into its

essential ideas. Students learn how to identify the most crucial concepts in a text,

how to filter out unimportant information, and how to coherently combine the main

ideas through summarizing. Students' reading retention is improved when they

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learn how to summarize. Nearly all content areas allow for the application of

summarization techniques. Questioning is the second. One of the most significant

aspects of teaching and learning is questioning. It provides tutors the chance to learn

what students already know and are able to understand, and it enables students to

ask questions and get assistance. Skimming is the third. Skimming aims to swiftly

grasp the important points and reading selection's objectives (Cahyono 2011). A

fourth person scans. When looking for specific information, scanning is speedy

reading to pinpoint the main idea. It is evident from the statement above that

techniques have an impact on students' reading comprehension skills. Therefore, it

can be said that teaching students reading skills is important.

2.1.3 Strategy in Teaching Reading

Reading is seen as an interaction activity between language and mind from a

psychological point of view. Pre-reading, reading, and post-reading activities are

several types of activities related to reading class activities (Mukhroji, 2011).

A. Pre- Reading Activities

Before students begin the actual reading task, they engage in interactive pre-

reading activities. Activation in the pre-reading activity focuses on students'

prior knowledge, the purpose of the reading class, learning activities, and

inspires students. The teacher attempts to stimulate students' topic-related

schemata at this point by summarizing the content of the text. The purpose of

the pre-reading activity is to explain to students why they should read and learn.

Students are also motivated by pre-reading. Students who are motivated to read
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will be interested and focused on the content. Pre-reading activities are designed

to help students better understand the literature they will be reading.

B. During Reading Activities

The things that readers do while reading are known as reading activities.

(Mukhroji, 2011) mentions the following things while reading:

a. Identify the main idea.

b. Finding detail the text.

c. Following sequence.

d. Inferring from the text, and

e. Recognizing the discourse patterns.

Reading activities are accompanied by teaching activities that take place

simultaneously (Mukhroji, 2011). There are five things to do when reading.

First, the reader skims the material to determine the main concepts and topic

sentences. Second, the reader looks for precise facts and details in the text.

Third, by connecting items in a certain order or procedure, the reader can follow

a sequence. Fourth, the reader draws conclusions from the material by applying

prior knowledge and schemata to make sense of it. Fifth, to understand the text

as a whole, readers identify discourse patterns.

C. Post-Reading Activities

The things that readers do after reading are known as post-reading activities.

Students complete post-question and post-reading feedback exercises. As

information of greater and lesser value is learned, post-reading questions are

more active in objective and incidental comprehension.

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The instructional tasks that students and teachers complete after reading are

known as post-reading activities. (Mukhroji, 2011) notes that activities that can

be done during the post-reading phase include questions, feedback, and group

and class discussions. The purpose of these activities is to assess students'

understanding of the content they read. After reading the assignment in class,

there are post-reading questions that are very important as students acquire more

and less material. Summarizing the content of the text for students is as relevant

as asking questions. Post-reading activities can also take the form of

discussions. As a result, group or whole-class discussions can be conducted.

Class size can affect the conversation; with large classes, group discussions are

preferred. It would be better to conduct class discussions if the class size is

small.

2.1.4 Reading Comprehension

A. Definition of Reading Comprehension

Reading comprehension skills are acquired through various comprehension

strategies (Amini & Amini, 2017; Amini 2016). In addition, Jeff Wilhelm (2020)

explains in his article published in the website of Scholastic.com, comprehension

requires the reader to be an active constructor of meaning and comprehension

always attends to what is coded or written in the text, but it also depends upon the

reader's background experiences, purposes, feelings, and needs of the moment.

That means reader can read the same book or story twice and it will have very

different meanings for readers. As readers, are an equal and active partner with the

text in the meaning-making process of comprehension. Wilhelm also put strategies

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collected from researches to be an active constructor of meaning as reader and

simplify it in three points.

