Guided Reading Approach to Reach Students’ Reading Comprehension: A Descriptive Qualitative Research

Abstract

This research was aimed to find and look on how Guided Reading Approach can reach students' reading comprehension. The researcher found that there were some weaknesses of Guided Reading Approach. They were: students sometimes did not do the real discussion; they tended to converse to other students, the discussion tended to be under the influence of some prominent students, Guided Reading Approach need extra time to be applying within the class, and it is difficult to do monitoring and coaching for each students. Therefore, the researcher analyzed how important do guided reading approach's steps contribute to reach students' reading comprehension. The design of the research was descriptive qualitative research. The data were collected by doing analyzing and exploring some journals, books, both printed and electronic documents, and other sources or information that relate to the research. The researcher found that some steps of guided reading approach contributed much to reach students' reading comprehension even though the other steps contain weakness. However, those other steps played as a bridge to continue to the next step in guided reading approach to reach the indicator of reading comprehension. The steps contributed much to reach students' reading comprehension were: picture walk, predicting, discussing vocabulary, discussion text features, activating background knowledge, monitoring, asking questions and listening to the students' read, feedback, strategies, assessment and discussion.

The Effect of Using Repeated Reading Strategy Toward Students’ Reading Comprehension

“…It means that an interaction in reading, it can produce a thought and then people would understand the meaning of that text. Reading is a process in which readers try to draw inference from the written text of passage to their own inference to get comprehension (Sya'ban & Reflinda, 2021). Reading comprehension is not just reading, it needs someone to comprehend the meaning of the text whether it is explicit or implicit information.…”