Teaching Strategy Used by Pre-Service Teachers in Teaching Reading Comprehension

Abstract

This qualitative descriptive study investigated the teaching strategies of English reading comprehension implemented by pre-service teachers, the challenges they encounter, and their solutions. The research was conducted at SMKN 1 Godean and involved four pre-service teachers, namely Mr. A, Ms. A, Ms. M, and Ms. P, as respondents during their field teaching practice. Data were collected through observation for each teacher, and semi-structured interviews with four pre-service teachers. The data analysis followed a three-stage process, as proposed by Miles & Huberman (1994), namely data reduction, data display, and a final conclusion of the core findings. The first key finding identified the specific strategies employed: Mr. A utilized Scaffolding, Ms. A, implemented Active Reading, Ms. M used Collaborative Strategic Reading, and Ms. P employed Reciprocal Teaching. The second finding highlighted the challenges, such as students' limited vocabulary and engagement issues, and revealed how the teachers overcame them through targeted interventions like pronunciation practice, individual guidance, and text segmentation. Furthermore, Ms. A faced challenges in classroom management and overcame them by reviewing students' work, offering individual guidance, and keeping students engaged. Ms. M struggled to keep students focused on a long text, so she divided the text into smaller sections for discussion and modelled correct pronunciation. Ms. P faced challenges in student engagement, so she randomly selected students to participate and offered individual help to those who needed it. These findings are expected to serve as a valuable reference for educators in selecting effective strategies for teaching English reading.