AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION

Abstract

This study investigated the teaching strategies used by English teachers in teaching reading comprehension at SMA Negeri 2 Parepare. Using a descriptive qualitative design, data were collected through classroom observations and interviews with three English teachers. The findings showed that predicting was consistently used in the pre-reading stage, guided reading was the dominant strategy during while-reading, questioning was applied selectively, and think-aloud was not systematically implemented. In the post-reading stage, summarizing was used with varying depth. Overall, the teaching of reading comprehension emphasized teacher-guided strategies, while interactive and metacognitive strategies were less consistently applied.