EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School





EFL teachers, reading skill, teaching strategies


Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.


Download data is not yet available.


Afriani, Z. L., Anggraini, M., & Riswanto, R. (2020). The Effect of Question Answer Relationship (QAR) Strategy in Enhancing Students’ Reading Comprehension. Journal of English Education and Teaching, 4(4), 548-558. https://doi.org/10.33369/jeet.4.4.548-558

Carioli, S., & Peru, A. (2019). Teaching Online Reading Strategies Using the Think Aloud Technique. Italian Journal of Educational Technology, 27(3), 279-294. https://doi.org/10.17471/2499-4324/1100

Creswell, J. W. & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Ed). Los Angeles: Sage Publications.

Dwiningtyas, G. N., Sofyan, D., & Puspita, H. (2020). Teachers’ Strategies in Teaching Reading Comprehension. Journal of Applied Linguistic and Literacy, 4(2), 66-77.

Gilakjani, A. P., & Sabouri, N. B. (2016). How Can Students Improve Their Reading Comprehension Skill. Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201

Harmer, J. (2008). How to Teach English. ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029

Hutasoit, S. A. (2021). Pembelajaran Teacher Centered Learning (TCL) dan Project Based Learning (PBL) dalam Pengembangan Kinerja Ilmiah dan Peninjauan Karakter Siswa. Jurnal Pendidikan Indonesia, 2(10), 1775-1799. https://doi.org/10.36418/japendi.v2i10.294

Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E., & Smith, D. L. (2009). Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading. Journal of Learning Disabilities, 42(5), 392–402. https://doi.org/10.1177/0022219409338736

Li, D., & Zhang, L. (2022). Exploring Teacher Scaffolding in A CLIL-Framed EFL Intensive Reading Class: A Classroom Discourse Analysis Approach. Language Teaching Research, 26(3), 333-360. https://doi.org/10.1177/1362168820903340

Luo, M., Main, S., Lock, G., Joshi, R. M., & Zhong, C. (2020). Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. Dyslexia, 26(3), 266-285. https://doi.org/10.1002/dys.1630

Manoli, P., & Papadopoulou, M. (2014). Elementary EFL teachers’ familiarity with reading strategies. Procedia-Social and Behavioral Sciences, 116, 2131-2136. https://doi.org/10.1016/j.sbspro.2014.01.532

Mistar, J., Zuhairi, A., & Yanti, N. (2016). Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia. English Language Teaching, 9(2), 49-56.

Moats, L. C. (2020). Teaching Reading" Is" Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do. American Educator, 44(2), 4.

Mohammadi, M., Abbasian, G. R., & Siyyari, M. (2022). Characterization and development of critically-thinker EFL readers’ reading ability: AWC vs. QAR approaches. Cogent Education, 9(1), 1-24. https://doi.org/10.1080/2331186X.2022.2148451

Nguyen, T. L. P. (2022). Teachers’ Strategies in Teaching Reading Comprehension. International Journal of Language Instruction, 1(1), 19–28. https://doi.org/10.54855/ijli.22113

Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-based nursing, 22(3), 67-68. https://doi.org/10.1136/ebnurs-2019-103145

Stoller, F. L. (2015). Viewing Extensive Reading From Different Vantage Points. Reading in a Foreign Language, 27(1), 152-159.

Tabrizi, H. M., Behnam, B., & Saeidi, M. (2019). The effect of soft vs. hard scaffolding on reading comprehension skill of EFL learners in different experimental conditions. Cogent Education, 6(1), 1-13. https://doi.org/10.1080/2331186X.2019.1631562

Thu, L. N. A., & Vien, T. (2022). The Effects of Think-Aloud Strategy on Efl Young Learners’reading Skill Practice. European Journal of English Language Teaching, 7(5). https://doi.org/10.46827/ejel.v7i5.4503

Wibowo, Y., Syafrizal, S., & Syafryadin, S. (2020). An Analysis of English Teachers’ Strategies in Teaching Reading Comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(1), 20–27.




How to Cite

Apoko, T. W., & Marcellinda, W. (2023). EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School . Edunesia: Jurnal Ilmiah Pendidikan, 4(1), 312–332. https://doi.org/10.51276/edu.v4i1.351