The Implementation Of Efl Teachers’ Reading Strategy Instruction In High Schools: An Observational Study

Abstract

This research aims to explain reading strategy instruction used by high school English Teachers in Yogyakarta and Central Java. This is an observational study which is qualitative in nature. The primary data were obtained from classroom observation. Two English teachers from two different senior high schools were recruited in this study. They were chosen because they have taught reading and they use certain strategies in teaching reading. The result of this study shows that both Teacher 1 and Teacher 2 used some strategies in teaching reading such as: notetaking

strategies (i.e., underlining/highlighting, key words, question, summarize), activation strategies (i.e., prior knowledge, relating to study, discussing with peers) and reading with specific focus strategies (i.e., skimming/scanning, careful reading, contextual reading, active listening, making inferences). It shows the implementation of reading strategy instruction used in high school. Questions became the dominant strategy used by Teacher 1 and Teacher 2 in teaching reading in one meeting. The results of this study suggest that English teachers might use reading strategy instruction that is best suitable for their students; and thus, pre-service English teachers to know various types of reading strategy instruction.