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A STUDY ON STRATEGIES FOR TEACHING SPEAKINGAND READING

COMPREHENSION SKILLSBy. AHMAD

GANHESA UNIVERSITY OF EDUCATION

ABSTRACT

The central intention of this study was to analyze the English teachers’ strategies
in teaching speaking and readingcomprehension skills in SMPN 1 Selong. It was
conducted to get detailed information about the students’ responses towardtheir
teachers’ strategies in teaching speaking and reading comprehension skills. This
study employed a qualitative researchdesign. Necessary data was gathered using
open-ended question, classroom observation, interview, and questionnaire.
Theresult of this study revealed that the three teachers applied teaching speaking
and reading comprehension skills strategies inthree stages; Pre, Whilst and Post
Stages. Then in general the students’ responses toward their teachers’ strategies
inteaching speaking and reading comprehensions skills were good enough as their
instructions were clear and understandable.Based on those finding, it can be
concluded that the English teachers need to increase their knowledge and
experience inorder to understand the concept and reasons in using the strategies
for teaching speaking and reading comprehension. Thisstudy recommended that
English teachers should have awareness to the significance in choosing the
appropriate strategiesfor teaching speaking and reading comprehension skills. So
that the learning process can run effectively.

Key Words: Strategy, Speaking, Reading

although they have been studying English for aboutsix years. In this context,
M. Thalal (2010) stated
thatt h e r e a r e m a n y c a s e s h a p p e n w h e r e s t u d e n t s ’ expectation
s do not match with the reality of learningresult showing that their English
proficiency is stillvery low or no significant English ability after
manyy e a r s o f s t u d y . M o r e o v e r , s t u d e n t s o f f o r e i g n l a n g u a g e
e d u c a t i o n p r o g r a m s a r e c o n s i d e r e d successful if they can
communicate effectively in
thel a n g u a g e ( R i g g e n b a c h & La z a r a t o n , 1 9 9 1 ) . Th e parameter used to r
evise the English teaching program in well-
design syllabus, lesson plan, andmaterial design that the students’ success or
lack of s u c c e s s i n E F L
( En g l i s h a s F o r e i g n La n g u a g e ) i s judged by the accuracy of the language t
hey produced. In order to improve the accuracy of English communicative
competence based on
recentE n g l i s h c u r r i c u l u m o b j e c t i v e s , t h e t e a c h i n g o f speaking
skill has become increasingly important inthe English as a foreign language
context.Unfortunately, the change in the
curriculumi s n o t f o l l o w e d b y a p p r o p r i a t e s o c i a l i z a t i o n a n d teacher
training and so, accordingly, the results thusfar do not match the expectations.
First, teachers arestill teaching in the traditional way with the biggestemphasis on
the grammar, and if some are alreadymoving towards a new approach, the
emphasis onfluency in the beginning is not directly followed byaccuracy.
Moreover, the change of approach is notfollowed by the application
of suitable assessment.In Indonesia, schools are put
into differentt y p e s o f c a t e g o r i e s : R e g u l a r s c h o o l s , N a t i o n a l Sta
ndard Schools, International Schools, InternationalStandard School (SBI), and
Prospective
InternationalS t a n d a r d S c h o o l s ( R S B I ) . R e f e r r i n g t o b i l i n g u a l educatio
n in Indonesia the types of schools are
thel a s t t h r e e : i n t e r n a t i o n a l s c h o o l s , i n t e r n a t i o n a l standard school
(SBI), and Prospective InternationalStandard School (RSBI).La w
No 20/2003 gives
a d e f i n i t i o n o f a n international school as ‘an institutional educationw h i
c h i s r u n b y t h e r e p r e s e n t a t i v e o f f o r e i g n countries in
Indonesia, which can use the
educationr u l e s o f t h e c o u n t r i e s m e n t i o n e d , a n d w h i c h i s a p p r o
v e d b y t h e I n d o ne s i a n g o v e r n me n t . ’ C l e g g (2007) mentions that the
Government of Indonesiahas taken a decision to establish English-
mediumeducation in a limited number of schools known as
SBI
schools.Having discussed the distinctive features
of t h e I n t e r n a t i o n a l S t a n d a r d S c h o o l , i t i s o f t h e researcher
interest to analyze how English is taught inthis type of school. As a matter of fact,
English is notonly taught as a subject matter but also is used as thelanguage
of instruction in the classroom. Besides,teacher and students need to have
a higher
standardo f t e a c h i n g a n d l e a r n i n g p r o c e s s e s i n s i d e t h e clas
srooms. Therefore,
it is interesting to examineh o w t e a c h e r c o n d u c t t h e t e a c h i n g a n d l e a r
n i n g o f speaking and reading skills in EFL classes, which arethe most
important skills in an Internal needs to beanalyzed and
discussed.F u r t h e r m o r e Vo l ya ( 2 0 0 9 ) s t a t e d t h a t , a professional teacher s
hould consider suitablestrategies in teaching speaking. As focus of
teachings p e a k i n g i s t o i mp r o v e t h e o r a l p r o d u c t i o n o f t h e students, it
requires the teacher not only to create awarm and humanistic classroom
atmosphere, but also

