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

Tri Wintolo Apoko; Widya Marcellinda

doi:10.51276/edu.v4i1.351

Authors

Tri Wintolo Apoko Universitas Muhammadiyah Prof. Dr. Hamka https://orcid.org/0000-0003-3315-1369
Widya Marcellinda SMP Negeri 28 Tangerang

DOI:

https://doi.org/10.51276/edu.v4i1.351

Keywords:

EFL teachers, reading skill, teaching strategies

Abstract

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.

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