Investigating How Teacher Implemented Strategies in Teaching Reading Skills to Junior High School Students: A Descriptive Study

Abstract

This research aimed to investigate what strategies are used by an English teacher in teaching reading skills to junior high school students, and how those strategies are implemented in the classroom. The data were collected through open-ended interview with the research participant and analyzed using Braun and Clarke’s (2006) thematic analysis framework. The study identified three main teaching strategies used: Question-Answer Relationship (QAR), Discussion, and Scaffolding. QAR helps students engage with reading texts by understanding different types of questions and where to find the answers, thus supporting comprehension and critical thinking. The discussion strategy enables students to collaborate, share perspectives, and develop confidence in expressing their understanding, while scaffolding provides differentiated support tailored to each student’s ability, which is gradually reduced as learners become more proficient. The teacher also integrated culturally relevant texts, especially those related to pesantren’s life, to make the reading materials more relatable and meaningful to students. The use of vocabulary lists, peer support, and ongoing assessment further enhanced the learning process. Each strategy was implemented with flexibility and responsiveness to student needs, promoting a student-centred, communicative, and collaborative learning environment. The findings affirm that these strategies not only improve reading comprehension but also foster a supportive classroom culture that encourages active participation and deeper learning. The study concludes that sociocultural informed teaching strategies, especially QAR, discussion, and scaffolding—are effective tools for enhancing students’ reading development. The research offers valuable insights for teachers, curriculum developers, and future researchers interested in improving reading instruction in culturally diverse classrooms.