Teachers’ Strategies for Improving Students’ Reading Literacy at MIN 2 Kota Bengkulu
DOI:
https://doi.org/10.69896/modeling.v13i2.3198Keywords:
teachers’ strategies, reading literacy, reading skills, elementary educationAbstract
Reading literacy is an important ability that supports students’ academic achievement and learning development. Teachers have an important role in developing students’ reading literacy through appropriate learning strategies and classroom activities. This study aims to analyze teachers’ strategies for improving students’ reading literacy at MIN 2 Kota Bengkulu. This study employed a qualitative approach with a descriptive research design. The data were collected through observations, interviews with teachers, and documentation of learning activities. The data were analyzed through data reduction, data presentation, and conclusion drawing. Data validity was examined through source and technique triangulation. The results show that teachers improve students’ reading literacy through several strategies, including guided reading activities, regular reading practice, the use of interesting reading materials, questioning and discussion activities, and individual assistance for students who experience reading difficulties. Teachers also provide motivation and create a supportive classroom environment to encourage students to read actively. The implementation of these strategies helps students improve their reading fluency, vocabulary, comprehension, and confidence in reading activities. The study concludes that teachers’ strategies play an important role in developing students’ reading literacy. Consistent implementation, appropriate learning materials, and cooperation between teachers, schools, and parents are needed to support the sustainable development of students’ reading literacy.
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De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., Van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27(9), 1547–1565.
Duckworth, E. (2009). Helping students get to where ideas can find them. The New Educator, 5(3), 185–188.
Duke, N. K., & Block, M. K. (2012). Improving reading in the primary grades. The Future of Children, 55–72.
Fountas, I. C., & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268–284.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571.
Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35(4), 458–492.
Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20–30.
Nguyen, T. L. P. (2022). Teachers’ strategies in teaching reading comprehension. International Journal of Language Instruction, 1(1), 19–28.
Nichols, W. D., Rupley, W. H., & Rasinski, T. (2008). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1–13.
Paris, S. G., & Paris, A. H. (2003). Classroom applications of research on self-regulated learning. In Educational psychology (pp. 89–101). Routledge.
Raharjo, T. J., Harianingsih, H., Sumbali, B., Widiarti, N., & others. (2025). Classroom environment and metacognitive strategies to support beginning reading skills: a systematic literature review. Journal of Innovation and Research in Primary Education, 4(3), 485–496.
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. The Elementary School Journal, 108(1), 3–23.
Stanley, M. (2023). Qualitative descriptive. Qualitative Research Methodologies for Occupational Science and Occupational Therapy, 52–67.
Taylor, B. M., Pressley, M., & Pearson, P. D. (2002). supported characteristics of teachers and schools that promote reading achievement. Erlbaum Mahwah, NJ.
Zacarian, D., & Silverstone, M. (2020). Teaching to empower: Taking action to foster student agency, self-confidence, and collaboration. ASCD.
De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., Van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27(9), 1547–1565.
Duckworth, E. (2009). Helping students get to where ideas can find them. The New Educator, 5(3), 185–188.
Duke, N. K., & Block, M. K. (2012). Improving reading in the primary grades. The Future of Children, 55–72.
Fountas, I. C., & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268–284.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571.
Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35(4), 458–492.
Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20–30.
Nguyen, T. L. P. (2022). Teachers’ strategies in teaching reading comprehension. International Journal of Language Instruction, 1(1), 19–28.
Nichols, W. D., Rupley, W. H., & Rasinski, T. (2008). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1–13.
Paris, S. G., & Paris, A. H. (2003). Classroom applications of research on self-regulated learning. In Educational psychology (pp. 89–101). Routledge.
Raharjo, T. J., Harianingsih, H., Sumbali, B., Widiarti, N., & others. (2025). Classroom environment and metacognitive strategies to support beginning reading skills: a systematic literature review. Journal of Innovation and Research in Primary Education, 4(3), 485–496.
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. The Elementary School Journal, 108(1), 3–23.
Stanley, M. (2023). Qualitative descriptive. Qualitative Research Methodologies for Occupational Science and Occupational Therapy, 52–67.
Taylor, B. M., Pressley, M., & Pearson, P. D. (2002). supported characteristics of teachers and schools that promote reading achievement. Erlbaum Mahwah, NJ.
Zacarian, D., & Silverstone, M. (2020). Teaching to empower: Taking action to foster student agency, self-confidence, and collaboration. ASCD.
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