English Teacher Strategies in Teaching English Reading in Rural School

Abstract

This research investigeted the strategies employed by an English teacher in teaching reading at rural junior high school and explored the factors influencing students’ reading difficulties. The research was conducted at rural school using a descriptive qualitative research design. Data were collected through a structured interview with an English teacher and analyzed using thematic analysis proposed by Braun and Clarke (2006). The research aimed to identify the teachers’ instructional strategies in teaching reading and to examine the factors that contribute to students’ reading difficulties. The findings revealed that students experienced several difficulties in reading English texts. The most significant factors influencing students’ reading difficulties were limited vocabulary mastery, difficulties identifying main ideas, challenges in understanding text structures, and differences in students’ language proficiency. To address these difficulties, the teacher implemented several instructional strategies during the reading process. The strategies included conducting pre-reading activities, introducing key vocabulary before reading, facilitating group discussions, providing comprehension questions, and encouraging students to summarize and retell stories using their own words. Furthermore, the teacher also utilized supporting media such as intresting textbooks, powerpoint presentations, animated videos, and pictures stories to enhance students’ engagement and comprehension. In conclusion, the study demonstrates that students’ reading difficulties are influenced by both linguistic and instructional factors, while teachers’ strategies play a significant role in supporting reading comprehension development. The integration of vocabulary support, collaborative learning activities, interactive media, and continuous guidance can help reduce reading difficulties and improve students’ understanding of English texts in rural school settings.