Teachers’ Cognition about Teaching Reading Strategies and Their Classroom Practices

Nopianti Sa’adah, Dian Sa’adillah Maylawati, Didi Sumardi, Muhibbin Syah

2017

Abstract

This study was conducted on the basis that teaching students reading strategies is an important duty of the language teachers since language strategies can help students monitor and take charge of their own learning. Besides, helping students understand good language learning strategies can be considered to be appreciated characteristics of a good language teacher. This study employed mix methods study with thirty experienced EFL teachers in Bandung. The data were collected by distributing questionnaires to thirty experienced EFL teachers in Bandung. Semi structured and unstructured interviews conducted with four experienced EFL teachers and non-participant observation with video and audio recording with three of them in a model junior high school SMPN I Margahayu Bandung as the main participants. The data analysis was done based on the questionnaires, transcription of observation and interview. The types of language learning strategies (O’Malley and Chamot, 1990) were used to analyze the data. The findings show that the majority of the respondents viewed reading strategies as techniques to comprehend printed materials effectively. Moreover, these were seen as essential skills that readers use to enhance their own reading to achieve desired goals and objectives. Teaching reading strategies is thus considered important to overcome kinds of challenges in reading, to make them apply different strategies and the most important is it can help students to build their own reading strategies. Meanwhile, in the use of reading strategies in teaching and learning process, most of teachers believe that teaching all reading strategies (metacognitive, cognitive and social strategies) is a must but in fact, the practice illustrates that only some were taught. Metacognitive strategies mostly used in the classroom were directed attention, functional planning, advanced organizers, selective attention. They considered that these techniques particularly directed attention is most effective since it can make the students to manage the time wisely in National Examination. However, cognitive reading strategies mostly they used were imagery, elaboration, transfer, inferencing and translation as. Meanwhile, social reading strategies mostly applied were questions for clarification and cooperation for students to have opportunities to work with one another to solve the problems.

Paper Citation

in Harvard Style

Sa’adah N., Maylawati D., Sumardi D. and Syah M. (2017). Teachers’ Cognition about Teaching Reading Strategies and Their Classroom Practices.In 2nd International Conference on Sociology Education - Volume 2: ICSE, ISBN 978-989-758-316-2, pages 29-35. DOI: 10.5220/0007103906690675

in Bibtex Style

@conference{icse17,
author={Nopianti Sa’adah and Dian Sa’adillah Maylawati and Didi Sumardi and Muhibbin Syah},
title={Teachers’ Cognition about Teaching Reading Strategies and Their Classroom Practices},
booktitle={2nd International Conference on Sociology Education - Volume 2: ICSE,},
year={2017},
pages={29-35},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007103906690675},
isbn={978-989-758-316-2},
}

in EndNote Style

TY - CONF

JO - 2nd International Conference on Sociology Education - Volume 2: ICSE,
TI - Teachers’ Cognition about Teaching Reading Strategies and Their Classroom Practices
SN - 978-989-758-316-2
AU - Sa’adah N.
AU - Maylawati D.
AU - Sumardi D.
AU - Syah M.
PY - 2017
SP - 29
EP - 35
DO - 10.5220/0007103906690675