to provide each student with a turn to speak or a roleto play. Since learning and
communication
strategiesf o r m o n e o f t h e c o m p o n e n t s o f c o m m u n i c a t i v e c o mp e t
e n c e , t h e t e a c h e r s h o u l d s p e n d mo r e t i me t e a c h i n g sp e a k i n g s t r a t e
g i e s , wh i c h a r e n o r ma l l y ignored by EFL
teachers.I n r e a d i n g i t s e l f , P a t e l ( 2 0 0 8 ) s a i d t h a t , reading is most
useful and important skill for
people.T h i s s k i l l i s m o r e i m p o r t a n t t h a n s p e a k i n g a n d writing.
Reading is a source of joys. Good reading isthat which keeps students regular
in which providehim both pleasure and profit. Reading habits not onlyhelp the
students to get knowledge and wisdom fromthe cultural of heritage, but are
also very helpful in passing for leisure period.Based on the above descriptions,
the
reasonso f r e s e a r c h e r t a k i n g o n l y s p e a k i n g a n d r e a d i n g comprehe
nsion skills in the present study are:
1.
All skills in English are integrated or related oneanother.
2.
The researcher is limited by the time.In line with the background of the study,
the problems of this study are formulated as follows; (1)What strategies are
used by the English teachers inteaching speaking and reading comprehension
skills,(2) What problems are encountered by the
Englisht e a c h e r s i n t e a c h i n g t h e s p e a k i n g a n d r e a d i n g comprehen
sion skills, and (3) What are the students’responses toward their English teachers’
strategies inteaching speaking and reading comprehension skills.
LITERATURE REVIEW
1.
The Nature of Communication
Communication is an important part of human civilization a
n d i t i s a m e a n s o f c u l t u r a l transformation. Communication using
languages
can be conducted in two ways: orally and in a writtenf o r m . I n t h e c o n t e x t
o f l a n g u a g e l e a r n i n g , i t i s commonly believed that to communicate in a
writtenf o r m ( w r i t i n g ) i s m o r e d i f f i c u l t t h a n o r a l l y (spe
aking), suggesting that writing is a more complexlanguage skill than speaking.
Thus, spoken languagewhich employs variability and flexibility is in fact
ascomplex as written language, meaning that each iscomplex in its own way.
Additionally, the two meansof language communication are equally important. Itis
speech, not writing, which serves as the
naturalm e a n s o f c o m m u n i c a t i o n b e t w e e n m e m b e r s o f community
(Byrne, 1980), both for the expression of thought and as a form of social behavior.
Writing is ameans of recording speech, inspire of its function as amedium of
communication in its own right.According to Harmer (2001), there are
threer e a s o n s wh y p e o p l e c o mmu n i c a t e . F i r s t , p e o p l e c o m m u n i c a t e
b e c a u s e " t h e y w a n t t o s a y s o m e - thing". As Harmer explained, the
word 'want' refers tointentional desire the speaker has in order to
conveyme s s a g e s t o o t h e r p e o p l e . S i mp l y s t a t e d , p e o p l e speak
because they just do not want to keep
silent.S e c o n d , p e o p l e c o mmu n i c a t e b e c a u s e " t h e y h a v e s o me c o m m
u n i c a t i v e p u r p o se " . B y h a v i n g s o me communicative purpose it means
that the speakerswant something to happen as a result of what theysay.
For example, they may ex- press a request if theyneed a help from other people
or they command if they want other people to do something. Thus, two

