Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal English Language and Literature International Conference (ELLiC) Proceedings
Ratna Nidya Primasari
IKIP PGRI Bojonegoro
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Strategies For Teaching Reading In Efl Classroom Ratna Nidya Primasari; Chyntia Heru Woro Prastiwi; Oktha Ika Rahmawati
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading for junior high school students becomes a fundamental skill because they will use it for further studies at senior high school and university levels. Teaching reading requires various good strategies to arouse students’ motivation and optimize learning outcomes. This descriptive qualitative study investigated strategies used by two English teachers in grades seven and eight at SMPN 2 Bojonegoro, specifically in teaching descriptive and recount texts. The data derived from four reading class meetings were analyzed using an observation checklist and interviews. The results of the study demonstrated that there were 3 strategies used by the teachers, namely RCRR (Read Cover, Remember, Retell), CSR (Collaborative Strategic Reading), and translation. The first two strategies were often applied in grade eight as they were sequential and good for active learners. Meanwhile, translation became the appropriate strategy for grade seven as they had limited vocabulary and were still passive learners. By using numerous reading strategies, it is expected that the students can more easily understand the reading texts. Reading strategies provide students with the tools needed to become aware of their thinking, gain confidence in their ability to think and analyze texts, encounter barriers to comprehending text, and most importantly, make thinking visible and audible.
Co-Authors Chyntia Heru Woro Prastiwi Oktha Ika Rahmawati