i

TEACHERS DIFFICULTIES IN TEACHING READING

COMPREHENSION DURING ONLINE CLASSROOM

A THESIS

Submitted as Partial Fulfillment for the Requirements to Obtain the Degree

of Sarjana Pendidikan in English Education Study Program

WRITTEN BY:

AMELIA AFRIANI

A1B217022

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND LITERATURE DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

JAMBI UNIVERSITY

JUNE 2021

ii

APPROVAL

This thesis entitled “Teacher Difficulties in Teaching Reading

Comprehension during Online Classroom” written by Amelia Afriani, student’s

number A1B217022 has been corrected and approved to be tested in front of the

board of examiners.

Jambi, June 11th, 2021

First Supervisor

Tubagus Zam Zam Al Arif, S. Pd., M. Pd

NIP. 198603302015041001

Jambi, June 11th, 2021

Second Supervisor

Duti Volya, S. Pd., M. Pd

NIP. 197812082008012015

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LETTER OF RATIFICATION

This thesis entitled “Teachers Difficulties in Teaching Reading Comprehension”

written by Amelia Afriani, student’s number A1B217022, has been defended in

front of the board of examiner on 29th June 2021 and was declared acceptable.

The board of Examiners

1. Tubagus Zam Zam Al Arif, S. Pd., M. Pd (Chair Person)

NIP. 19860330215041001

2. Duti Volya, S. Pd., M. Pd (Secretary)

NIP. 197812082008012015

Jambi, 29th June 2021

The Head of

English Education Study Program

Dr. Nyimas Triyana Safitri, S. Pd., M. Ed, St.

NIP. 197410022001122001

iv

DECLARATION OF ORIGINALITY

I, Amelia Afriani (A1B217022) declare that Teachers Difficulties in Teaching

Reading Comprehension is my own work, that has not been submitted before any

degree or examination in any other university, and that all source I have used or

quoted have been indicated and acknowledge as complete references.

Jambi, 1st July 2021

Amelia Afriani

NIM. A1B217022

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MOTTO

ؤمنين ا نتم ال عل ون ان كنتم م نوا و ل ت حز ل ت هنوا و و

“Do not lose hope, nor be sad, you will surely be superior if you are [true]

believers.)

(QS. Ali Imran, 139)

“The hardest walk is walking alone, but it’s also the walk that makes you the

strongest!”

(Meliaaa)

“Yes, look down on me like that. It’s my hobby to prove you are wrong.”

(Min Yoongi)

“Maybe I made a mistake yesterday, but yesterday me is still me. I am who I am

today, with all my faults. Tomorrow I might be a tiny bit wiser, and that’s me

too.”

(Kim Namjoon)

This thesis is dedicated to my family who always believe in me, supporting, and

encouraging me to be the best version of myself.

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ABSTRACT

Afriani, A. 2021, Teachers Difficulties in Teaching Reading Comprehension

during Online Classroom. Thesis. English Education Study Program. Faculty of

Teacher Training and Education of Jambi University in Academic Year 2020/2021.

The first supervisor is Tubagus Zam Zam Al Arif, S.Pd., M. Pd. The second

supervisor is Duti Volya, S. Pd., M. Pd.

Key Words: Teacher's difficulties, Reading Comprehension, Online Classroom.

This research aimed to find out the difficulties that Junior High School English

teachers face in teaching reading comprehension during the online classroom. The

site of this research was at Sekolah Menengah Pertama Negeri 5 Kota Jambi. The

subjects of this research were three English teachers that teach 8th grades students

in SMP N 5 Kota Jambi. This research uses a descriptive qualitative research

design. The data of this research were obtained through individual interviews with

six questions in total. For implementing an online classroom, English teachers that

participate in this research use several applications included, including WhatsApp,

Google Classroom, and YouTube. The finding showed that through teaching and

learning activities during the online classroom, teachers faced difficulties because

of the learner's readiness and the transition from face-to-face to online teaching that

teachers experienced. The teachers faced the difficulties because cannot measure

the students reading comprehension caused the gadget and internet access that the

students did not have, and the teacher did not comfortable in teaching online

because the transition from face-to-face classroom to online. Therefore, this

research discusses the difficulties experienced by English teachers, thus it is hoped

that readers especially English teachers who experienced similar difficulties can use

this research to increase their variety of learning activities and overcome the

difficulties they are faced.

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ACKNOWLEDGEMENT

First and foremost, praises and thank to Allah SWT, the Almighty, for

showers of blessings during the writing of my skripsi until I can complete the

research successfully and thanks to Allah SWT who keeps me healthy, so I can

finish this research.

I would like to express my deep and sincere gratitude my research supervisor,

Mr. Tubagus Zam Zam Al Arif, S.Pd., M. Pd and Mrs. Duti Volya, S. Pd., M. Pd

for continuous support of my S. Pd study and research, for their patience,

motivation, and immense knowledge. Their guidance helped me in all the time of

the research and writing this skripsi.

I would like to thank to my academic counselor, Mrs. Dra. Armiati, M. Hum

for the academic guidance that she has suggested for me. She always supported me

when I faced many challenges during my study. I could not have imagined having

a better academic counselor for my study to getting the bachelor degree of Sarjana

Pendidikan. Then, my sincere thanks to English teachers of Junior High School 5

Kota Jambi who were willing to be the participants for this research without their

willingness, this research did not go smoothly.

I owe more thanks to my parents for their support, love, and prayers. Beside

my parents, I would like to thank to my brothers for supporting me during writing

this skripsi. Then, I want to say thank you for my cousins, my best friends, my

enemy, and also the best two people that I could not imagine how my life is without

them; Meltia Ramadani, S.Pd and Vera Novianti. They are the person that makes

who I am today. Without my family support, it is impossible for me to finish my

college seamlessly.

Life at university does not always go smoothly, but I am grateful that I met

friends who made everything go well. I was lucky to have a classmate who was

supportive and always helped each other whenever we faced difficulties in doing

assignments. Then, my deep and sincere thanks to my best friends for their support

viii

for me especially for Barbarnero Numerouno’s. Thereafter, I would like to say

thank you for the rare few individuals in my life who have listened without

judgement, spoken without prejudice, helped me without entitlement, understood

without pretension and love me without conditions.

I as the researcher realize there are many weaknesses that exist in the

preparation of this final assignment. Therefore, I am looking forward for the

suggestion and criticism in order to produce better work. I hope this thesis provides

contributions that can be useful for many parties.

Jambi, July 1st, 2021

Writer,

Amelia Afriani

NIM. A1B217022

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TABLE OF CONTENTS

Page

COVER ........................................................................................................... i

APPROVAL ................................................................................................... ii

LETTER OF RATIFICATION .................................................................... iii

DECLARATION OF ORIGINALITY ........................................................ iv

MOTTO .......................................................................................................... v

ABSTRACT .................................................................................................... vi

ACKNOWLEDMENTS ................................................................................ vii

TABLE OF CONTENTS ............................................................................... ix

LIST OF APPENDICES ............................................................................... xi

CHAPTER I : INTRODUCTION

1.1 Background of The Research............................................................ 1

1.2 Research Question(s) ........................................................................ 2

1.3 Objectives of The Research .............................................................. 2

1.4 Limitation of The Research .............................................................. 3

1.5 Significance of The Research ........................................................... 3

1.6 Definition of Key Terms ................................................................... 4

CHAPTER II : REVIEW OF RELATED LITERATURE

I. Literature Review ................................................................................ 6

2.1 Teaching ........................................................................................... 6

2.1.1 Teaching Approach .................................................................. 7

2.2 Reading Comprehension ................................................................... 9

2.2.1 Strategies in Teaching Reading Comprehension ...................... 9

2.3 Online Teaching................................................................................ 15

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2.4 Difficulty Over Teaching Online Language Classroom ................... 17

II. Previous Research .............................................................................. 25

CHAPTER III : RESEARCH METHODOLOGY

3.1 Research Design and Approach of Study ......................................... 28

3.2 The Participant .................................................................................. 28

3.3 The Technique of Data Collection .................................................... 29

3.3.1 The Interview ................................................................................. 29

3.4 The Technique of Data Analysis ...................................................... 30

3.5 Trust worthiness................................................................................ 31

CHAPTER IV: FINDING AND DISCUSSION

4.1 The English Teachers Strategies and Media in Teaching Reading

Comprehension ....................................................................................... 32

4.2 The purposes of Teaching Reading Comprehension to the students 35

4.3 Teacher's Difficulty in Teaching Reading Comprehension in Online

Classroom ............................................................................................... 39

CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusion ........................................................................................ 45

5.2 Suggestion ........................................................................................ 46

REFERENCES ............................................................................................... 47

CURRICULUM VITAE ................................................................................ 61

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LIST OF APPENDICES

Appendix Page

1. Interview protocol ................................................................................ 54

2. The Result of Interview ........................................................................ 55

3. Surat Izin Penelitian ............................................................................. 59

4. Surat Keterangan Selesai Penellitian ................................................... 60

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CHAPTER I

INTRODUCTION

This chapter discussed the background of the research, research questions,

objectives of the research, limitation of the research, significance of the research,

and definitions of key terms.

