TEACHERS’ STRATEGIES FOR TEACHING READING: A CASE STUDY AT SMAN 1 SRENGAT

Keywords: teaching_reading; teaching_strategies; reading_evaluation
This research was motivated by the fact that many high school students still struggle with reading comprehension in English due to limited vocabulary, low reading motivation, and lack of effective strategies. Teachers are also challenged by classroom diversity, time constraints, and limited access to authentic reading materials. This study aims to explore the challenges faced by teachers in teaching reading, the strategies they use to overcome those challenges, and how they evaluate students’ reading comprehension in an Indonesian high school setting.
This study employed a qualitative approach with a case study design. The research was conducted at SMA Negeri 1 Srengat and involved one English teacher and three eleventh-grade students selected through purposive and snowball sampling. Data were collected through semi-structured interviews, classroom observations, and documentation analysis. The collected data were analyzed using an interactive model by Miles and Huberman involving data reduction, data display, and conclusion drawing.
The findings revealed that the teacher encountered several challenges in teaching reading, including difficulties in material preparation, lesson planning, classroom management, and student engagement. To address these challenges, the teacher applied various strategies such as scaffolding, grouping models, contextual material selection, and the use of digital tools. Evaluation of students' reading comprehension involved multiple techniques including observation, formative feedback, reading tasks, and written assessments. The triangulated data showed that contextual and adaptive strategies were effective in improving reading engagement and comprehension among students.
In conclusion, the study indicates that successful reading instruction requires not only technical preparation but also adaptive, student-centered strategies. It is suggested that English teachers should continuously develop reflective and innovative strategies in reading instruction. Schools should support teachers through training and resource provision. Future researchers are encouraged to examine the same issues in different contexts or focus on student perspectives in greater depth