Reading comprehension strategies are intentional plans and procedures that

proficient readers apply to comprehend the text (Maine, 2013). Readers should

equip themselves with multiple reading strategies to comprehend a text effectively

(Sohail, 2016). The complexity of the reading process is often associated with

grasping the intended meaning of the text (Yapp, 2021). Additionally, it is a

deliberate program and practice that supports students in controlling and developing

their text comprehension skills

Reading strategies according to (Lai 2013) are techniques for deciphering

textual meaning. The strategies are activating prior knowledge, and connect the

applicable prior experiences to the reading; setting purposes; predicting; decoding

text which means to identify word and sentence meanings; summarizing which

refers to bring meaning forward throughout the reading, building on prior

information to create new and fuller meanings; visualizing which is the act of

seeing characters, settings, situations, ideas, mental models; questioning;

monitoring the understanding which is the most salient difference between good

and poor readers is that good readers know when and often why they are not

comprehending; using clarification and corrective strategies where needed; lastly,

(Hall, & Barnes, 2017; Jimenez-Fernandez, 2015; Sencibaugh, 2007), and

unfamiliarity with the appropriate strategy needed to gain meaning from a text

(Woolley, 2008). The presence of these factors could result or cause the students
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or learners from understanding what they are reading and to be successful in the

endeavor to life’s challenges.

Understanding something can vary greatly from one person to another. Each

person has a unique background that affects how well they understand. In addition,

he emphasizes that there are two general notions of understanding. The first, limited

sense refers to the mental process by which a person listens to a speaker's speech

and uses it to form an interpretation of their own thoughts. Together with cognitive

and affective components, comprehension is a more complicated psychological

process that incorporates linguistic elements including elements of phonology,

morphology, syntax, and semantics. This implies that the reader's interpretation

during reading constitutes comprehension.

One of the important skills that students should have is reading. Students read

texts for various purposes, such as entertainment or informational purposes. It is

beneficial for EFL students to become more linguistically proficient and familiar

with the topics covered in their study program. According (Kim and Anderson,

2011) and (Rezanejad ,2014), reading is essential for passing all university courses.

Even when EFL students are fluent in the language, they often have great difficulty

in understanding texts.

According to the students, they had low in reading comprehension for 5 reasons:

first, they had low motivation in learning English as commonly happens in a country

where English is a foreign language like Indonesia (Husnayaini, 2019). Second,

they were not comfortable in reading, because reading is not their habit. Third, low

facilities that did not support the English learning process. Fourth, they still had
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difficulties in making inferences, determining main ideas and locating references.

Fifth, they did not understand how to pronounce in English.

The ability to understand a book is known as reading comprehension. It is the

result of the interaction between the written words and their ability to evoke

information outside the context of the message. According to (Tompkins 2011),

comprehension is a creative process that relies on phonological, syntactic, semantic,

and pragmatic abilities. The ability to detect words quickly is a prerequisite for

reading. It can be recognized from a person's cognitive development, which is the

framework for their thought process. Gunning lists three main theories of reading

comprehension in (Casper 2007). These theories are ;

a. Schema theory (defined as the organized knowledge a person already has about

individuals, locations, objects and events). In addition, this theory also involves the

interaction that results in understanding between the reader's prior knowledge and

the text.

b. Mental Model Theory: Based on the reading material, these models can be

compared to mental movies produced in the mind. It is usually developed when a

student reads fiction.

c. Propositional Theory: In this paradigm, the reader constructs a main concept or

macro structure while reading the text.

2.1.5 Strategies in Teaching Reading Comprehension

A general description of a teaching strategy is an teacher’s plan to know what

to say and do in the classroom. Students can learn and are empowered by the

teaching strategy. In actuality, learning is only seen as the teacher-student transfer

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of information according to the traditional teaching approach. Nonetheless, as they

serve as the primary source of knowledge in their roles as directors or teacher’s,

teachers must maximize the effectiveness of teaching. As a result, using strategy

cannot be stopped. Teachers should use various strategies in teaching reading such

as applying different different methods, media, and games to maintain students'

interest in learning to read, especially English texts such as descriptive text.

Teachers must use various strategies in teaching reading such as applying different

methods, media, and games to maintain students' interest in learning to read

especially English texts such as descriptive texts. according to Decoda (2008) there

are several strategies in teaching reading including:

A. Balancing Instructional Elements

Most students can only handle a small number of difficulties at once.