1.1 Research Background

At Junior High Schools, English is taught as a compulsory subject covering

four language skills: speaking, listening, writing, and reading. Badan Standar

Nasional Pendidikan (BSNP) established students to learn reading because reading

is necessary to get information. The standard set of English lessons' main objectives

at the Junior High School level is the comprehension of various short functional

types of text. With good reading comprehension proficiency, students are expected

to get the knowledge from the passage that they read. Therefore, teaching reading

comprehension is essential for preparing students with necessary reading skills in

order to be able to gain information and knowledge.

Teaching reading comprehension at Junior High School, English teachers are

expected to prepare the students with a good reading skills foundation. The teacher

also has to prepare the students with the ability to read for comprehension to enable

them to answer the question based on the texts they read. However, teaching reading

comprehension is not easy because the students are expected to elicit the main idea,

understand what they read, get explicit and implicit information, and gain details

from a simple text after reading. English teachers must use appropriate teaching

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strategies to achieve all the learning objectives, and it became English teachers'

challenges in teaching reading comprehension for Junior High School students.

However, in 2020 the challenges that English teachers must face are not only

to preparing appropriate strategies for the classroom but also having to face the

challenges of having to teach online. Because in March 2020, Indonesian face

Coronavirus Disease 2019 or Covid-19 that spread very quickly and it affected all

aspects of life include the education system. The Ministry of Education and Culture

(Kemendikbud) directed face-to-face learning to online classrooms to prevent this

virus's spread. As a result, the education system in 2020 using Pembelajaran Jarak

Jauh (PJJ), or distance learning method, it is a term used for learning methods that

use technology and the internet to facilitate the learning process without meeting

face-to-face, and it involves students and teachers.

Due to the explanation above, the researcher conducts the research with the

title "Teacher Difficulties in Teaching Reading Comprehension during Online

Classroom" to find out what difficulties faced by English teachers and the way

they solve the problems.

1.2 Research Question(s)

Based on the research background, the research question of this research was

as follow:

1. What difficulties faced by English teachers in teaching reading

comprehension during the online classroom?

3

1.3 Objectives of the Research

Based on the research question above, this research's primary objective is to

find out the difficulties that Junior High School English teachers face in teaching

reading comprehension during the online classroom. Furthermore, the researcher

wants to describe the teacher's way to overcome the difficulties they face while

teaching reading during the online classroom.

1.4 Limitation of the Research

In this research, the researcher focus on teachers' difficulties in teaching

reading comprehension during an online classroom for second-grade students of

Junior High School 5 Kota Jambi. This research also focuses on the strategy and

method that English teachers use to teach reading comprehension during teaching

online.

1.5 Significance of the research

The research is essential to be conducted in purpose to find out the teacher's

difficulties and the strategies in teaching reading comprehension during an online

classroom. This study's results are expected to provide information for researchers

herself and the community in education who are facing the same problems that must

be faced during online teaching. Moreover, the researcher expected that this

research could be useful for:

1. For the teachers:

4

The result of this research is expected to be useful for Junior High School

English language teachers when the teachers might be facing the same

problems in teaching reading during online teaching. The researcher hopes

that the results obtained can help other teachers in facing the same

difficulties.

2. For the researcher:

For the other researcher that might have the same topic about teaching

reading comprehension difficulties that teachers face during the online

classroom, this research could give them appropriate information for their

research.

1.6 Definition of Key Terms

To avoid misunderstanding, the researcher gives definition of some key terms

used in the research:

1. Reading comprehension was defined as the term for the ability to

understand and applying information contained in a written material. According

to Olson and Diller (1982), reading comprehension is a term used to identify the

skills to understand and use the information contained in a passage. While Kennedy

(1981) argued that reading could be defined as the ability of an individual to

recognize a visual form (text) as the part of the experience, understand, and

interprets its meaning.

2. According to Abernathy J.D (2019) online classroom that also referred to

as online learning or distance learning is the acquisition of knowledge that takes

5

place through electronic technologies and media that conducted internet as well.

Then, Abernathy J.D (2020) stated that Online classroom, also reffered as online

learning or distance learning is the acquisition of knowledge that takes place

through electronic technologies and media on in such as web and application that

conducted on the internet.

3. According to Merriam-webster dictionary, difficulty is the quality or state

of being hard to do, deal with, or to understand, in the other hand it is the quality or

state of being difficult.

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CHAPTER II

REVIEW OF RELATED LITERATURE

I. Literature Review

2.1 Teaching

Teaching refers to the multiple tasks carried out by the teacher for leading-

learners to the expected learnings. It means that every teacher must set the targets

for students and set the direction for deciding what is to be done to make students

achieve the targets. The targets that the teacher already sets up is known as the

learning target. Since the teacher is the one that must set up everything for the

teaching process, it makes the teacher has an essential role in the teaching activity.

Teaching is also described as a process to influence students through their

perceptual and cognitive processes. Dharmaraj (2015) defined teaching as a process

that involves active participation between the teacher and the students. It is an

interactive process, primarily involving classroom talk between teachers and pupils,

and occurs certain definable activities. It proved that interaction also takes the

critical key in teaching and learning activities because teaching is a process that

involves the active participation of teachers and students. There must be an

interaction between the teachers and students while they are on a course. If there is

no interaction and participation, it means that the activity does not fulfil teaching

components.

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Besides the participation between teachers and students, Almala (2005)

explained three components of teaching. The first one is that the teacher plays a

vital and essential role in planning, organizing, leading, and controlling the teaching

process to provide full learning facilities. Second, students are dependent upon the

teachers for the learning strategies and the content chosen by the teacher. The last

one is curriculum; it is a medium of interaction between the students and teachers.

2.1.1 Teaching Approach

To make a successful teaching process, before the teacher makes the teaching

activity plan, they have to know what approach they will use when teaching the

students. The teaching approach was described by Grasha (1996) as those enduring

personal qualities and behaviour that appear in how teachers teach their students

and conduct their classes. The term suggests a few defined steps that need to be

followed in completing a task. It implies given conditions within the steps that are

applied systematically that lead to the achievement of objective tasks. There are

several such instructional methods have been identified and propagated for

classroom teaching. When the teacher has this knowledge of the method and can

utilize it appropriately, it will increase their teaching process effectiveness. Elliot

(1996) stated that the teaching approach comprises a range of behaviours that a

teacher comfortably and consistently used over time, content, and situation.

The teaching approach is classified as follows:

1. Teacher-Centred approach. Huba & Freed (2000) described the teacher-

centred approach as the teachers' role to be the one who gives information

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and makes the students passively receive the information and also

emphasis is on the acquisition of knowledge. In this approach, the teacher

always gives instructional interactions to the learner. Students are the

recipients in this process; the teacher will lead them through the process in

the pre-decided route that has been designed by the teacher. Tabulawa

(2006) stated that this approach had been viewed as consistent with the

'traditional or transmission approach' to instruction, where students cannot

express themselves and direct their learning style. This approach usually

uses lecturing, team teaching, and demonstration by the teacher.

2. Learner-Centred Approach. According to Cannon and Newble (2002), in

a learner-centred approach, the focus is on the learner's responsibilities in

the learning context. Falchikov & Boud (1989) stated that with the

learner's responsibility, they have some control for the assessment process,

such as peer and self-assessment. Furthermore, O'Neil & McMahon (2005)

argued that this approach is also indicated as allowing learners to make

choices and control what they want to study and how they want to study.

Moreover, Kember (1997) explained that the learner-centred approach

emphasizes student learning outcomes rather than defining content; thus,

teachers do have a responsibility to teach the learner, and it becomes a

process of helping learners towards desirable outcomes. Subsequently, this

approach usually uses self-instructional methods, practical work, library

study, assignments, and projects that students have to do.

9

With those teaching approaches, the teacher must consider the method they

will use when planning their students' teaching strategies. The teaching strategies

need to be planned based on the conditions and goals students have to achieve.

Teachers have identified the instructional strategies to suit different content types

and achieve different types of objectives.

2.2 Reading Comprehension

Cahyono (2011) stated that the meaning of reading is transferring information

between the writer and the reader. McNeil (1992) also explained that

comprehension is making sense out of the text. Meanwhile, from an interaction

perspective, reading comprehension is acquiring information from context and

combining disparate elements into a new understanding. Therefore, reading

comprehension understands a written text that means extracting the required

information. In simple words, reading comprehension means understanding what

has been read. It is an active thinking process that depends not only on

comprehension skills but also on student's experiences and prior knowledge.

Comprehension involves understanding the vocabulary, knowing the concepts, able

to organize ideas, recognizing the author's purpose of making the text, making

judgments, and evaluating.

2.2.1 Strategies in teaching reading comprehension

There are some strategies in teaching reading comprehension according to

Vacca & Vacca (1999):

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1) Scaffolding

Gasong (2007) explained that scaffolding is a lesson in which students are

given some assistance during the early stages of learning and then reduce the aid

and provide students opportunities. This strategy allows teachers to help learners

find out the meaning and overcome the difficulties they faced in text-related

learning situations. From the definition, scaffolding supports students from the

teachers that enable the development of learning ability so that there is a higher

level of mastery of material shown by completion.

2) Think-aloud

Think aloud is a strategy that helps students with learning activities. The

aim is to recall more important information from the texts given by the teacher.

