TEACHERS' COGNITION ABOUT TEACHING READING STRATEGIES AND THEIR CLASSROOM PRACTICES

Nopianti Sa'adah, - (2013) TEACHERS' COGNITION ABOUT TEACHING READING STRATEGIES AND THEIR CLASSROOM PRACTICES. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

This study aims to explore the teachers· cognition about teaching reading strategies and their classroom practices which focused on experienced EFL teachers. This study was conducted on the belief 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. Furthermore, helping students understand good language learning strategies and training them to develop and use such 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 SMPN I Margahayu Bandung as the main participants. The data analysis was done based on the questionnaires, transcription of observation and interview. The types oflanguage learning strategies (O'Malley & 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, the strategies 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 students apply different strategies and can help students to build their own reading strategies. Meanwhile, in the use of reading strategies in teaching and learning process, most teachers believed that teaching all reading strategies (rnetacognitive, cognitive and social strategies) is a must but in fact, the practice illustrates that OW)' some were taught. Metacognitive strategies mostly used in the classroom were directed attention, functional planning, advanced organizers, selective attention. They considered directed attention as one of the techniques is most effective since it can make the students manage the time wisely in National Examination. However, cognitive reading strategies mostly used were imagery, elaboration., transfer, inference and translation. 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 or to check their answers and to feel free to ask for clarification to the teacher or their peers. It is recommended that for further research may look at the students'cognition about reading strategies when dealing with texts in designed materials, it would be interesting to see their attitudes towards reading strategies and what reading strategies they employed.

Item Type:	Thesis (S2)
Additional Information:	ID SINTA Dosen Pembimbing - -
Uncontrolled Keywords:	Teachers' Cognition, Experienced EFL Teachers, Reading Strategies.
Subjects:	L Education > L Education (General) P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Hikmal Fajar Fardyan
Date Deposited:	01 Dec 2023 09:05
Last Modified:	01 Dec 2023 09:05
URI:	http://repository.upi.edu/id/eprint/113451

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