things are important in communicating: "the messaget h e y wi s h t o c o n v e y


a n d t h e e f f e c t t he y w a n t i t
t o h a v e " ( H a r m e r , 2 0 0 1 ) . F i n a l l y , w h e n p e o p l e communicate,
"they select from their language store".The third reason is the consequence of
the desire
tos a y s o m e t h i n g ( f i r s t r e a s o n ) a n d t h e p u r p o s e i n c o n d u c t i n g
c o m m u n i c a t i v e a c t i v i t i e s ( s e c o n d r e a s o n ) , As t h e y h a v e l a n g u a
ge storage, they -
w i l l s e l e c t l a n g u a g e e x p r e s s i o n s a p p r o p r i a t e t o g e t messages
across to other people.
2.
Communicative Competence in LanguageTeaching
The concept of communicative competencedeveloped under the views of
language as context,language as interaction, and language as
negotiation.L e a r n i n g t o s p e a k E n g l i s h r e q u i r e s m o r e t h a n knowin
g its grammatical and semantic rules. Studentsneed to know how native
speakers use the languagein the context of structured interpersonal exchange.
Inother words, "effective oral communication requiresthe ability to use the
language appropriately in socialinteractions" (Shumin, 2002:204).
3.
Speaking English In The Indonesian Context
Considering the current status of English as aforeign language in Indonesia,
not so many peopleuse it in their day-to-day communication. However,in
certain communities in this country English
has been used for various reasons (Musyahda, 2002),l e a d i n g t o t h e f a c t t h a t
s o me p e o p l e u s e i t a s t h e second language. For example, in the academic
level,some of the schoolars are quite familiar with
Englisha n d o c c a s i o n a l l y u s e i t a s a m e a n s
f o r communicating.
4.
The Practice Of Teaching EFL Speaking InThe Indonesian Context
The teaching of EFL speaking in
Indonesiah a s b e e n c l o s e l y c o n n e c t e d t o t h e c o n c e p t o f c o
m mu n i c a t i v e c omp e t e n c e wh i c h i s e mp h a s i z e d within
the Communicative Language Teaching (CLT)approach. As this approach values
interaction
amongs t u d e n t s i n t h e p r o c e s s o f l a n g u a g e l e a r n i n g , classro
om activities have a central role in enablingthe students interact and thus
improve their speaking proficiency.
5.
The Nature Of Reading
T h i s s t u d y f o c u se s t o d e f i n e r e a d i n g a s a process. It is in line with
Anderson’s (2003:68) ideawhich states reading as a fluent process of
readersc o m b i n i n g i n f o r m a t i o n f r o m a t e x t a n d t h e i r backg
round knowledge which need reading strategiesto build meaning.Based on the
above descriptions, Grabe
inM e l k a mu ( 2 0 0 2: 1 1 ) v i e w e d r e a d i n g a s a k i n d o f d i a l o g u e b e t w
e e n t h e r e a d e r a n d t h e t e x t . T h i s interactive process of reading
reflects that a
reader s h o u l d t o i l h a r d t o d r a w m e a n i n g o u t o f a t e x t e m p l o y i
n g d i f f e r e n t r e a d i n g s t r a t e g i e s s u c h a s skimming, scanning,
predicting, etc. Hence, in
this process of reading, there is active interpretiveinteraction between the reader,
the writer and the text.
6.
Reading Comprehension