With this strategy, teachers and students work together to construct the text's

understandings as they interact with it. According to Davey (1983), there are five

basic steps when using think-aloud. The first step is to select the passage to read

aloud containing points of difficulty, ambiguities, contradictions, or unknown

words. The second step is while orally read the text, and students must follow

silently and listen to how to trouble the point through. The third step is the students

have to work with their partners to practice think-aloud by reading short, carefully

preparing the passage, and sharing their thoughts with the teacher guide. The next

step is the students have to practice independently using a checklist to verify all the

information they got while doing think-aloud. The last step is to transfer and

integrate the practice with other lessons or situations.

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Five points can be made during think-aloud there are; (1) develop

hypotheses by making predictions, (2) describe information from the text, (3) link

new information with prior knowledge by sharing analogies, (4) monitor

comprehension by verifying information that has been discussed, (5) regulate

comprehension by demonstrating the strategies.

3) Reciprocal Teaching

Reciprocal teaching is a strategy that allowed students and teachers to

share the role of the teacher by making both lead the discussion about a given

passage. It involves four strategies that guide the discussion: predicting, question

generating, summarizing, and clarifying. This strategy works particularly well with

textbooks and non-fiction passages because it is a great way to teach students how

to determine essential ideas from a passage while discussing vocabulary,

developing ideas and questions, and summarizing information.

According to Palinscar & Brown (1984), reciprocal teaching is a guide to

reading comprehension strategy that encourages students to develop the skills with

effective readers and learners to automatically (summarize, question, clarify,

predict, and respond to what they are reading). Reciprocal teaching, in some ways,

is a compilation of four comprehension strategies;

1. Prediction. The teacher could ask students to predict what they think the

passage may be about. It makes them think about what will happen by

asking a question as a detective might do.

2. Question. The teacher reminds the students to generate questions as they

listen and read the passage. Remind them about three levels of questions:

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1. Right-there question (the answer is in the text), 2. Between-the-lines-

questions (inference needed), 3. Critical thought question (require their

opinion).

3. Clarify. The teacher reminds the students to ask what words and phrases

are unclear for them while read and listen to the passage. The

clarifications may take the form like, "how do we pronounce that?"

"What does the word mean?" "we think the author is saying ……." "I am

guessing 'pie-in-the-sky' means …."

4. Summerize. This point includes two parts; first, students summarize

verbally, within pairs, or share their assigned to small group or record

their summary and read it aloud to another small group. Second, students

could make a mind map about the information that they got from the

passage.

4) SQ3R

SQ3R is a systematic reading strategy that helps to organize the reading

process into manageable units. The SQ3R strategy involves; (1) reading the

headings in the chapter quickly to get its essential information, (2) turning the

heading in to question, (3) reading to find the answer to the question, (4) recall the

critical part (the answer to the question) by retelling it or write it in memory as an

essential point. And for the steps, it consists of five steps;

a) Surveying. Before reading the whole passage, the readers survey the

passage to get the general ideas of the text. Readers must find important

13

ideas quickly by reading the heading or the title to get a glimpse of the

passage. The other way to survey the passage is to read the sub chapter,

pay attention to tables, diagrams or maps, and readers can skim to the

paragraph to get the information. Similarly, Burns et al. (1984) stated that

surveying the passage can be done by looking at the chapter titles and the

main headings, reading the introduction and summary or the conclusion,

and inspecting any visual aids as maps, graphs, or illustration. This

activity provides a framework for organizing the facts the readers later

derive from the reading.

b) Questioning. This second step of SQ3R is because the readers create

some questions based on what they have surveyed. The aim of such of

question is to facilitate readers in adjusting their reading purposes. By

having a question in their mind, the reader can monitor the

comprehension process to see if they get their aims. The question also

makes the reader aware of what they read. Nurhadi (1987) argued that

questioning aims to set the reader's mind of their reading, so they not only

follow the writer's idea but also actively build their interpretation of the

passage.

c) Reading. This step required the student to read the text carefully to find

the answer to the question key they have made. In this step, Soedarso

(2002) stated that the students are supposed to concentrate on the text's

main ideas and their supporting details. This activity can be done in the

following way; (1) reading the text silently, (2) answer the question that

14

they made before, (3) find out the main idea and its supporting details,

(4) making a note of the main points that they get in the passage, (5)

discuss in pairs or groups about what has been found during reading.

d) Reciting. The next step is reciting; after reading the passage, the students

must answer the question that has been formulated earlier without

looking back to the passage. The students have to answer not only by

using the information they got but also by using their knowledge.

e) Reviewing. This is the last step of the SQ3R strategy. The students do it

by reading the important part of the text. Soedarso (2002) stated that

reviewing could be done by scanning the main points of the whole text

to find out that the answer and the student's information are accurate.

5) Question-Answer Relationship (QARs)

According to Pearson & Johnson (1978), Question-Answer

Relationships is a strategy that makes the teachers help the student become aware

of the likely source of information to respond to the question that given by the

teacher in the aim to guide student's comprehension based on the information that

needs to answer the question. In this strategy, the students have two broad

information sources to answer the question; information in the text and information

inside their head.

The procedure of this strategy can be taught directly to the students.

QARs is a reading strategy through understanding and analysis of the question. In

15

other words, this strategy guides the students to understand the question to get

information in reading itself.

2.3 Online Teaching

With the rapid development of technology and the internet, integrating

technology into curriculum and learning activities become a popular teaching and

learning approach in this era. Internet is a worldwide collection of computer

networks that serve as a channel network for communication and global information

exchange. Also, the internet is a combination and connection of millions of

individual networks that allows changing and sharing information for people

worldwide. Technology and computers facilitated distance learning, which has been

widely used since the 1990s. Online learning is usually used by higher education in

online schools, not traditional schools. Sangra, Vlachopoilos, & Cabrera (2012)

stated that online teaching is part of the new dynamics that characterize the

education system in the early 21st century.

Yacci (2000) defined online teaching as the practical subset of education that

deals with instruction in which distance and time are the criteria attributes, like the

students and the teacher are separated by distance and time. According to Levine &

Sun (2014), distance learning presents opportunities for the learners because this

learning style provides the study's flexibility at a time, place, and pace convenient

to the individual students. Kowalczyk (2014) stated that teachers must guide the

learners since the key to a successful online learning experience that learners will

get is neither the content nor the technology but the pedagogy. Learners must not

16

only feel comfortable with technology, but they need to be educated regarding

pedagogical methods. In other words, the teacher still plays a vital role in both

distance learning and traditional classrooms.

Sangra, Vlachopoulos, & Cabrera (2012) stated that there are always be the

evolution of online teaching, as a result of new technologies and the contribution of

a computer scientist to education together with the concept of education as a

lifelong process, it became a significant challenge for them: how to integrate this

technology into their teaching process. However, in an online learning system, there

are two approaches that teachers can use for teaching the students; synchronous and

asynchronous learning. Synchronous learning is instruction, and collaboration

between students and the teacher is in real-time via the internet. It uses a web or

application with recordings available for students unable to attend, such as live chat,

audio, video conferencing, data and application sharing, shared whiteboard, virtual

'hand-raising,' and joint viewing the multimedia presentation and online slide

shows. Otherwise, asynchronous learning methods use the time-delayed

capabilities of the internet; it means that time can be separated between the teacher

and students. The interaction between them can be via e-mail, threaded discussion,

newsgroups and bulletin boards, and file attachments. So, the differences between

those two approaches are in the schedule. If asynchronous is still needs the teacher

to facilitate but is not conducted in real-time, the teacher and learners can engage

in course-related activities at their convenience rather than during precisely

coordinated classroom sessions.

17

2.4 Difficulty of Teaching Online Language Classroom

Considering that teaching face-to-face and online teaching is exceptionally

different, it is possible to face difficulties throughout online teaching. Bassopo-

Moyo (2006), Conaway, Eston, Schmit (2005), Ko & Rossen (2010), and Limperos

et al. (2015) stated that some studies have identified and examined critical issues

that were affecting the quality of online education such as communication,

technology, time management, pedagogy, and assessment. Due to the increasing

number of problems faced by the teacher since online teaching, Luyt (2013),

Morris, Xu, & Finnegan (2005), Tyler-Smith (2006) conducting such an

investigation and provides the results become critical in order to inform instructors

about the major of issues and strategies that affect the quality of teaching online

classroom. The result of the investigation was divided into three-part. First, issues

related to the learners, second, issues related to the content, and the last are related

to instructors.

a) Issues Related to Learners

Issues related to the learners may be summarised into:

1. Learner's Expectations. Li & Irby (2008) agree that learners' expectations

can be challenging and can also interrupt the online teaching course.

Learners may be expected to get fast feedback on their online assignments

or being curious about their grades and forced the teacher to give them

instant feedback. Because of that, some of them may not take the

assignment seriously. Li & Irby (2008) suggested that teachers minimize

18

these inappropriate expectations by clearly giving course rules and policies

at the beginning of the course.

