Teacher’s Problems in Teaching Reading Comprehension: A Case at SMPN 7 Kota Bukittinggi

Muhammad Cikal Hanafi, Melinda Roza, Hidayat Al Azmi

Abstract


This study aims to identify and analyze problems in teaching reading comprehension at SMPN 7 Kota Bukittinggi. This research employs a descriptive qualitative approach with data collection techniques through interviews, observations, and document analysis. The findings reveal that teachers possess a general understanding of teaching reading, including the objectives of reading, models of reading, and strategies to enhance comprehension. However, several problems are also identified, such as difficulties in applying suitable strategies, limited use of media, and challenges in accommodating students’ diverse levels of comprehension. These problems influence the way teachers implement their understanding in classroom practice. Furthermore, the study shows a close correlation between teachers’ understanding and the problems teaches face, indicating that limited understanding often leads to less effective teaching strategies.


Keywords


problems in teaching, teaching reading comprehension

Full Text:

PDF

References


Alhusaini, A. A., & Alosaimi, M. H. (2022). Saudi EFL teachers’ beliefs and practices in teaching reading comprehension. Arab World English Journal, 13(1), 292–305. https://doi.org/10.24093/awej/vol13no1.19

Anderson, N. J. (2003). Active skills for reading: Book 1. Heinle.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). Longman.

Bamford, J., & Day, R. R. (1998). Extensive reading in the second language classroom. Cambridge University Press.

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.

Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. https://doi.org/10.1016/j.system.2011.07.009

Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 723–733.

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

Goodman, K. (1986). What’s whole in whole language? A parent/teacher guide to children’s learning. Heinemann.

Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye (pp. 331–358). MIT Press.

Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (2nd ed.). Routledge.

Harley, T. A. (2005). The psychology of language: From data to theory (2nd ed.). Psychology Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Johnson, K. (2008). An introduction to foreign language learning and teaching (2nd ed.). Pearson Education.

Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.

Krashen, S. (2004). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited.

Kusuma, D. A., Nurkamto, J., & Ngadiso, A. (2021). Exploring English teachers’ beliefs in multimodal reading instruction. Indonesian Journal of Applied Linguistics, 11(2), 349–362. https://doi.org/10.17509/ijal.v11i2.34571

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.

Nurkamto, J., Mujiyanto, J., Faridi, A., & Pratama, A. (2021). Teachers’ beliefs and practices in teaching reading at Islamic secondary schools in Indonesia. Indonesian Journal of Applied Linguistics, 11(1), 23–35. https://doi.org/10.17509/ijal.v11i1.34621

Olson, D. R., & Diller, J. L. (1982). Learning to read in social context. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 249–263). Cambridge University Press.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X

Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 291–309). International Reading Association.

Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33–58). Lawrence Erlbaum Associates.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). Guilford Press.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4




DOI: https://doi.org/10.15548/rielt.v11i2.13578

Refbacks

  • There are currently no refbacks.


Ruang Jurnal Program Studi Tadris Bahasa Inggris
Fakultas Tarbiyah dan Keguruan
Universitas Islam Negeri Imam Bonjol Padang
email: [email protected]

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.