Reading comprehension skills are


importantf o r E n g l i s h L a n g u a g e L e a r n e r s . R e a d i n g c
o mp r e h e n s i o n h a s mu l t i p l e d e f i n i t i o n s a n d explanations.
One of the definitions of readingc o mp r e h e n s i o n i s s t a t e d
as follows: ReadingComprehension is a process that i
n v o l v e s t h e orchestration of the readers prior knowledge aboutthe
world and about the language. It involves such
as predicting, questioning, summarizing, determiningmeaning of vocabulary in
context, monitoring one’sown comprehension and reflecting. The process
alsoinvolves such is governed by a specific context, and
iti s i n d e p e n d e n t o n s o c i a l i n t e r a c t i o n . I t i s t h e i n t e g r a t i o
n o f a l l t h e r e p r o c e s s e s t h a t a c c o un t f o r comprehension (Weaver,
1994:44).B a s e d o n w e a v e r ’s i d e a a b o v e , t h i s s t u d y f o c u s e s t o d e f i n
e r e a d i n g c o m p r e h e n s i o n a s a ma n a g i n g p r o c e s s o f r e a d e r ’s p r i
o r k n o wl e d g e b ycreating the strategies in reading such as
predicting,questioning, summazing, determining meaning of vocabulary in
context, monitoring and reflecting.Th e
mo s t d e t a i l e d o ne , s n o w e t a l ( 2 00 2 ) d e f i n e r e a d i n g c o mp r e h e n s i o
n a s t h e p r o c e s s o f simultaneously extracting and constructing
meaningthrough interaction and involvement with writtenlanguage. They
classify that comprehension entailsthree elements.
a.
The
readers
who is doing comprehension( c o n s i d e r i n g ) w i t h c a p a c i t i e
s , a b i l i t i e s , knowledge and experiences that a person bringsto the act
of reading.
b.
The
text
that is to be comprehended (including printer text or electronic text)
c.
The
activity
in which comprehension is a part
of c o n s i d e r i n g t h e p u r p o s e s , p r o c e s s a n d consquences
associated with the act of reading.Then, Grabe and Staller (2002) also
deliver that reading for general comprehension refers to
thea b i l i t y t o u n d e r s t a n d i n f o r m a t i o n i n a t e x t a n d interpret it a
ppropriately and correctly. However,reading comprehension abilities are
quite complexand different in numereus ways depending on tasks,motivation,
goals and language ability. In line witht h i s i d e a , B a r n e t ( 1 9 8 8 ) s t a t e s
that level of
r e a d e r c o m p r e h e n s i o n i s d e t e r m i n e d w e l l f r o m t h e interacti
ons between the reader variables and the
textvariables.L o g s d o n ( 2 0 0 7 ) c o n f i r m s R e f l e c t a s a n activity to
reproduce something after reading. In this,it is about the information fit into things
that we havea l r e a d y l e a r n e d a n d t h e n e w i n f o r ma t i o n t h a t w e learn.
He also defines Recite as a strategy to think about the material that can
be done by taking brief notes, discussing, explaining to other students,
andusing graphic organizer to increase understanding of how concepts in the
reading relate to
each other.I n c o n c l u s i o n , r e a d i n g c o m p r e h e n s i o n s t r a t e g y i s t
h e r e a d e r ’s e f f o r t o r wa y t o e l i c i t t h e information or selection text in
reading. Teachers canencourage students to use effective strategies whichare
mentioned in the discussion above when readingEnglish text. They also can make a
major differencein student’s success of failure to read text
effectively by modeling, coaching, facilitating, promoting, andteaching reading c
omprehension strategies in their Classroom