2. Learners readiness. Hung, Chou, Chen & Own (2010) stated that learners'

readiness to attend online courses is one of the major issues discussed in

the literature. Not all learners can successfully participate in online courses

because identifying and adapting new learning styles and skills to

participate in online classrooms can be challenging. Mostly, they need to

be self-motivated and self-directed to learn. Teachers must be ready to help

learners who have a lack the required learning skills. To help learners,

teachers must know what aspect of readiness that distracting the learners.

Students' readiness is affected by their self-directed learning, motivation

for learning, computer self-efficacy, online communication self-efficacy,

and learner control.

3. Learners identity. According to McInnery & Roberts (2004), learners may

feel isolated and disconnected in online courses that can affect their

learning process. From a social constructionist perspective, the way

learners interact socially creates their identities. They explained that

teachers must help learners develop a shared sense of belonging, purpose,

and norms. Learners identity affected their learning process, and it can

distract them from the process of the online teaching process by their

teacher.

4. Learners participation. Romiszowski & Mason (2004) discussed that

learners' nature of participation and engagement in online settings is

19

another major online teaching issue. Some research considered

participation through interaction with peers and teachers by writing, and

others suggested that learners who observed in the interaction and spent

time reading more than writing was still engaged in learning. That is a

crucial part of online teaching. The teacher must consider the learners'

participation and think of a way to engage them with the course. Teachers

are forced to be creative to solved the problem. That is related to the

content that teachers use, the more creative the content, the more responses

that the teacher gets from the learners.

b) Issues related to content

Issues related to the content may be summarized into:

1. Content development and instructors. Evrim, Correia, & Thompson (2011)

reveals that when the teacher is teaching with predefined content, it will make

them face the issue of lack of empowerment as a result of their role in

creating, shaping, and integrating their own experiences into the content of

the course has been downplayed. They stated that teachers who teach online

classrooms are encouraged to design the content and adopt an autonomous

and active role by constantly criticizing their online teaching assumptions.

One of the teachers' responsibilities is to prepare and make plan materials for

the online classroom. However, Li & Irby (2008) stated that making new

materials or adjusting the materials from face-to-face classes to an online

classroom can be challenging. That is because face to face's content can not

20

be simply copied to an online setting. Many things must be considered when

adjusting face to face's content into an online setting.

2. Content and multimedia. Almala (2005) states that content may be developed

based on integrating multimedia to enhance the learning experience using

constructivist theory principles. The examples of multimedia that teachers can

include are learning materials such as games, videos, audio, and simulations.

The teacher must consider what types of multimedia are appropriate for their

learning materials, and it should help them with the learning process because

using multimedia in the wrong way can be detrimental to the learning process.

Almala (2005) divided multimedia that teachers use into three instructional

design approaches to enhance learning: less-is-more, more-is-more, and

focused-more-is-more. The less-is-more approach focuses on reducing or

eliminate extraneous material to avoid any distraction in the learning process.

The more-is-more approach focuses on adding features such as graphics to

increase motivation with the understanding that adding too much information

could be distracting. Moreover, the last focused-more-is-more approach

provides enough time for students to learn course material while using added

features such as graphics and challenging learning situations. According to

Miller (2014), adding multimedia to the content can engage students without

instructors.

3. Content and instructional strategies. There are a lot of instructional strategies

that the teacher can use while teaching face to face. However, Chametzky

(2014) and Luyt (2013) argued that focusing on andragogy principles, content

21

in the online classroom should be learner-centered. Collaboration with peers

in an online course is another strategy to enhance learning and engagement.

Niess & Gillow-Wiles (2013) stated that the best practices recommended for

developing content in an online course are a combination of collaborative

activities, reflective activities, clear assessment criteria, and integration of

technology. Applying redesign strategies is another way for teachers to

transition their face-to-face courses into online courses appropriately and

successfully integrate technology into the online course. According to

principles of andragogy, course redesign strategies support the use of

interactive learning in an online classroom with the use of multimedia tools.

Twigg (2003) declares that the critical components of redesigning strategies

of online classroom strategies are automated feedback, small discussion

groups, and a supportive learning community to assist students.

4. Considerations for content development. According to Allen, Kiser, & Owens

(2013), the course's goals should be laid out clearly for the learners, and the

content should be presented in meaningful sections throughout the course.

The explanation of assignment instruction is necessary to improve students'

understanding and allow students to complete online collaborative learning

activities. The class's content must be aligned with students' learning

outcomes, objectives, and assignments. The teacher must find a way to make

students engaged in the online environment that the teacher made.

c) Issues related to instructors.

Issues related to instructors may be summarised into:

22

1. Changes in a faculty role. Berge & Collin (1996); Coppola, Hitlz & Rotter

(2011) agreed that one of the significant challenges related to the instructors

is the changing role of the instructor. There are four different roles identified

for an online teacher: pedagogical, social, managerial, and technical

responsibilities. Pedagogical roles refer to teaching methods; Social roles are

how teachers establish social interaction with the students; managerial roles

include administrative and organizational tasks, and technical responsibilities

are technical support that instructors provide. Robertson (2000) stated that

online teaching's educational purposes are mainly fulfilled by performing

pedagogical tasks. For the teacher who is usually teaching face-to-face

classrooms, they use an instructor-centered approach. It is not easy to change

the approach to be more student-centered while teaching an online classroom

because students decide how they wish to learn, and it forced the teacher to

produce a new role as a facilitator. Juan et al. (2011) conclude that the online

instructor's role changes from knowledge transmission agent to a specialist to

guide students' learning processes. In this case, the teacher's role is to

facilitate students learning rather than to teach students.

2. Transitioning from face-to-face to online. Teachers' difficulties during online

classrooms are to effectively transfer what is taught in the face-to-face

classroom to online settings. Anderson, Imdieke, and Standerford (2011)

stated that the main challenges are to disconnect between the way teachers

were taught to teach and how they must be delivered in an effective online

classroom. Additionally, the online delivery method is different from face-to-

23

face education because when it turns into an online setting, a teacher must

facilitate the interaction between the students and their skills, students and

peers, and students and technology. In this case, a teacher is supported by the

technology and curriculum that they use. As a result, the teacher might

struggle with the roles changing, delivery of the materials, and engagement

of their students due to lack of visual and face-to-face contact with them, and

then the teacher might be feeling less control over how to adjust their classes.

3. Instructors lack interest in an online course. Osika, Johnson, & Buteu (2009)

stated that many instructors who used to teach in a traditional classroom are

not interested in teaching online because they are already teaching with that

format for years not feel comfortable switching to an online setting. This

discomfort feeling is related to the fear of something, or it may be because of

the inability to connect with students in an online teaching setting. This

feeling might make a passive online classroom because students feel the

teacher does not deliver the material correctly and distance between them.

They argued that teachers who feel discomfort think online courses do not

hold the same value as traditional courses. Besides, the teacher who is

comfortable teaching with traditional form enjoys the interaction between

them, and students rarely feel that with online education. In other words, this

feeling is a form of the lack of training for instructors and administrators to

teach online.

4. Instructors’ preparation programs and the online medium. According to

Baran, Correia, & Thompson (2011), when the teachers do not know how to

24

prepare teaching activities for online courses because there is no clarity from

the instructors' preparation programs for the transition from face-to-face

setting to online teaching. Moreover, Coppola, et al (2011) explained that

another challenge is that the teachers are bringing their traditional teaching

styles to online settings, and it does not appear to be working.

5. Teaching styles. Crawley (2009) stated that an effective teaching style holds

significant challenges for online teaching. The way a teacher teaches the

online classroom makes all the difference in students learning outcomes, so

they must have the ability to communicate, form community, and deliver the

appropriate lesson effectively. Moreover, to improve teaching effectiveness,

Juan, et al (2011) suggested that the online teachers should try to use various

e-learning methods and strategies, such as dynamic presentations, laboratory

tutorials, simulations, conceptual discussions, interaction and collaboration

with students to support the activity, exploration, and knowledge

development of the students.

25

II. Previous Research

The previous research related to this study is the research done by Utomo,

S. et al. (2019) by the title "The Challenges and Difficulties in Teaching

Listening: an Exploratory Research in a Junior High School in Kudus." This

research describes teaching English, especially listening, and identifying the

difficulties in teaching that the English teachers experienced in a Junior High

School in Kudus. This research used an exploratory research design with the subject

five English teachers chosen by purposive sampling technique. Then, the researcher

used questionnaires, interviews, and documentation as the instruments of research.

Afterward, this research results in time management become the teacher's major

challenge in organizing the classroom for teaching listening.

The similarity with the research above, the researcher's objectives for the

research is to describe the difficulties teachers face while teaching the skill, and the

technique sampling is the same. The research above shows that the researcher has

different skills to focus, the instruments (except the questionnaire), and the situation

is different. This research has been held in the traditional classroom, not an online

classroom.

Other previous research related to this study is the research done by

Setyawan, C. (2020) with the title "Challenges on Teaching Online English

Subject in SMK Negeri 1 Nawangan." This research described the challenges

teachers faced during online teaching, and the purpose of this research is to identify

and describe the challenges teachers face in teaching online English Subjects in

SMK 1 Negeri Nawangan. This research applied a qualitative method with the

26

instrument of data collection are an online questionnaire and interview. The

researcher had 2 English teachers as the subject of the research and using purposive

technique sampling. Afterward, the research shows the results as the problems that

English teachers faced while teaching English with online ways are students are

often slow to respond to the process of learning activities carried out online, it is

the significant problems. Besides, teachers also cannot directly measure student's

ability to learn English.

