Reading Strategies Employed By English Teacher MAN 1 Mempawah

Abstract

This study aimed to identify and analyze the reading skill learning strategies used by English teachers in Grade 11 at Madrasah Aliyah Negeri 1 Mempawah. The main focus was to examine the effectiveness of these strategies and students’ perceptions of their use during the learning process. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation.

The findings revealed that the primary strategy applied was pronunciation training, which significantly enhanced students’ reading abilities, especially in text comprehension and accurate pronunciation. This strategy also fostered active participation and boosted students’ confidence in using English. In terms of students’ perceptions, most found interactive and contextual strategies helpful for understanding texts. However, some students still favored traditional methods such as note-taking and textbook reading, which they found less engaging and sometimes bored.

Overall, the study highlights the importance of selecting adaptive and student-centered learning strategies to improve reading skills. It also underscores the value of incorporating student feedback in the teaching process to create a more effective and engaging learning environment. The effectiveness of teacher-led training was evident in helping students improve their reading skills, making the learning process smoother and more accessible.