7.
T h e S t r a t e g i e s o f T e a c h i n g S p e a ki n g a n d Reading Comprehension
Skill
This study focuses on teaching speaking
andreading comprehension skills which are deliveredinto three stages or
activities by the English teachers,this include; Pre, Whilst, and Post activities. In
mored e t a i l , t h e i r s t r a t e g i e s i n t e a c h i n g s p e a k i n g a n d reading
comprehension skills can be seen in researchfindings and discussions.
RESEARCH METHODOLOGY
1.
Research Design
This research employed qualitative studyDesign. A case study was
chosen because this is
too b s e r v e a n d t o a n a l y z e t h e E n g l i s h t e a c h e r s ’ s t r a t e g i e
s i n t e a c h i n g s p e a k i n g a n d r e a d i n g comprehension skills and t
he students’ responsestoward their strategy used. In line with this,
Cobenand Manion (1994) and Gray (1992) stated that a caseobserve the
characteristics of an individual unit; achild, a class, a school, or a community
and attemptto set light on a phenomenon by studying in depth asingle case
example of the phenomenon. It is an idealdesign to understand and interpret
observations of educational phenomena.
2.
Method of Data Collection
A s i t i s m e n t i o n e d e a r l i e r , t h i s s t u d y employed qualitative
research, precisely a
qualitatives t u d y. S o t h a t , t o a n a l yz e t h e c h a r a c t e r i s t i c s a n d phenomen
on of the single case, multiple datacollection techniques we intended to use. They
were
classroom observation, open-ended questions,
and
questionnaire
.
Open-Ended Questions
The
Open-Ended Questions
was conducted before taking the classroom observation whicha p p l i e d t o f i n d
out the teachers’
concept on their s t r a t e g i e s i n t e a c h i n g s p e a k i n g a n d r e a d
i n g comprehension and the problems they encountered.T h e o p e n -
e n d e d q u e s t i o n s w e r e u s e d m e r e l y t o support the data from
observation. That’s why; theopen-ended questions should be related to the
pointst h a t we r e o b s e r v e d i n t h e c l a s s r o o m o b s e r v a t i o n . Dornyei
(2003) he also explained that open endedquestions includes items where
the actual
questionsa r e n o t f o l l o w e d b y r e s p o n s e s o p t i o n f o r t h e resp
ondents to choose from but rather by some blank space for the respondents to fill.
The open responsescan offer graphic examples, illustrative quotes, andc a n
a l s o l e a d u s t o i d e n t i f y i s s u e s n o t p r e v i o u s l y anticipated.
Furthermore, sometimes we need open-e n d e d i t e ms f o r t h e s i mp l e
r e a s o n t h a t we do
n o t k n o w t h e r a n g e o f p o s s i b l e a n s w e r a n d t h e r e f o r e cannot provide
pre-prepared response categories.
Classroom Observation
The classroom observation was conducted
ino r d e r t o i d e n t i f y t h e s t r a t e g i e s u s e d b y E n g l i s h foreign
Language teachers and also to identify thestudents’ responses toward their
teacher strategies inteaching speaking and reading comprehension skills.Th e i d e a
o f u s i n g a n o b s e r v a t i o n a s t h e ma i n d a t a collection is related to the
Flander (1960) as cited inAllwright (1998) who proposed observation as
thekey procedure for a number in comparing “methods”

as in investigating “teaching style” in the hope of being able to find which


one was the most effective.
Interview
T h e i n t e r v i e w w a s c a r r i e d o u t a f t e r t h e classroom observation. It
was conducted to find outthe teachers’ concept and detailed information
aboutt h e i r r e a s o n s i n u s i n g t h e s t r a t e g i e s f o r t e a c h i n g s p e a k i n g a n d
r e a d i n g c o mp r e he n s i o n s k i l l s . Th e interview was used merely to
support the data fromclassroom observation. That’s why, the
interviews’q u e s t i o n s s h o u l d b e r e l a t e d t o t h e p o i n t s t h a t ob
served in the classroom observation.
Questionnaire
In this study, the researcher used
Likert ScaleQuestionnaire
since this method is simple, versatilea n d r e l i a b l e ( Do r n ye i , 2 0 0 3 : 3 6 ) .
T h e n , Do r n ye i (2003) also explained that Likert Scale consists of aseries of
statements which are related to a particular target with the respondents are asked to
indicate thei t e ms o f a g r e e o r d i s a g r e e b y ma r k i n g o n e o f t h e responses
ranging from ‘strongly agree’ to ‘stronglydisagree’. The questionnaire was
developed based onthe fourth research question. The data gathered
fromquestionnaire were used to support the main data thatgot from observation.
They were considered to findout the students’
responses toward their teachers’s t r a t e g i e s i n t e a c h i n g s p e a k i n
g a n d r e a d i n g comprehension.
RESEARCH FINDINGS AND DISCUSSIONSThe Teachers Strategies in
Teaching Speaking andReading Comprehension Skills.
As shown in data below, teachers’ strategies inteaching speaking and reading
comprehension
skillsw e r e p r e s e n t e d i n t o t h r e e t e a c h i n g s t a g e s o r activities;
Pre, Whilst, and Post activities. It can beseen in the following framework:
A General Framework of Teachers Strategies in Teaching Speaking
SkillClassroom ObservationStrategies in Teaching
SpeakingP r e A c t i v i t y W h i l s t A c t i v i t y P
o s t a c t i v i t y Observation 1
BrainstormingStrategyReviewingStrategyReviewing Strategy
Observation 2
BrainstormingStrategyRetellingStrategyReviewing Strategy
Observation 3
DirectInstructionStrategyDirect SpeakingStrategy No Strategy
From the three observation (the above table)it can be seen that Most of the teachers
(T1 and T2) prefer to use brainstorming strategy in the stage of Pre Activity with
different reasons, in which T1stated that he used brainstorming strategy to
motivatethe students speaking or community in English.Whereas the other one
(T2) thought that usingBrainstorming strategy in the stage of the Pre-activitycould
make the students have prior understandingabout the learning material that would
be learned.While the T3 prefer to use direct instruction strategyin the stage of Pre-
Activity because the material hetaught at that time was remedial
material.I n W h i l s t A c t i v i t y , e a c h t e a c h e r u s e d d i f f e r e n t s t r a t
e g y wi t h d i f f e r e n t r e a s o n s . T1 u s e d R o l e -
P l a y s t r a t e g y s o l e l y a s t h e j u n c t u r e o f a conversation between
the previous and the next pairs.