The similarity with the research above, this research also using the same

research design, technique sampling, and data collection. The research's main

objective is similar, and it is describing teacher's difficulties in teaching English

during teaching classroom. However, the differences are the focus of the research.

This research focuses on the difficulties that teachers faced during teaching reading

comprehension in online class; meanwhile, the research above focuses not only on

one skill.

The last previous research related to this study is "An Analysis on The

English Teachers Strategies in Teaching Reading Comprehension at The

Second Grade Students of Junior High School 1 of Wonomulyo." By Sarjan, N.

(2017). This research found out the strategies of Engish teachers in teaching reading

comprehension and how to implement the strategies. The method of this research

was qualitative research. The subject was an English teacher in Junior High School

1 of Wonomulyo.

Furthermore, the instrument of this research was observation and interview.

Afterward, the research results found two strategies that the teacher used,

27

Scaffolding and QARs (Question-Answer Relationship). With those strategies, the

teacher knew how far their students understood the teacher's text. Moreover, the

teachers can know how far understanding the students doing the task after reading

the text, and the students can be guided to focus more on the text and understand

what the content is about.

The similarity between the research above and this research is the methods;

all methods are the same. Furthermore, the research above's differences are the

objectives; the research above focused on the teaching strategies; meanwhile, this

research is focused on the teaching difficulties. And then, the conditions of the

research are different. This research is for an online classroom; meanwhile, the

research above is for a conventional classroom.

28

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design and Approach of Study

In this research, the researcher will use a descriptive qualitative research

design. Cresswell (2012) stated that qualitative is used to investigate a problem to

understand a particular phenomenon. Besides, Christensen and Johnshon (2008)

state that qualitative research focuses on understanding the insider's perspective of

people and their culture, which requires direct personal and often participatory

contact. The researcher will use a qualitative method to get rich information and a

deeper understanding of the participant's perspectives.

This research uses descriptive qualitative design because it focuses on a

specific phenomenon in the school environment. The case of this research is the

activities in teaching and learning English. This research also does not need to give

a treatment to the object of this research.

3.2 The Participants of the Research

The researcher determined the participants for this study using a Purposive

Sampling Technique. Winarni (2018) stated that this technique focuses on the

specific objectives of the research that will be conducted; the researcher has the

characteristic that the participant must have. Bernard (2002) explained that this

research makes the researcher decide what needs to be known and sets out to find

people who can and are willing to provide the information from their knowledge or

29

experience. Therefore, this research uses this technique because this study will

focus on the difficulties teachers face when teaching reading comprehension, and

the participant is teachers who teach English in 8th grade because, in this level, the

teacher teaches reading comprehension actively rather than 7th grade or 9th grade.

Moreover, this research will be held at Sekolah Menengah Pertama (SMP) 5 Kota

Jambi. In this school, three English teachers are teaching 8th grade.

3.3 The Technique of Data Collection

Krippendorf (2011) stated that data is the information of indication that has

to be written in the whole of the writing process. Data in this research is in the

written text, such as notes and interview transcripts. The data will be collected from

the interview section. The researcher will prepare the interview session's questions

related to the topic; after that researcher will conduct a structured interview. Then,

the researcher will organize the information and refitting the data. Next, the

researcher read carefully and analyses the data that had been transcribed.

3.3.1 The Interview

According to Miller P. G & Strang, J & Miller M.P (2010), an interview is an

information-gathering technique in which the defining feature is the presence of an

interaction between the interviewer and the interviewee. In this research, the

researcher will use a structured interview. The purpose of this interview is to find

problems more openly; the interviewee is asked for their opinion about the

difficulties that they face during teaching reading in an online classroom.

30

The following were the stages the researcher will interview with the

participants:

1. The researcher prepared the interview protocol for the interview section

with the participants.

2. The researcher planned and arranged an appointment for the individual

interview with three English teachers that will be the participants of this research.

3. The researcher asked consent from the participants that the interview would

be recorded.

4. On the day of the interview, the researcher showed the interview protocol

to the participants and proceeded with the interview for 15 minutes.

5. The researcher recorded the interview using a smartphone.

3.4 The Technique of Data Analysis

According to Miles and Huberman (1984), the process of data analysis

involves three activities; data reduction, display data, and conclusion drawing or

verification. Since the researcher will use structured interview, this data analysis

will be started with data reduction. Reducing data means summarizing, choosing

the main things, focusing on the essential things, looking for themes and patterns.

This technique can be assisted with the help of electronic devices, such as voice or

video recorders. After reducing the data, the researcher will be displaying the data.

In qualitative research, displaying data can use brief descriptions, charts,

relationships between categories, and flowcharts. However, researchers will display

data in the form of brief descriptions. Furthermore, the last step is conclusion

31

drawing or verification; the conclusions drawn from this study should answer the

research questions.

3.5 Trustworthiness

Jhonson and Cristensen (2008) stated that trustworthiness refers to the quality

of credible, trustworthy, and defensible research. There will be several procedures

that the researchers will follow to verify the accuracy of the data. First, the

researcher will be recorded the interview to collect the data. Second, the data will

be transcribed. Then, to get feedback and credibility of the data, the transcription

will be given back to the participants. After that, the data will be revised based on

the feedbacks before being analyzed. Lastly, the researcher's paper will be given to

the supervisor to get some evaluation.

32

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher would like to analyze the data gathered from

the research. The data was obtained from an interview section with three English

teachers in Junior High School 5 Kota Jambi. The researcher described the

interview result to find the difficulties that teachers faced during teaching reading

comprehension in online classrooms.

This research aims to find out the difficulties teachers faced during teaching

reading comprehension in an online classroom, and this research was undertaken as

qualitative research. Moreover, the following present themes found in the analysis

of the interview transcript with three English teachers. The results of this interview

will be explained as follow:

4.1 The English Teachers Strategies and Media in Teaching Reading

Comprehension

Muslaini (2017) stated that successful teachers who teach reading realize that

reading can be taught using various strategies. Teachers can modify the strategies

in teaching reading comprehension depend on the student's needs. For this research,

the researcher found that every teacher has their strategies in teaching reading

comprehension. P1 used Reciprocal teaching, and the rest of the participants used

the QARs strategy in teaching reading comprehension. For example, P1 expressed:

“Strategi mengajar yang saya berikan adalah materi berupa catatan,

maksudnya menyuruh anak mencatat sehingga anak-anak juga ikut membaca

33

selagi mencatat. Kalau lagi mengajar daring kan susah memantau anak-anak

apakah paham dengan materi yang dikasih, nah kalau memberi tugas catatan

nanti saya bisa tahu apakah mereka bisa paham atau tidak dengan

materinya.” (P1).

"Teaching strategy that I gave was learning materials such as notes. It means

asking the students to take notes, so they also read the text while taking the

notes. When teaching online is hard to see the students if they were

understood the given materials. If I give them the assignment to take a note,

I will know if they can understand the materials or not." (P1).

According to P1, she prefers to focus on giving the students materials and

asking them to take the notes based on their understanding. With an online situation,

P1 stated that it is challenging to make sure the student's comprehension towards

the given text, but with this task, she believes it will make the students read the

given text and make their understanding by taking the notes from the information

they got from the text.

Based on the explanation above, the strategy that P1 used is similar to

Reciprocal Teaching because, as stated by Palinscar & Brown (1984), this strategy

guide reading comprehension that encourages students to develop the skills that

effective readers and learners do automatically (summaries, question, clarify,

predict and respond to what they are reading). In this case, P1 uses this strategy in

online classroom, so she just asked the students to send her the result of their

summaries so she can see the students understand the text.

As the utterance below, P1 uses WhatsApp Group and gives the task from

Google Classroom to control and give the students the task. She used the source

from YouTube as a Video explanation about something or materials that she wants

the students to understand. The video that she used is such as a text video without

sound or oral explanation.

“Medianya saya melalui WA (Whatsapp) dan GCL (Google Classroom).

Sumbernya biasanya saya dari Youtube. Iya dari Youtube, saya cari video

orang menerangkan dengan tulisan saja.” (P1).

"For the media, I use WA (Whatsapp) and GCL (Google Classroom). For the

source, usually I use YouTube. Yes, from Youtube, I search for videos that

explained just in text." (P1).

Unlike the P1 strategy, P2 and P3 have the same strategy in teaching reading

comprehension in online classrooms. The similarity of their strategy that they use

presented by one of the following statements as follow:

“Pertama memberikan teks dan mengintruksikan untuk membaca dan

memahami teks tersebut ee kemudian mencari arti kata-kata sulit, sebagai

34

cara juga untuk menambah kosakata bagi mereka. Lalu memberikan tugas

seperti mereka harus menjawab pertanyaan yang disiapkan sesuai dengan

teksnya.” (P2).

"First, I gave a text and instruction to read and understand the text, after that

find the meaning of the difficult words, as the way to enrich their vocabulary.

And then, I gave an assignment like they must answer the question already

provided due to the text." (P2).