Important elements to take into account when creating a learning activity are

listed in the chart below. Reducing the amount of tough elements in a given

session enables students to concentrate on the most important concepts and

abilities. In your lessons, it's critical to strike a balance between low and high

challenge qualities. While activities in the High Challenge column will irritate

most students, lessons that only use activities with traits from the Low

Challenge column may be too dull for some students. This structure is designed

to help teachers plan instruction so that the information and the activities

provided stay within the Instructional Zone of what students can handle. That

is, students should be engaged in a level that is slightly above their current level
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of proficiency but should not be overwhelmed by both new information and

new tasks.

B. Brainstorming and Organizing Ideas

Brainstorming and organizing ideas in response to a prompt or first thought

is called brainstorming. In order to make sure that all pertinent facets of a

problem or subject are taken into consideration, brainstorming places an

emphasis on wide and creative thinking and invites the opinions of all

participants. Example: What should everyone do to stay safe in the event of a

hurricane or other natural disaster? Using visual organizers, such "idea maps"

or flow charts, is usually a good idea in order to help pupils understand the

connections between different ideas. One can brainstorm as a class, in couples

or small groups, or on one's own. Additionally, it lends itself to applying the

Think-Pair-Share method.Through brainstorming, kids can come up with ideas

or find a solution to an issue. Furthermore, the exercise equips students to use

brainstorming as a personal and professional planning tool. Additionally, it

teaches kids how to arrange their ideas into priority lists, logical sequences, or

other determine which concepts are important to a topic, issue, or circumstance

and which are fascinating but unrelated to the subject at hand.

C. Clarifying

Clarifying is a reading strategy that is part of the Collaborative Teaching

package, but it can also be used alone. A collection of cognitive techniques

known as "clarifying" can be used by students to pinpoint areas in which they

struggle with understanding and to determine how to understand a word, phrase,

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sentence, or section. Students are urged to pinpoint areas of difficulty and think

about particular solutions when comprehension falters. Clarifying techniques

must be modified for various text types and must consider a range of causes of

understanding problems (e.g., inadequate prior knowledge, poor decoding

abilities, new terminology, or general issues with deriving meaning from print).

Clarifying tactics help struggling readers accomplish what skilled readers do,

which is to put various mending strategies into practice and stop reading when

a text becomes incomprehensible. Assisting students in recognizing ambiguous

ideas, paragraphs, and structures facilitates the learning of self-monitoring

strategies. Students find it easier to hunt for synonyms or other textual hints

when they comprehend and practice repair procedures. It's possible to learn

things again that you might have missed the first time. By employing a variety

of fix-up techniques, students come to understand that the solution to a

comprehension issue can be located in their own minds (by giving the subject

more thought), in the text itself (by looking for related terms or other textual

clues), or in an external source (a dictionary, another text, or an expert).

D. Click, Clunk

Students can utilize the teaching/learning technique Click, Clunk to let the

teacher and themselves know when they are having trouble understanding. The

way students read is that they read aloud, pausing only when they reach a word

they comprehend, repeating "click" and "clunk" for each word they learn. a

word, sentence, or section that they don't fully comprehend. Studies show that

kids who struggle with reading can benefit from self-monitoring their
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comprehension and learning about the processes involved in meaning-making.

A self-monitoring technique called Click, Clunk assists pupils in identifying the

points at which their comprehension falters so they can go back and attempt to

"fix up" their understanding deficiencies. When used in a classroom setting

where some pupils silently click or clack, the technique alerts teachers to areas

where kids are having difficulty. Students who read silently can also employ

this method on their own; all they have to do is acknowledge in their minds that

they have just encountered a clunk. Students are encouraged to read with

thought thanks to this method. In conjunction with "fix up" techniques

(rereading, utilizing visual aids in the text, relying on your background

knowledge, or inferring meaning from context),

offers students an additional resource to improve their reading comprehension.

