TEACHING READING COMPREHENSION OF DESCRIPTIVE TEXT TO THE TENTH GRADE STUDENTS

This study aimed to describe how the teachers taught reading comprehension of
descriptive text to the tenth grade students and to reveal the reasons of why the
teachers did the ways. This study was conducted by using descriptive qualitative
research design. The data sources of the research were the English teacher of
SMA Parulian II Medan and the English teacher of SMA Swasta RK Serdang
Murni Lubuk Pakam. The data were the teachers’ verbal ways which performed in
teaching reading comprehension of descriptive text processes. Techniques of
collecting data were observation and interviewing. The data were analyzed by
using interactive model which were data condentation, data display, and
conclusion drawing. The result of this study showed that there were 37 teachers’
verbal ways which happened in 135 variations of verbal ways that the teachers
performed in teaching reading comprehension of descriptive text. There were 15
verbal ways happened generally in three teaching activities, which were opening
activity, main instructional activity, and closing activity. Furthermore, those
verbal ways were reclassified into 22 verbal ways which happened in main
instructional activity. The underlying reasons of the teachers’ ways in teaching
reading comprehension due to the four reasons. The teachers focused more on
teaching the characteristic of descriptive text as genre rather than on enabling the
students’ skill of reading comprehension.