“Memberikan teks, teks itu ee dari buku pembelajaran ee difoto. Setelah itu

instruksikan kepada siswa untuk ee membaca teksnya di rumah dan supaya

membuka kamus atau google translate di hp. Setelah itu kerjakan soal

berdasarkan teks yang telah ee diberikan.” (P3).

"I gave a text, and the text is from a learning book. I take a picture of the text

in the book. After that, I instructed the students to read the text in their house

and open the dictionary or Google Translate on their phones. And then do the

questions based on the text that has been given." (P3).

Based on the statements above, P2 and P3 use Question answer relationship

(QARs) strategy in teaching reading comprehension to the students in an online

classroom. This strategy allows the teacher to give the accessible material or text to

the students to accept the text and focus on answering the questions based on the

text. The teachers used the QARs strategy to see if the students understand the text

they read. If the students could answer the questions, it means they understood the

text given by the teacher, but if they could not answer the questions, the students

did not understand the text. According to Pearson & Johnson (1978), the type of

question asked is must guide the student's comprehension based on the information

they got from the text to answer the question.

As the statements below, P2 and P3 explain what media they use to teach

reading comprehension in online classrooms. P2 uses WhatsApp and teaching video

or video text from YouTube. She also uses reading material from the book, took the

picture, and sent it to WhatsApp Group Classroom. The media that P2 uses is

similar to P3. She uses 8th-grade learning books. She uses the same method with

P2. They took a picture of the text in the book and sent it to the Classroom Group

via WhatsApp group.

“Dari melalui Whatsapp dan video pembelajaran atau ee teks video dari

Youtube. Ee dari ini juga bahan bacaan, buku terus difoto dan dikirimkan ke WA

(Whatsapp).” (P2).

"From WhatsApp and learning videos or text videos from youtube. From

reading material, took the picture from the book and sent it to WA (WhatsApp)."

(P2).

35

Different from P1 and P2, P3 answered the question about teaching media

very briefly.

“Buku pembelajaran kelas 8.” (P3).

"8th-grade learning books." (P3)

4.2 The Purposes of Teaching Reading Comprehension to the Students

Reading is an activity with a purpose, and it makes the teachers set the

teaching goals to determine the appropriate approach and strategy for teaching

reading comprehension in the online classroom. According to Angela (2016)

provide the specific purposes helps the teachers to avoid presenting students with

the insurmountable task of remembering everything they read and allows them to

know whether they are reading to determine main ideas, locate details, understand

vocabulary terms, or meet some other well-defined goals that already sat by the

teachers. Make the purpose of teaching reading comprehension helps the teachers

to set manageable tasks for their students.

For this research, every teacher revealed different purposes of teaching

reading comprehension to the students. The first purpose is to enrich the student's

vocabulary, the second purpose is to make the students understand the passage, and

the last purpose is to teach the students about the kind of passage.

The first was mentioned by the first participant, P1:

“Tujuan saya adalah agar anak paham dan tahu tentang vocabnya… Paham

dan tahu maksud dan arti dari materi yang telah saya berikan.” (P1).

"My goal is the students understand and know about the vocabulary…

understand and know the meaning from the material that I gave." (P1).

36

P1 stated that she wants the students to understand and know the meaning of

the vocabulary from the passage that she gave. In other words, she wants to enrich

her student's vocabulary through teaching this reading comprehension.

The second purpose was mentioned by the second and third participant:

“… Tujuan utama dari reading comprehension ini adalah ee siswa bisa

paham isi dari teks tersebut sehingga diharapkan siswa mampu untuk

menjawab dengan baik pertanyaan-pertanyaan dari teks tersebut.” (P2).

"… "The main objective of teaching reading comprehension is that the

students can understand the contents of the passage so that it is hoped that the

students will be able to answer well the questions from the text." (P2).

P2 stated that the primary purpose of teaching reading comprehension to the

students is to make them understand the contents of the passage, so they will get

the information from the passage to answer the questions given by the teachers.

P3 has conveyed the same statement as P2. She stated that students might

know the purpose of reading comprehension from the book they have. Moreover,

P3 want the students to answer the question related to the passage they choose in

the book to see the students understand the passage or not:

“Jika pembelajaran reading comprehension, ee kita beri teks di dalam buku

ee kemungkinan siswa mengetahui tujuannya karena ee siswa punya bukunya

masing-masing. Setelah itu mengerjakan latihan kan ee latihan itu sesuai

37

dengan apa yang kita kasih teksnya. Jadi tujuannya supaya siswa paham

dengan teks yang diberikan di grup itu.” (P3).

"If learning reading comprehension, ee we give the text in the book, it is

possible that the students will know their purpose because they have their

books. After that, do the exercises, right? The exercises are following the text

we gave. So, the goal is for students to understand the text given in the group.

"

The last purpose revealed by P2 that also want the students to know what kind

of passage that they read:

“… Sementara tujuan lain dari pembelajaran reading ini kan untuk

menentukan tujuan dari teks tersebut juga, bagian-bagian teksnya, dan ciri-

ciri teks tersebut.” (P2).

"Meanwhile, the other purpose of this learning activity is to determine the

purpose of the text as well, the parts, and characteristics of the text. " (P2).

In the following statement, the participants stated that the strategies they used

in teaching reading comprehension in the online classroom had not yet achieved the

expected goals:

“Saya rasa selama daring ini belum tercapai semuanya, hanya ada beberapa

anak yang mencapai tujuan pembelajaran yang saya buat. Karena ada anak

yang memang mencatat dan mengumpulkan ke saya karena setiap

memberikan materi, saya suruh kumpulkan melalui GCL.” (P1).

"I think since this online classroom, the goals have not been achieved. Only

a few children have achieved the learning goals that I made. Because there

38

were children who did take the summary and collect it to me because every

time I gave the material, I asked them to collect it through the GCL." (P1).

According to P1, she considered that the learning strategy that she used to

teach reading comprehension online had not achieved her teaching goals, which she

previously said that the learning objective was to enrich the student's vocabulary.

She said that only a few of the students achieved this goal because the rest of her

students did not submit their assignments and made her unable to assess whether

the students understood the text given or not.

P3 gave the same statements as P1:

“Belum. Karena kalau online kan, gimana ya… tidak semua siswa mengikuti,

hanya sebagian. Kalau tatap muka kan kita langsung mengajar itukan dia

hadir, mengerti atau apakan ee dia bisa bertanya dan kita kan bisa

menjelaskan langsung.” (P3).

"Not yet. Because online, how ya… not every student follow, just a half. If

face to face, we can teach directly, they attend the class, understand or what

ee they can ask and we can explain directly." (P3).

P3 stated that in teaching online classrooms, the goals had not been achieved.

That is because not every student follows the class, just half of them. Furthermore,

it made her hard to achieve the goals. Not like face-to-face method, it will make her

easy to teach the students because she knows all of the students attend the class.

Different from P1 and P3, P2 have another statement:

39

“Ya untuk sekitar tujuh puluh persen lah. Ya karena kan kalau daring itu

banyak kendala. Mulai dari sinyal kadang, anak ee masalah kuota, ee ada

juga yang eee berbagi android dengan saudaranya. Ya jadi gagalnya tiga

puluh persen karena masalah teknisnya lah ya.” (P2).

"Yes, for about seventy percent. Yes, because online, there are many

obstacles. Starting from the signal, sometimes, they have a quota problem.

Some share their Android with their siblings. Yes, it was thirty percent failure

because of technical problems." (P2).

According to P2, about seventy percent she achieved the teaching purpose

that she made. That thirty percent is because of technical problems, the students

have difficulty with signal, quota problem, and have to share their gadget with their

siblings.

4.3 Teacher's Difficulties in Teaching Reading Comprehension in Online

Classroom

According to Pardo (2004), teaching reading comprehension is essential for

preparing students with basic reading skills in order to be able to gain information

and knowledge from reading activity. Maybe teachers already used to teach with

the conventional method, they can teach comfortably. However, due to

circumstances forcing them to use online methods, the teachers may be

uncomfortable and still adapt to this new method. Thus, the possibility of

40

encountering difficulties while teaching reading comprehensions in online

classrooms is enormous.

Based on the interview, the researcher found out the difficulty teachers faced

during teaching reading comprehension in online classroom. As stated by P1 below:

“Secara daring kesulitannya pasti ada, tidak semua anak yang mengerjakan

tugas mencatat dan juga tidak semua anak mempunyai kuota untuk melihat

materi yang sudah saya kirimkan.” (P1).

"There must be difficulties online, not all children do the summary tasks, and

not all children have a quota (internet access) to see the material I have sent."

(P1).

From the statements, P1 admits that she faced the difficulty because not all

the students have internet access and makes them unable to see the material that she

sent and did not do the summary tasks. Based on the reason, it included the

difficulty in the 'learners’ readiness' category. According to Hung, Chou, Chen &

Own (2010), learners' readiness to attend online learning is an important issue

discussed in the literature. Having devices such as cell phones and internet access

(quota internet) is one example of learners' readiness whom their parents should

support. However, economic factors are also an obstacle for students' parents to

support their children in the online learning method.