E. Predicting

Predicting is a part of a group of techniques known as Collaborative or

Reciprocal Teaching. With the help of information (a headline or title, an image,

a summary, or a chart), students are asked to predict what ideas or concepts

might be included in a text. Following the formulation of a forecast, Students

either validate or modify their predictions after reading or listening to a book.

By using prediction, teachers may get students interested in important subjects

and activate their prior knowledge. It draws on prior knowledge and

demonstrates to pupils that they are capable of solving problems even if they

struggle with reading. Students have the ability to connect the dots between their

the concepts in a text and one's own prior knowledge. Students benefit from
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seeing that occasionally their forecasts are incorrect, forcing them to pause,

consider their options, and possibly adjust their original estimates. Students who

predict and revise also benefit from thinking while they read or listen because

they pay attention to check if their predictions came true. Making students

change their predictions encourages "rereading," which is a crucial

comprehension strategy, particularly for struggling readers.

F. Problem-Solving Scenarios

Students examine an issue and brainstorm potential fixes in small groups.

Pupils can construct their own scenarios or use written scenarios, situation

cards, or cues as a guide. Classroom scenarios frequently feature an issue

pertaining to a "hot topic." Scenarios are a great technique to improve literacy

and communication skills as well as problem solving abilities. Students are

reading books that need them to consider as they read a scenario. Pupils are

taught to apply critical thinking techniques to evaluate the circumstances,

pinpoint the issue, generate ideas, and take into account the ramifications for

every concept. Teachers can learn more about what pupils are thinking about

and how they interpret different situations by using scenarios.

G. Question Generating and Answering

In Reciprocal Teaching, a potent combination of skills that also includes

peer-to-peer methods for summarizing, forecasting, and clarifying, question

generation and replying are frequently taught. Pupils are encouraged to come

up with questions regarding a text (written or spoken) and collaborate to locate

the solutions within the text. Pupils may choose to work in groups or in pairs,
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with one person serving as the team leader and posing questions while the other

members of the group research and debate the solutions. Asking and creating

questions allows students to interact with the material and focus on important

details. It is a component of a group of tactics that have been shown to improve

text comprehension. Engaging in question-asking and answering activities in

pairs or groups keeps all kids interested. obtain much more time to focus on the

job at hand and opportunity to discuss the material. Since their responses-as

well as any potential errors-remain confidential, shyer pupils are more inclined

to take part. As "experts," team leaders pose comprehension questions for others

to respond to. This is a challenge for more advanced students and exemplifies

"cognitive apprenticeship" for others by having them listen to their peers create

queries.

H. Reciprocal Teaching (RT) - Peer to Peer Teaching

A series of techniques known as reciprocal teaching are first presented and

shown by the instructor, after which students apply them in pairs or small

groups. The abilities are: (1) retelling or summarizing; (2) anticipating; (3)

providing clarification; and (4) posing and responding to queries. (For further

information, check various techniques.) concerning certain tactics). Although

strategies can be taught in any order, combinations are the most effective. The

teacher is primarily in charge of instructing and showing the tactics throughout

the first part of instruction. Students gradually take charge and go through these

techniques with one another until they are able to complete tasks in their groups

on their own. The technique can be modified for tales, but it works best with
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"informational" non-fiction books. A collection of techniques known as

reciprocal teaching are employed to improve understanding, encourage

teamwork, and develop metacognitive abilities. Instructors and pupils

alternately engage with the text and facilitate different activities. The method

not only encourages enhanced listening abilities and increased not only aids

pupils in monitoring their own learning and thinking but also with their

comprehension of written texts. Low level readers stand to gain a great deal

from the chance to work on their communication skills in small groups or pairs

with supportive adults. They can work on meaningful tasks and engage with

real or modified materials.

I. Role Plays

Students role-play a scenario in pairs or small groups. Every pupil plays a

part. Pupils can construct their own scenarios or work from cards or signals.

Role plays can be combined with other techniques and exercises like Reader's

Theater and Working with Scenarios. Plays with roles can be basic (You need

to speak with Lost and Found since you misplaced your wallet on the bus.) or

complicated (You have to inform a staff member who consistently arrives late

that she needs to get her act together as a supervisor. She needs the money

because her sick children are at home). A role play's objective is to provide

students with an opportunity to collaborate with others to act out a scenario and

investigate the thoughts, feelings, and reactions of others. Both problem-solving

and communication abilities are intended to be developed through role plays.

