| dc.description.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. | en_US |