Besides P1, P2 also experienced the same difficulty, as in the following

statement:

41

“… Ya karena kan kalau daring itu banyak kendala. Mulai dari sinyal

kadang, anak ee masalah kuota, ee ada juga yang eee berbagi android

dengan saudaranya. Ya jadi gagalnya tiga puluh persen karena masalah

teknisnya lah ya.” (P2).

"… Ya because online, there are many obstacles. Starting from the signal,

sometimes, they have a quota problem. Some share their Android with their

siblings. Yes, it was thirty percent failure because of technical problems."

(P2).

“ya seperti masalah teknis yang tadi ee saya sebutkan ya. Ee kalau

mengajarnya sendiri sulit karena ada juga siswa yang tidak memahami isi

teks walaupun kadang kita sudah berusaha untuk memotivasi atau memberi

instruksi melihat kamus. Ee kadang anak mau ee instan kan, dak mau susah

kalau mencari.” (P2).

“ya like technical problems that I mention. Ee teaching itself is difficult

because there were students that did not understand the passage, even I tried

to give motivation or give instruction to see dictionary. Ee sometimes the

students want the instant way, they do not want to find.” (P2)

Having difficulty with learner's readiness, P2 revealed that she also had

difficulty in teaching. That is because there are students that not understand the

passage, even she already tried to give motivation or to instruct to see the dictionary.

According to Anderson, Imdieke, and Standerford (2011), the main challenge in

42

teaching online is to disconnect between the way teachers were taught to teach and

how they must be delivered in an effective online classroom. In the statement above,

P2 relies on giving motivation to the students, like when teaching face-to-face. In

an online classroom, teachers should find an interesting way to teach the students

and make engagement from it, so the teacher might not feel less control over how

to teach in an online classroom. This difficulty is a part of transitioning from face-

to-face to online classroom, this issue is related to the instructors.

Unlike P1 and P2, P3 answers that the difficulties she faced are a combination

of all the participants' difficulties in this research experience. Based on the P3

statement, she faced difficulty with the learner's readiness and difficulty because of

the transition from face-to-face to an online classroom. This statement validated in

the interview:

“Ee, sulit kalau bagi saya. Karena kadang kalau online itu ada siswa yang

tidak punya hp, tidak ada kuota, terus mungkin sinyal. Jadi ee kalau bagi saya

mungkin kurang tercapai. Masalah teknis. Kalau siswanya sebagian siswa

bisa, sebagiannya enggak karena dari dasar belum belajar, baru ketemu

pelajaran Bahasa Inggris di SMP kan. Jadi sulit untuk dia pahami gitu kan,

apalagi online ini. Tapi dengan kita sering terus terus terus mungkin bisa lah

sedikit-sedikit. Itulah tadi tuh lebih enak tatap muka dari pada online.” (P3).

"Ee, it is difficult for me. Because sometimes in online method, there are

students who do not have smartphones, internet access, and signals. So yeah,

for me, it might not be achieved. Technical problem. Some students can learn,

some do not because they have not yet learned from the basics, and they just

43

met English lessons in SMP, right? So, it is hard for them to understand,

especially since this is an online classroom. However, if we keep on going,

maybe it can be a little bit. That is why better face-to-face than the online

classroom." (P3).

Furthermore, after explaining the participants' difficulties, the researcher

asked how they dealt with those difficulties. Three of them explained the same

thing. They solved those difficulties by giving motivation to the students and

continuing to ask them to do assignments according to the instructions given. As

the statement below:

“Ya terus dengan memotivasi siswa lah setiap kali pertemuan daring itu, atau

kadang juga saya ee japri (percakapan pribadi via Whatsapp) mengingatkan

tugasnya, ini tugas yang belum, mungkin seperti itulah.” (P2).

"Ya with continue to motivate the students every time in the online meeting,

or sometimes I ee private chat reminding them of their assignments, the

unfinished task, maybe something like that." (P2).

Similar with P2, P3 also explain the same thing like the statements bellow:

“Ya memberi motivasi kepada siswa, untuk tetap semangat belajar jangan

malas belajar walaupun kita belajarnya online. Jadi rajin-rajinlah selalu

mengingatkan tugasnya belum kumpul gitu, dan ee lain sebagainya lah. Tapi

paling penting itu motivasi belajar siswa lah, beri semangat.” (P3).

44

"ya giving motivation to the students, to keep spirit for study even study

online. So, be diligent to always remind them about the assignment that has

not yet been gathered, and so on. However, the most important thing is

student's motivation, encourage them." (P3).

According to the statements, P2 and P3 tried to continuously motivate the

students to study through the online classroom and constantly remind them to

collect the assignment to assess their abilities. In both ways, P2 and P3 overcome

the difficulties that were previously described.

Meanwhile, P1 also asked the assignment to the parents of the students. This

is because the students did not respond it and P1 must text the parents to make sure

the students do the assignment. This statement validated in the interview with P1:

“Saya selalu menagih tugas catatannya setiap pertemuan di kelas yang saya

ajar, dan juga saya akan menghubungi orang tua anak yang tidak

mengumpulkan catatan dan tugas lainnya.” (P1).

"I always asked the summary assignment for each class meeting I teach, and

I will also contact the parents who do not collect the summary assignment and

other assignments." (P1).

45

CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1 Conclusion

Based on the finding and discussion of the research in chapter IV, then the

researcher proposed the following conclusion:

The strategies that the 8th grade teacher used in teaching reading

comprehension in an online classroom in SMPN 5 Kota Jambi were two strategies;

(1) Reciprocal Teaching and (2) QARs (Question-Answer Relationship) strategy.

They use WhatsApp Group chat and Google Classroom as their media in teaching

online. For source of the material, they use video on YouTube and the book course.

The teachers faced two difficulties in teaching reading comprehension to their

students; (1) learner's readiness. The teachers admit that it is difficult to achieve the

learning goals they have made when teaching reading comprehension due to

student's readiness. Not a few students are constrained by devices and internet

access so that they cannot participate in online learning that the teachers have

prepared. (2) teacher's difficulty because of the transition from face-to-face to an

online classroom. It is happening because the teachers find it difficult to teach

online because they are just familiar with conventional methods. They have not

found an exciting teaching strategy to attract students' attention when teaching

reading comprehension. It causes students to be less interested in learning and doing

the assignments given by the teachers, so it also impacts learning goals that are not

achieved.

46

5.2 Suggestion

Based on the conclusion above, the researcher would offer some suggestion it is

hopefully helpful for:

1. For the teacher

This research can improve the quality of the English teacher in teaching

reading comprehension through an online classroom if the teacher could find an

exciting strategy in teaching reading comprehension. Teachers can use interesting

passages on the internet, an appropriate story on YouTube, or make fun condition

of icebreaking like a quiz on some website to attract the students.

2. For next researcher

In this research, the researcher only uses an interview as the instrument of the

research. Hopefully, in the following research, the researcher can use additional

instruments such as observation to provide detailed information. In this research,

the researcher focuses on the difficulty faced by the teachers in teaching reading

comprehension in an online classroom. The subsequent research can focus on

overcoming the difficulty.

3. For the readers

The researcher hopes that the reader can criticize this research because the

researcher realizes that this research is still far from being perfect and help the

researcher to make better research in the future.

47

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54

APPENDIX I

A. Interview Protocol

This interview will be conducted in person by following health protocols to

prevent the spread of the COVID-19 virus. This interview was conducted face-to-

face because the teachers' school was still open by applying the shift system.

Question for the interview:

1. Strategi mengajar apa yang ibu gunakan untuk mengajar reading

comprehension selama mengajar secara daring?

2. Media dan sumber apa yang ibu gunakan untuk mengajar reading

comprehension kepada siswa?

3. Selama mengajar secara online ini, apa tujuan utama ibu dalam

mengajar reading comprehension kepada siswa? Apakah untuk

mencapai siswa ibu paham dengan text yang ibu berikan atau siswa

tahu kosakatanya saja, atau ada tujuan pembelajaran yang lain?

4. Dengan strategi mengajar yang ibu gunakan, apakah tujuan

pembelajaran untuk mengajar reading comprehension itu sudah dirasa

tercapai?

5. Apakah selama mengajar reading comprehension secara daring, Ibu

menghadapi kesulitan? Kenapa itu menjadi kesulitan?

6. Bagaimana cara ibu menghadapi kesulitan yang ibu sebutkan?

55

APPENDIX II

The Result of Interview

Interviewee : P1 (Female)

Place : Computer Lab, SMP N 5 Kota Jambi

Date : Tuesday, March 23th 2021

Interviewee : P2 (Female)

Place : 8b Classroom, SMP N 5 Kota Jambi

Date : March 24th, 2021

Interviewee : P3 (Female)

Place : Tata Usaha Room, SMP N 5 Kota Jambi

Date : March 29th, 2021

Transcript:

1. Strategi mengajar apa yang Ibu gunakan untuk mengajar reading

comprehension selama mengajar daring?

Jawaban (answers):

P1: “Strategi mengajar yang saya berikan adalah materi berupa catatan,

maksudnya menyuruh anak mencatat sehingga anak-anak juga ikut membaca

selagi mencatat. Kalau lagi mengajar daring kan susah memantau anak-anak

apakah paham dengan materi yang dikasih, nah kalau memberi tugas catatan

nanti saya bisa tahu apakah mereka bisa paham atau tidak dengan materinya.”