Since pupils must pay attention, they assist them in staying alert. pay close
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attention and react to what they hear. They are unable to just memorize a

dialogue. Students practice expressing ideas and thoughts in response to people

and learn to consider what they could say by placing themselves in authentic

circumstances. Current events can be used to create role plays. Novels,

screenplays, and short stories can all aid students in understanding textual

dramatic structure. They are also helpful in getting students to role-play difficult

or stressful scenarios from their everyday life, such as when your boss asks you

to stay late at work when you have an exam the next day or when some ladies

in your class are spreading lies about you on My Space.

J. Summarizing

Summarizing is one technique in the peer-interaction-based Reciprocal

Teaching suite of techniques. Predicting, formulating questions, and clarifying

are more components of reciprocal teaching. For the majority of struggling

readers, summarizing is a difficult endeavor that usually requires experience

with retelling and taking notes. When summarizing, students must first

understand the main ideas of the reading before focusing on a few crucial points.

When summarizing, students must create a condensed version of a lengthy

essay that captures the essential ideas and facts. Since most struggling readers

lack the literacy abilities necessary to condense and reiterate ideas, they often

struggle with summaries. They might first want an opportunity to try rewriting

a brief text in their own words and paraphrase it. Students should understand

that just copying phrases is not a suitable method of summarizing or retelling,

even at lower reading levels. By drawing students' attention to crucial details,

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summarizing helps them improve their comprehension abilities in both reading

and listening. It is frequently employed in academic writing to draw students

into texts and record their comprehension of important concepts. While it is

primarily utilized for writing, it also benefits kids in teamwork in the classroom

and at work when they report an event or incident or share the key ideas of a

discussion with others.

K. Teaching with PowerPoint or Overheads

A presentation or mini-lesson centered on content knowledge (e.g.,

electricity, multiple intelligences), a vocabulary-building theme, or a reading

approach is created by the teacher. Presentations with visual data are generated

and enhanced with additional visual data-containing slides and text, and

ultimately just text by itself. Since phrases can be added or removed to make a

point, this method works well for teaching information and is also a great

approach to introduce tactics. The purpose of the slides is to establish the scene,

direct students' attention, and manage class time. To educate others, students

are urged to collaborate in groups or individually to make their own PowerPoint

presentations. Appealing visuals aid in helping pupils visualize concepts. They

engage past knowledge and make connections between word and visual

information. Images add context to background information in ways that are

independent of print media. Pupils are required to use memory sticks, a series

of question prompts, or other methods to respond to images. illustrations

illustrating the connections between concepts Low literacy students struggle to

take notes during lectures and have trouble understanding information that is
29

mostly presented in print. On the other hand, students can obtain information or

concepts through PowerPoint presentations without getting bogged down in

print. Ideas are represented by graphs and images that the instructor can make

material available to students via short lectures or interactive conversations.

Images aid to activate and deepen prior knowledge while enabling struggling

readers to obtain information without having to read text. Images become

"memory pegs," or anchors in the brain, when they are associated with ideas or

words.

L. Think-Pair-Share

The purpose of Think-Pair-Share is to get pupils to consider a subject, then

discuss it in pairs with another student. All students participate, not just those

who volunteer or those the teacher calls on, and it gives them time to organize

their ideas. Think-Pair-Share is effective in all subject areas and can be modified

to fit every level. It is simple to use in large class settings. Students can consider

their answers before sharing them with the class or another student by using the

Think-Pair-Share method. When it comes to speaking up in class, students are

frequently more inclined to offer ideas with a partner. With any luck, this tactic

enables individuals to test out their concepts in a constructive conversation with

a partner. Students who reflect and discuss ideas are also better able to construct

sentences in their heads and refine their concepts through listening to others.

More assured students have the opportunity to volunteer the answer for their

pair when asked to report out to the class, while less assured students hear their

concepts as put out by a group member. In the workplace, Think-Pair-Share is

30

a great technique to improve communication skills because even low-skilled

workers are frequently expected to work in team.

