5 CONCLUSIONS
This study investigated teachers’ cognition about
teaching reading strategies and their classroom
practices that focused on thirty experienced EFL
teachers in Bandung and four experienced EFL
teachers in a model school as formerly it was a
Fledgling International Standard School (RSBI) in
Bandung as main respondents in this study. The
purposes are to identify teachers’ knowledge with
regard to definition and importance of reading
strategies, importance of teaching reading strategies
and their actual classroom practices.
The findings showed that the majority of the
respondents viewed reading strategies as techniques
to comprehend printed materials effectively.
Moreover, these were seen as essential skills that
readers use to enhance their own reading to achieve
desired goals and objectives.
Meanwhile, in the use of reading strategies in
teaching and learning process, most of teachers
believe of teaching all reading strategies
(metacognitive, cognitive and social strategies) is a
must but in fact, the practice illustrates that only some
were taught. Metacognitive strategies mostly used in
the classroom were directed attention, functional
planning, advanced organizers, selective attention.
They considered that these techniques particularly
directed attention is most effective since it can make
the students to manage the time wisely in National
Examination. However, cognitive reading strategies
mostly they used were imagery, elaboration, transfer,
inferencing and translation. Meanwhile, social
reading strategies mostly applied were questions for
clarification and cooperation for students to have
opportunities to work with one another to solve the
problems or to check their answers and felt free to ask
for clarification to the teacher or their peers also they
felt confident in expressing the idea.
Then, the way teachers think about, understand,
and value instruction influences their classroom
practices. However, in this study, teachers ‘classroom
practices did not always correspond to their
cognition. To some extent, their classroom practices
were based on their cognition and theories. To other
extent, their cognition were not reflected. The
cognition of the teachers in this study were affected
by a variety of external (teaching context, materials
and curriculum, students ‘motivation) and internal
factors (teachers ‘ability, teachers‘ training, teachers‘
view).
ACKNOWLEDGEMENTS
This paper is supported by Reserach Center and
Publication, UIN Sunan Gunung Djati Bandung.
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