AN ANALYSIS OF TEACHERS' TECHNIQUE IN USED IN TEACHING READING COMPREHENSION AT SMK N 3 SALATIGA

Farahdiba, Kania Reza (2025) AN ANALYSIS OF TEACHERS' TECHNIQUE IN USED IN TEACHING READING COMPREHENSION AT SMK N 3 SALATIGA. Other thesis, IAIN SALATIGA.

	Text Kania Reza Farahdiba 23030180099 revise.pdf Download (1MB)
	Text Kania Reza Farahdiba 23030180099 revise.pdf Download (1MB)
	Text Kania Reza Farahdiba 23030180099 revise.pdf Download (1MB)
	Text Kania Reza Farahdiba 23030180099 revise.pdf Download (1MB)
	Text Kania Reza Farahdiba 23030180099 revise.pdf Download (1MB)
	Text Kania Reza Farahdiba 23030180099 revise.pdf Download (1MB)
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	Text Kania Reza Farahdiba 23030180099 revise(4).pdf Download (2MB)

Abstract

ABSTRACT Farahdiba, Kania Reza. 2025. An Analysis of Teachers’ Technique In Used In Teaching Reading Comprehension at SMK N 3 Salatiga. A Graduating Papper. English Education Department. Teacher Training and Education Faculty. Salatiga State Islamic University. Counselor: Norwanto, S.Pd., M. Hum., Ph.D. Keyword: Teachers’ Strategies, Reading Comprehension The objective of the study: (1) To find out the techniques in used by teachers in teaching reading comprehension at SMK N 3 Salatiga (2) To find out the teachers’ difficulties technique in used in teaching reading comprehension at SMK N 3 Salatiga. This type of research is qualitative and uses a qualitative descriptive approach. The researcher interviewed three English teachers who taught English in the second grade of SMKN 3 Salatiga because they knew in detail about the student’s daily lives in the classroom when they were directly learning English. The result of the research shows that researchers found that English teachers at SMK N 3 Salatiga used five techniques: Scaffolding, Think Aloud, Reciprocal Teaching, SQ3R, and QARS. (1) The three teachers used complementary techniques in teaching reading comprehension. The first teacher Utilized scaffolding and question-and-answer technique by using collaborative reading and group discussions to enhance understanding and communication. The second teacher employed Scaffolding Think-Aloud, and SQ3R technique, to promoting critical thinking through gradual support and visual aids. The third teacher utilized Scafolding, Think Aloud, and Reciprocal Teaching, allowing students to take on teaching roles, which deepened their understanding and connected the material to everyday life. (2) At SMK N 3 Salatiga, teacher challenges in teaching reading comprehension, including difficulties with vocabulary, sentence structure, student reluctance to ask questions, and poor classroom conditions. Despite using interactive methods, issues like lack of focus and active participation remain. More innovative approaches and support are needed to foster a conducive learning environment for developing essential reading skills.

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