T 2 u s e d R e t e l l i ng S t r a t e g y b e c a u s e t h e ma t e r i a l taught was recount


with related to past event. T3 usedDirect Speaking strategy because
the students hadknown the material and they prepared the materials of speech to
be presented.In Post Activity, most of the teachers (T1 andT2) prefer to use
Reviewing strategy with
differentr e a s o n s . T 1 u s e d R e v i e w i n g s t r a t e g y a s t h e st
abilization of comprehension to the materials thathad been learned by the
students, whereas T2 usedReviewing strategy to analyze whether the
studentsreally understood or not the material that had beentalked about,
while T3 did not apply any strategies inthis stage (Post Activity) with the reason
that he waslimited by the time, besides he had plan to continue atthe next
meeting.B a s e d o n t h e a b o v e d e s c r i p t i o n s t h e researcher
would like to present their concepts onTeaching Speaking Strategy.
T 1 : T e a c h i n g S p e a k i n g S t r a t e g y i s a m o d e l o f learning
speaking which consists of Building Knowledge of Field (BKOF),
Modelling of
Text (MOT), Joint Constructions of Text (JCOT), Independent
Construction of Text (ICOT).T2: Teaching Speaking Strategy is a strategy
used in the learning process to take the students arereally capable to speak
English.T3: Teaching Speaking Strategy is teaching strategyto improve the
students ability to speak.
A General Framework of Teachers Strategies in Teaching Reading
Comprehension SkillClassroomObservationStrategies in Teaching
ReadingP r e A c t i v i t y W h i l s t A c
t i v i t y P o s t a c t i v i t y Observation 1
BrainstormingStrategy
1.
Reading AloudStrategy
2.
ComprehensionStrategyReinforcementStrategy
Observation 2
1.
BrainstormingStrategy
2.
Word GuessingStrategy
1.
Reading RaceStrategy
2.
ComprehensionStrategyReinforcementStrategy
Observation 3
Introducing StrategyDirect
L e a r n i n g StrategyReviewingStrategy
F r o m t h e t h r e e t e a c h e r s o b s e r v e d , e a c h o f them applied different
strategies whether in Pre andWhilst Activity with different reasons as well.
Onlyi n p o s t a c t i v it y T1 a n d T2 u s e d t h e s a me
s t r a t e g yn a me l y r e i n f o r c e me n t s t r a t e g y, b u t a l s o t h e y h a d d i f f e r e n
t r e a s o n s . W h i l e T 3 a p p l i e d r e v i e w i n g strategy with his own
reason.I n P r e a c t i v i t y T 1 u s e d b r a i n s t o r m i n g s t r a t e g y a s a n
i n t r o d u c t i o n o r w a r mi n g u p b e f o r e starting the learning material. T2 used
brainstormingand word Guessing strategy to analyze the
students’ prior knowledge due to their vocabulary andreadiness in joining the
learning process. Differentwith T3 who used introducing strategy to give
the

