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All Journal JoEELE International Journal of Language, Education, and Literature (IJLEL)
Anggi Oktavia Nur HS
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers’ Strategies in Teaching Reading Comprehension to the Second-Grade Students of Senior High School Anggi Oktavia Nur HS; Kisman Salija; Munir Munir
Journal of Excellence in English Language Education Vol 2, No 1, January (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

The purpose of this study is to find out teacher strategies in teaching reading comprehension at SMAN  2 Jeneponto. Based on the research problem, it is evident that the purpose of this study is to describe the tactics employed by English teachers in teaching English to second-grade students at Senior High School 2 Jeneponto. This study is descriptive qualitative. Observation interviews and documentation were used to compile the data. The tactics for improving students' reading skills were based on Jeremy Harmer's premise of teaching reading: "Reading is not a passive ability; students must be involved with what they are reading." And the students' reactions are positive, with the majority of them finding the teaching reading skills to be enjoyable and interesting. This research shows that teachers employ many teaching strategies in teaching reading comprehension, including scaffolding and the QAR strategy. According to this study, those tactics are beneficial in teaching reading comprehension since they can aid students in understanding the material. Students who struggle with reading will find it easier to grasp reading comprehension. The teacher can more readily give the material to the students when they utilize this technique. Because the students are more engaged, those tactics can benefit the teacher. Students can also discuss their ideas with their friends.
Examining Teacher and Student Talk Ratio in English Speaking Classess of Second-Grade Students at SMAN 2 Jeneponto ANGGI OKTAVIA NUR HS; Haryanto Atmowardoyo; Geminasti Sakkir
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/b5c22982

Abstract

This research aimed to investigate the distribution of teacher and student talk in English speaking classes for second grade students at SMAN 2 Jeneponto. The Flanders interaction analysis category system (FIACS) served as the primary observation instrument to analyze classroom interaction, categorizing instances of teachers talk, students talk, and silence. This study uses a quantitative approach, including a case study design with 1 English teacher and, 30 students as participants. Data were collected through a classroom observation, tally sheet, and video recordings then analyzed using FIACS based techniques to quantify teacher and student contributions. The findings revealed the proportion of teacher talk in student, talk during class activities, where teacher and student talk are relatively balanced. With the teacher speaking for 50.22% of the time, and students for 43.17%. This distribution suggests an engaging classroom environment, where students are encouraged to contribute almost as much as the teacher, while the remaining 6.6% prefer to silence, Not only that, based on the FIACS 10 types of classroom interaction were discovered there are accept feeling, praise and encouragement, accepts or uses ideas of students, asking questions, lecturing, giving direction, criticizing or justifying authority, student talk response, student talk initiation, and silence. Meanwhile, there are 4 characteristics of classroom interaction. They are teacher support, content cross, teacher control and students participationKeywords: Classroom interaction,FIACS (Flanders Interaction Analysis System, Teacher-students talk ratio
Co-Authors Geminasti Sakkir Haryanto Atmowardoyo Kisman Salija, Kisman Munir Munir