P2: “Pertama memberikan teks dan mengintruksikan untuk membaca dan

memahami teks tersebut ee kemudian mencari arti kata-kata sulit, sebagai cara

juga untuk menambah kosakata bagi mereka. Lalu memberikan tugas seperti

mereka harus menjawab pertanyaan yang disiapkan sesuai dengan teksnya.”

P3: “Memberikan teks, teks itu ee dari buku pembelajaran ee difoto. Setelah

itu instruksikan kepada siswa untuk ee membaca teksnya di rumah dan supaya

membuka kamus atau google translate di hp. Setelah itu kerjakan soal

brdasarkan teks yang telah ee diberikan.”

2. Media dan sumber apa yang Ibu gunakan untuk mengajar reading

comprehension kepada siswa?

56

Jawaban (answers):

P1: “Medianya saya melalui WA (Whatsapp) dan GCL (Google Classroom).

Sumbernya biasanya saya dari Youtube. Iya dari Youtube, saya cari video

orang menerangkan dengan tulisan saja.”

P2: “Dari melalui Whatsapp dan video pembelajaran atau ee teks video dari

Youtube. Ee dari ini juga bahan bacaan, buku terus difoto dan dikirimkan ke

WA (Whatsapp).”

P3: “Buku pembelajaran kelas 8.”

3. Selama mengajar secara online ini, apa tujuan utama ibu dalam mengajar

reading comprehension kepada siswa? Apakah untuk mencapai siswa ibu

paham dengan teks yang ibu berikan atau siswa tahu kosakatanya saja, atau ada

tujuan pembelajaran yang lain?

Jawaban (answers):

P1: “Tujuan saya adalah agar anak paham dan tahu tentang vocabnya… Paham

dan tahu maksud dan arti dari materi yang telah saya berikan.”

P2: “Tujuan utama dari reading comprehension ini adalah ee siswa bisa paham

isi dari teks tersebut sehingga diharapkan siswa mampu untuk menjawab

dengan baik pertanyaan-pertanyaan dari teks tersebut. Ee sebagian besar siswa

paham. Sementara tujuan lain dari pembelajaran reading ini kan untuk

menentukan tujuan dari teks tersebut juga, bagian-bagian teksnya, dan ciri-ciri

teks tersebut.”

P3: “Jika pembelajaran reading comprehensian, ee kita beri teks di dalam buku

ee kemungkinan siswa mengetahui tujuannya karena ee siswa punya bukunya

masing-masing. Setelah itu mengerjakan latihan kan ee latihan itu sesuai

dengan apa yang kita kasih teksnya. Jadi tujuannya supaya siswa paham

dengan teks yang diberikan di grup itu.”

4. Dengan strategi mengajar yang ibu gunakan, apakah tujuan pembelajaran

untuk mengajar reading comprehension itu sudah dirasa tercapai?

Jawaban (answers):

P1: “saya rasa selama daring ini belum tercapai semuanya, hanya ada beberapa

anak yang mencapai tujuan pembelajaran yang saya buat. Karena ada anak

yang memang mencatat dan mengumpulkan ke saya karena setiap memberikan

materi, saya suruh kumpulkan melalui GCL. Jadi saya rasa anak ikut membaca

dan memahami ketika mencatat. Untuk penilaiannya juga untuk reading saya

cuma melalui catatan ya, karena sewaktu online susah untuk menilai anak dan

juga nggak fokus ke reading aja, ke skill yang lain juga.”

57

P2: “ya untuk sekitar tujuh puluh persen lah. Ya karena kan kalau daring itu

banyak kendala. Mulai dari sinyal kadang, anak ee masalah kuota, ee ada juga

yang eee berbagi android dengan saudaranya. Ya jadi gagalnya tiga puluh

persen karena masalah teknisnya lah ya…”

P3: “Belum. Karena kalau online kan, gimana ya… tidak semua siswa

mengikuti, hanya sebagian. Kalau tatap muka kan kita langsung mengajar

itukan dia hadir, mengerti atau apakan ee dia bisa bertanya dan kita kan bisa

menjelaskan langsung.”

5. Apakah selama mengajar reading comprehension secara daring, Ibu

menghadapi kesulitan? Kenapa itu menjadi kesulitan?

Jawaban (answers):

P1: “Secara daring kesulitannya pasti ada, tidak semua anak yang mengerjakan

tugas mencatat dan juga tidak semua anak mempunyai kuota untuk melihat

materi yang sudah saya kirimkan.”

P2: “ya seperti masalah teknis yang tadi ee saya sebutkan ya. Ee kalau

mengajarnya sendiri sulit karena ada juga siswa yang tidak memahami isi teks

walaupun kadang kita sudah berusaha untuk memotivasi atau memberi instruksi

melihat kamus. Ee kadang anak mau ee instan kan, dak mau susah kalau

mencari.”

P3: “ee, sulit kalau bagi saya. Karena kadang kalau online itu ada siswa yang

tidak punya hp, tidak ada kuota, terus mungkin sinyal. Jadi ee kalau bagi saya

mungkin kurang tercapai. Masalah teknis. Kalau siswanya sebagian siswa bisa,

sebagiannya enggak karena dari dasar belum belajar, baru ketemu pelajaran

Bahasa Inggris di SMP kan. Jadi sulit untuk dia pahami gitu kan, apalagi online

ini. Tapi dengan kita sering terus terus terus mungkin bisa lah sedikit-sedikit.

Itulah tadi tuh lebih enak tatap muka dari pada online.”

6. Bagaimana strategi ibu menghadapi kesulitan yang ibu sebutkan?

Jawaban (answers):

P1: “Saya selalu menagih tugas catatannya setiap pertemuan di kelas yang saya

ajar, dan juga saya akan menghubungi orang tua anak yang tidak

mengumpulkan catatan dan tugas lainnya.”

P2: “ya terus dengan memotivasi siswa lah setiap kali pertemuan daring itu,

atau kadang juga saya ee japri (percakapan pribadi via Whatsapp)

mengingatkan tugasnya, ini tugas yang belum, mungkin seperti itulah. Ee kalau

untuk siswa yang tidak mengerti, saya ee kan tadi saya instruksikan mereka

untuk membuka kamuss… bagaimana kata-kata yang sulit bagi mereka kan

kadang tidak sama. Mungkin di anak yang satu dari teks yang tidak tahu

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mungkin sekitar berapa vocab, dengan anak lain kan beda. Kadang ada yang

tahu semua gitu kan, hanya tidak tahu satu dua kata. Ada yang tidak paham

sama sekali katanya. Jadi, apabila mereka sudah berusaha mencari saya terbuka

untuk menerima pertanyaan dari mereka melalui japri juga.”

P3: “ya memberi motivasi kepada siswa, untuk tetap semangat belajar jangan

malas belajar walaupun kita belajarnya online. Jadi rajin-rajinlah selalu

mengingatkan tugasnya belum kumpul gitu, dan ee lain sebagainya lah. Tapi

paling penting itu motivasi belajar siswa lah, beri semangat.”

7. Apakah menurut ibu, strategi yang ibu gunakan cukup membantu ibu dalam

menghadapi kesulitan tersebut?

Jawaban (answers):

P1: “Iya sedikit membantu. Jadi anak mau tidak mau melihat materi yang saya

kasih, mulai menulis catatan dan memahaminya.”

P2: “Ya. Adalah sedikit membantu walaupun ada kendala-kendala teknis yang

saya sebutkan tadi.”

P3: “Ya… walaupun tidak sepenuhnya lah. Ee memberikan motivasi memberi

semngat itu kan ya, ee saya rasa adalah untuk anak itu belajar tapi mungkin

tidak seratus persen ya, ada sebagian.”

8. Apa harapan ibu mengenai mengajar reading secara daring?

Jawaban (answers):

P1: “Harapan saya, anak-anak paham yang mereka catat dan baca. Maksudnya

paham arti dari kosakata atau vocab yang ada di materi yang telah saya berikan.

Karena di kelas 8, masih penting untuk membangun kosakata anak-anak.”

P2: “Ya harapannya semua siswa itu bisa menerima pembelajaran melalui

daring ini sama halnya dengan mereka tatap muka.”

P3: “ya… ee… harapannya semoga siswa bisa menerima pembelajarannya

secara daring seperti kayak pas sekolah tatap muka. Karena lebih enak

kayaknya offline ya… haha…”

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CURRICULUM VITAE

Amelia Afriani, born in Jambi, April 2nd, 2000. The author

is the youngest of four children of Alizar and Alm.

Armaini. People often called the author as Amel, she is

currently active as a student in English Language and

Literature at Jambi University. The author completed

primary education at SD Negeri 177 Jambi City, then the author continued to study

junior high school at SMP Negeri 14 Jambi City. And continued senior high school

at SMA Negeri 8 Jambi City. The author has an experience as a content writer for

blog and bookstagram for reviewing the books that author read because the author

loves books. The author also has an experience in teaching English as a private tutor

for a few years. She also active in two organization in Jambi University, which are

Independent Community of English (ICE) as the CO of PDSM division / devisi

Pengembangan Sumber Daya Mahasiswa, and a part of Cinema Unja as a

filmmaker. The author has a passion for content writing and script writer.