<![CDATA[The purpose of this study is to examine the methods English teachers employ to instruct students in reading comprehension as well as how to put such methods into practice. This study used Descriptive qualitative method.The data collected through Observations, interviews, and documentation served as the research tools. Two English teachers who served as informants in this study were the subjects. According to the study's findings, the teacher employed three different methods: scaffolding, question-answer relationships (QARs), and discussion techniques. Students can generate ideas that other students can read by using the scaffolding approach. Using QARs (Question Answer Relationships), teachers can assess how well their pupils comprehend the material presented. Discussion techniques can spark creativity and encourage active collaboration. To analyze the data, the researcher used Miles, Hubermen, and Saldana (2014) technique: data condensation, data display and verification. To establish the trustworthiness of the data, triangulation is used.. After reading the assigned text, the teacher can assess the level of student comprehension of the assignment. Students are then directed to pay closer attention to the text and comprehend its meaning.]]>
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