Proceeding Departemen Pedagogik Prodi PGSD

Abstrak
This study is aimed to explore EFL teachers’ strategies in teaching reading comprehension and the students’ responses toward their teachers’ strategies in teaching reading comprehension at one junior high school in Riau. This study employed a qualitative research design which is a case study using three data collection techniques; observation, interview and questionnaire. All of the data were analyzed by using three major phases of analyses: data reduction, data display, and conclusion drawing and verification (Miles and Huberman: 1994). This study revealed that the teachers have used teaching reading comprehension strategies in three reading stages: pre-reading, while-reading and post-reading stage. It also revealed that in general, the students’ responses to their teachers’ strategies were good enough which were classified into low-level association responses and partly-formed knowledge structure responses. These findings recommend that the three teachers need to increase their knowledge and experiences in order to understand the concepts, implementations and the reasons in using the strategies in teaching reading comprehension. They are also suggested to give instructions of teaching strategies to students with low-level association responses before starting the reading activities, and give some guidance to students with partly-formed knowledge.