The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, hortatory exposition text
The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan, Indonesia and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.
The objectives of this study were to find out the types and factors of code-switching and code-mixing done by the teachers in the teaching process and to reveal why teachers switched and mixed the utterances. It was conducted using a descriptive qualitative research method. The objects of this study were Mathematics, Science and English teachers at Rainbow School of Joy in Medan. The data were collected by video recording the teachers' utterances during the learning to find out types and factors of code-switching and code-mixing and by interviewing the teachers to reveal why they switched and mixed the codes. Data were analysed by using Cohen's technique (2018). The study's findings showed the teachers' most frequent types of code-switching were inter-sentential. The total is 46 types with a percentage of 18%. The most frequent types of code mixing were insertion (word phrase). The accommodation is 49 types, with a rate of 19%. The most frequent factor of the teachers doing the code-switching and mixing was talking about a particular topic. The total is 52, with a percentage of 21%. Finally, the most frequent reason was the genre. The accommodation is 12, with a rate of 27.2%.
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