s t u d e n t s ’ b a s i c u n d e r s t a n d i n g a b ou t t h e l e a r n i n g material that would be


taught.I n w h i l s t a c t i v i t y , T 1 u s e d r e a d i n g a l o u d a n d compr
ehension strategy to describe
the balance of s t u d e n t s ’ r e a d i n g r e l a t e d t o p r o n u n c i a t i o n a n d in
tonation. T2 used reading race and
comprehensions t r a t e g i e s i n o r d e r t h e s t u d e n t s ’ d i d n o t f e e l
suppressed in the process of learning and they couldlearn through game. While
T3 used direct learnings t r a t e g y a s t h e p r e a c t i v i t y h a d b e e n d o n e
b e f o r e , namely exploration and collaboration.In post reading, two of the teachers
observed(T1 and T2) used reinforcement strategy, but they haddifferent reasons,
while T3 used reviewing
strategy.T 1 u s e d r e i n f o r c e m e n t s t r a t e g y t o i m p r o v e t h e students
experience and ability in reading Englisht e x t s . T 2 u s e d r e i n f o r c e m
e n t s t r a t e g y t o c l a r i f y whether the students had understood the material
thathad been learned or not. T3 used reviewing strategyto confirm whether
the learning objectives had
beenachieved.I n l i n e w i t h t h e a b o v e d e s c r i p t i o n s , t h e researcher
would like to present their concepts onteaching reading strategy as follows:
T1: Teaching reading strategy is a kind of
learning s t r a t e g y a p p l i e d i n t h e l e a r n i n g o f s t u d e n t s reading
comprehension in the classroom.T2: Teaching reading strategy is a strategy used
bythe teachers in the learning process to
maket h e s t u d e n t s u n d e r s t a n d t h e E n g l i s h t e x t learned.T3:
Teaching reading strategy is a strategy used toimprove the students’ ability
understanding the English text.
CONCLUSIONS
For the first research problem,
it can
be
concluded that the teachers applied three kinds of stages in teaching
speaking those are pre, whilst, and post speaking stages. In pre-speaking
stage they gavesthe students some questions as a brainstorming, evenone of them used
word cards to elicit the studentsvocabulary mastery. This activities were done to
knowthe students’ prior knowledge. Then, in Whilst-speaking
stage,
t h e y a p p l i e d d i r e c t s p e a k i n g a n d conducted speaking through making
dialog in fronto f t h e c l a s s . Th e l a s t , i n p o s t - s p e a k i n g s t a g e t h e y d i d
r e i n f o r c e m e n t a n d g a v e t h e c o n c l u s i o n s t o know whether
the students understand or not thematerial had been given.
For the second research problem,
it can
be
seen that the teachers applied three kinds of
stagesin teaching reading those are pre- reading, Whilstreading,and post-
reading stages. In pre-reading stagethey gave sthe students some questions as a
wormingu p t o k n o w a n d e n r i c h t h e s t u d e n t s v o c a b u l a r y mastery. This is
also done to help the students to enter to the topic being discussed. Next, in Whilst-reading
stage,
t h e y d i s t r i b u t e d t h e t e x t s a n d g a v e s o m e questions related to the
text provided. This is done toknow the students’ comprehension on the text
given.Ev e n , t h i s i s d o n e t h r o u g h a p l a y. Th e n , i n p os t - r e a d i n g
stage they did reinforcement and
gavet h e c o n c l u s i o n s t o k n o w w h e t h e r o r n o t t h
e

s t u d e n t s u n d e r s t a n d t o t h e m a t e r i a l h a d b e e n given
by their teachers.Then as found in the results of
questionnairedata, it can be concluded that basically almost
of the students believed that all of the teachers hadcreated
some extent strategies in teachingspeaking and reading
comprehension skills.They perceived all their teachers
prepared thelesson and activated their background
k n o w l e d g e before speaking and reading activity.
They also perceived that all their teachers had created clear i n s t r u c t i o n t h a t
could help them to speak andunderstand the text in reading
https://www.academia.edu/4073753/A_Study_on_Strategies_for_Teaching_Speaking_and_Reading_Co
mprehension_Skills

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