2.1.5 Descriptive Text

Descriptive text is text that explains the appearance of objects, people,

animals and locations. The goal is to provide a detailed explanation of something.

Wardiman further stated that descriptive text is any text that explains a place, object,

person, or other entity in Hanafiawi, Muharam, and Parmawati (2020). There are

two structures visible in descriptive text. Consists of identification and description,

according to Gerot and Wignel in Rizkiani et al (2020). Something to be described

is characterized in identification. Meanwhile, everything related to what the author

wants to describe is described, including its nature, color and characteristics.

Several linguistic characteristics distinguish descriptive text from other types of

text. Adjectives, simple gifts, and specific participants are used. Apart from that,

descriptive text has several linguistic characteristics that differentiate it from other

types of text. It uses adjectives, simple present, and specific participants.

Conjunctions are also used in it. It uses the basic form of present tense in tenses

(Rizkiani et al., 2020).

Descriptive text is text that provides illustrations or detailed descriptions of

people, places, or objects so that readers can see or imagine the subject matter.

Writers of descriptive text attempt to stimulate the reader's imagination as they read.

As a result, when readers read about a location described in descriptive text, it is as

if the reader is there. According to Abisamra (2001), descriptive writing helps

readers visualize the objects being described by clearly describing people, locations
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and objects. Readers will form their own opinions and have a clear picture of the

object being described by reading descriptive text. Furthermore, description serves

to clarify an object for readers, thereby allowing them to visualize the object being

described accurately as if the object were real.

A. Language Feature of Descriptive Text

1. Specific participant : has a certain object, is not common and unique

(only one). for example: Bandengan beach, my house, Borobudur

temple, uncle Jim.

2. The use of the adjective (an adjective) to clarify the noun, for example:

a beautiful beach, a handsome man, the famous place in jepara, etc.

3. The use of simple present tense: The sentence pattern used is simple

present because it tells the fact of the object described.

4. Action verb: verbs that show an activity (for example, run, sleep, walk,

cut etc.

The following approach, based on the Department of National Education

Curriculum (2003), is used to help students identify signs of reading comprehension

of descriptive texts:

A. Identifying The Generic Structures

Identification and description form the general structure of descriptive text.

Usually identification is done in the opening sentence. Identification functions

as an introduction to events which will be detailed further in the next phrase or

paragraph which is called a description.

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B. Identifying the social function

Descriptive text provides a social function by providing specific details

about objects, people, places, the universe, and so on. Finding primary concepts

and supporting concepts. The topic ends with primary thinking, namely the

central idea. The accompanying ideas will explain in more detail this main idea.

This shows that a lot of information about the subject matter covered in the main

idea is filled with supporting ideas.

C. Identifying the vocabularies‘ meaning

The meaning of the vocabulary consists of synonyms and antonyms of the

terms used in the text. Synonyms and original words have the same meaning.

For example, the terms "start" and "start" are synonyms. On the other hand, the

antonym of a word has the opposite meaning to the meaning of another term.

For example, the terms "start" and "finish" have different meanings.

D. Identifying factual information

Any information that is based on general knowledge or specific information

from the text is considered factual information. Actually, all the specifics of this

phenomenon are correct information in descriptive text. This can be in the form

of characteristics, settings, attributes, etc. of the phenomena described in the

topic.

2.2 Relevant Studies

There are many relevant findings in teaching reading comprehension, according

to recent research. The analysis of English teachers' strategies in teaching reading

comprehension at SMP 1 Wonomulyo is the first research similar to this research.

33

Completed by Sarjan and Mardiana (2017). The Journal of English, Teaching,

Learning and Research (ETERNAL) provided the thesis for this research. After

discussing the results, scaffolding and QAR are the methods used to identify the

challenges they have formulated. The second research was written by Yesicha

Audina, Nibenia Zega, and Asima Simarmata (2020) and was entitled "An Analysis

of Teacher's Strategies in Teaching Reading Comprehension." The researchers

discovered through their investigation that they use Directed Reading Activities

(DRA) to teach reading comprehension.

