TEACHER’S STRATEGIES AND STUDENT RESPONSES IN TEACHING READING COMPREHENSION USING BLENDED LEARNING METHOD

Abstract

Reading proficiency is a fundamental aptitude crucial to the acquisition of English language skills, playing a pivotal role in enhancing English communication abilities. In addition to the act of visually perceiving written text and decoding its linguistic symbols, the cognitive process of reading necessitates a comprehensive grasp of the underlying purpose and significance of reading. Indeed, the capacity to comprehend the multifaceted nature of reading is an imperative prerequisite for individuals engaging in this cognitive activity. This research aims to know teachers' strategies for teaching reading comprehension using the blended learning method and to know teachers’ implementation for a blended learning method while observing students’ responses in the teaching-learning class. The method of research is qualitative descriptive. The findings of this research are that in its implementation, the educators will disseminate the textual materials to the students through a WhatsApp group, subsequently instigating Collaborative Teaching and Learning (CTL) activities that are directly relevant to the text’s subject matter. During offline learning sessions, educators actively promote critical thinking among students as they engage with textual materials.