EXPLORING EFL TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION: A CASE OF THE SCHOOLS AT LIMITED RESOURCES AREAS

Abstract

This study aims to examine teachers' strategies in understanding reading. This study was carried out in the EFL class in the limited resources areas; the researcher investigated the teacher strategy for variations to help the students to grasp reading comprehension
materials. Qualitative analysis was formulated for this research. Forty-nine respondents from 11 schools represented at the Secondary School and High School in Pulau Morotai. The researcher tested the teachers who had been formed in questionnaire tests in this test. The questioner consisted of 25 items, in which the teachers had to select one of the possible alternatives. This is test' advantage was to know the dominant techniques the English teacher used in classroom of reading comprehension. Response criteria were shared with respondents using a Likert scale questionnaire. There are five answers, which range from strongly agree to disagree strongly. In this data collection procedure, all of the items were inserted in the google-form. Then the researcher shared the link of the questionnaire for all English teachers of Junior High School and Senior High School at Morotai Timur and Morotai Selatan. The link was shared through social media such as Whatsapp platform, and respondents’ answer were calculated by SPSS 17 for windows. The researcher found that only 49 respondents volunteered to complete this form. Teachers' methods in understanding teaching lectures were presented at three phases: pre-reading phases, reading phases, and post-reading phases. The Post-reading phase was favored for much less than the pre-reading and while-reading phase. The data showed that the while-reading stage was the lowest among the other stages; this was evidenced by its mean value of 4.51. The second stage was the pre-reading stage, with a mean score of 28.55, and the highest mean score on the post-reading stage was 28.67.