The third research entitled "Teacher Strategies in Teaching Reading

Comprehension in Class Ten of SMAN 7 Mataram" was conducted by Murdi

(2017). Based on the presentation, two common tactics used by English teachers to

teach reading comprehension were identified by research. It's a conversation tactic

and a question and answer partner. However, "Teacher Strategies in Teaching

Reading Comprehension in Class III of SMP Negeri 23 Jambi" is the title of the

fourth related research written by (Ranggi, 2019). The specific aim of this study

was to identify the strategies used by instructors to teach reading comprehension

and the methods English teachers used to implement these strategies. Based on

these findings, they used two strategies: QAR and scaffolding. The research

"Teacher Strategies in Teaching Reading Comprehension at State Vocational

School 2 Batu" by Adi (2017) is the fifth research. This research provides

information about how teachers apply their tactics when instructing students in

reading comprehension.
34

2.3 Conceptual Framework

In learning at school, especially English lessons, there are four skills that are

learned, including; Reading, Writing, Speaking, Listening. In this study, researchers

will focus on reading skills to find out what strategies teachers use to teach reading

skills, especially reading descriptive text. In this study researchers used the theory

of (Decoda 2008) which states that there are twelve strategies that can be used by

teachers in reading descriptive text, including; Balancing Instructional Elements,

Clarifying, Click, Clunk, Predicting, Problem-Solving Scenarios, Question

Generating and Answering, Reciprocal Teaching (RT) - Peer to Peer Teaching,

Role Plays, Summarizing, Teaching with PowerPoint or Overheads, Think-Pair-

Share.

In this research, the researcher will observe the class when the teacher

teaches writing descriptive text using a project based learning model. Researchers

will analyze the implementation of Project Based Learning by teacher when

teaching writing descriptive text. The researcher will also interview the English

teacher to ask about how teacher implement the strategies in teaching reading

descriptive text.
35

Reading English
text

Teaching
reading Strategies In Teaching Reading
(Decoda, (2008) :

A. Balancing Instructional
Elements
B. Clarifying
C. Click, Clunk
D. Predicting
E. Problem-Solving Scenarios
Teacher’s F. Question Generating and
strategy in Answering
teaching G. Reciprocal Teaching (RT) –
reading Peer to Peer Teaching
H. Role Plays
I. Summarizing
J. Teaching with PowerPoint
or Overheads
K. Think-Pair-Share
Teacher’s
strategy in
reading
descriptive text

Figure 2.1 Conceptual Framework

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

Since this study focuses on a specific event in a school environment, the

researcher used a descriptive design in this study. Actions related to English

language teaching and learning are the phenomena in this case. In addition, the

research subjects were not required to receive treatment in this study. The

researcher then made observations and attempted to provide an unbiased and

unambiguous description of the phenomenon as it actually occurred. Thus,

descriptive research is an appropriate design to apply to this study. There are two

stages in this design. Observation of teachers and students will be the first. The

researcher observe the teaching and learning process that take place in the

classroom. Conducting an interview with the English teacher will be the second

step.

Qualitative research is an inquiry process of understanding based on distinct

methodological traditions of inquiry that explore a social or human problem. The

researcher builds a complex, holistic picture, analyzes words, report detailed views

of information, and conducts the study in a natural setting (Creswell, 2014). This

research clarifies and describes the reading teaching tactics used by teachers at

SMA NASRANI 3 MEDAN. The researcher will obtain data regarding the tactics

used by an educator. In addition, this research uses a qualitative descriptive research

design.

36
37

3.2 Data and Source of Data

All types of facts and figures that can be use to gather information are

considered research data. In order for facts - regardless of their format - to be used

as research data in the future, their source can come from a reliable source.

SMA NASRANI 3 Medan which is located at Turi street No.108, Sudi Rejo I,

Medan City, North Sumatra, is the location where this research will be conducted.

For this study, data sources will be collected by the researcher from various sources.

The tenth grade English lesson at SMA NASRANI 3 Medan is one of the main data

sources, with the observation of students and teachers - especially the English

teacher - in the teaching and learning process serving as the main observer.

3.3 Instrument of Data Collection

A data collection instrument is a tool used to obtain data. Instruments are

necessary for researchers to conduct more thorough, accurate, and methodical study

(Arikunto, 2006). The Information was gathered by looking at books, documents,

articles, journals and the internet to identify common themes among the reading

comprehension techniques used by teachers. Such as, camera recorder, voice

recorder and interview sheets.

3.4 Technique of Collecting Data

A. Interview

According to Latief (2015), interviews are a data collection method that

involves face-to-face communication between people. In addition, interviews

help researchers to gain a deeper understanding of the responses of participants.

According to Sukardi (2003), an interview is a communication process in which

38

respondents and researchers exchange questions and answers to gather

information.

Based on the above explanation, an interview is a procedure or process used

to obtain relevant data for a study. Interviews involve a direct question and

answer process, both orally and in writing. The researcher conducted thorough

interviews to obtain the most detailed information regarding students' reading

comprehension challenges.

Data from the interviews will be recorded for this study using a cell phone.

During the interviews, notes will be used as an additional tool to obtain further

information.

B. Observation

The main method of collecting data for qualitative research is observation.

One direct way to see the object of research during the teaching and learning

process is through observation. According to Irzik and Nola (2022), observation,

in its simplest form, “is the recognition and the subsequent recording of an event

or fact through the five senses without the aid of any instrument.” However, the

authors make immediately clear that such a simple form of observation, by its

very nature, promises little gain in knowledge and therefore requires the

consideration of instruments. Narrative and language are used in qualitative

observation to describe environments, actions, and interactions. Understanding

complex interactions in a natural environment is the goal. From the above

statement, it can be concluded that observation is a method used by researchers

to collect information about phenomena, objects, or places by seeing, observing,

39

and understanding them. This research begins with an observation of the

reading comprehension learning process in the classroom, followed by an

analysis of students' responses to the lessons that have been learned during

teaching and learning activities.

3.5 Technique of Analyzing Data

Researchers used qualitative data analysis methods in this research. In

qualitative research, data analysis is a challenging and time-consuming procedure.

It is a procedure in which researchers methodically examine and organize their data

to improve their understanding of the information and enable them to share their

findings with others. The process of handling data and organizing it into meaningful

patterns, categories, or fundamental units is known as data analysis. Qualitative

analysis is nonlinear and clunky. In qualitative research, data collection and analysis

are often completed at the same time or in parallel. But still. Data analysis in this

research can be divided into four stages according to (Donald 2010): data reduction,

data presentation, drawing conclusions or interpretation. This makes sense in the

following ways:

A. Data Reduction

The process of selecting, narrowing, organizing, abstracting, and changing

the information that appears in written field notes or transcriptions is known as

“data reduction.” In collecting data, researchers will select observations and

interviews that have been analyzed by other researchers working in the field.

After that, the researcher concentrates on the data he has collected, summarizing

and organizing it into certain file types. The researcher talked about how
40

teachers teach reading comprehension using descriptive text in this study.

findings from observations and interviews regarding the type of approach and

use of media in the classroom that will be used are selected and combined into

one comprehensive document.

B. Data Display

This method will be used by researchers in presenting the data. create data

forms, such as graphs and matrices, collect data reduction findings, and then

organize them well. concepts and theories related to this subject, researchers,

and findings from their observations and interviews. To make the results of

observations and interviews easier to understand, they are presented in table

form. makes it easier for readers to evaluate the data that researchers have

collected. In terms of research, experts consider the methods used by teachers

to teach reading comprehension using descriptive texts. In line with theory, the

researcher composes or interprets the next part of the text contained in the

research findings.

C. Conclusion Drawing/Verification

At the conclusion drawing/data verification stage, conclusions will be

drawn from the data that the researcher has collected to answer research

questions and research theory, according to (Huberman 1994). In the end, the

researcher concluded that the results that had been selected, organized, and

presented would be able to answer the results of research regarding instructor

approaches in teaching reading comprehension when descriptive text is

available.
41

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