Partner Reading Strategies: A Qualitative Study

Based on the significance of this research divided into three aspect:

1. Pedagogical

In this study viewed from the side of the teacher, we can take the meaning that each student has a different level of reading comprehension, and many factors that influence it. in this issue I am raising a new strategy in classifying students who need help in reading context in order to be assisted by some students who are more mastered in reading comprehension, with partner reading strategies so that students who are weak in reading comprehension can be helped. Some strategies have proven successful in improving students' level of learning in class, as well as in the reading strategy partners, in previous studies found some advantages in the process of implementing

in practice, this strategy can also make it easier for teachers to teach reading, because with limited teaching time in the classroom teachers is not possible to test their students read one by one, and also teachers will not know which students should really be assisted in the reading skill. Partner reading is a research-based discovery that is shown to improve the fluency of reading, as well as reading comprehension for students with and without reading disabilities. So in partners reading strategy students who are very weak in reading ability can follow the stages in this strategy. Partner reading combines repeated reading, listening and peer-assisted learning strategies. Partner reading provides structured reading activity so beginner classes can participate at the same time and there is no social level that distinguishes beginner classes and some students who have previously participated in this activity. This make it especial helpful for teacher who do not have enough time to spend part of their day listening to students read one at a time, this strategy has great efficiency for teachers who have limited time. In addition, classroom are often made up of students who are at a variety of different reading levels and because of this intervention it is helpful for groups with range a wide range of reading abilities (Ratvhon,

From the teacher's side before applying this strategy, the teachers should be smart in classifying the weak students in reading comprehension and the students who may be able to help some of their weak friends in learning reading comprehension, in addition the teacher acts as the regulator of the course of treatment in the classroom, arranging when the students alternate the role of a listener or reader, and before the treatment is done the teacher must also know more about the material tested to students, because it will be questioned again what the content of the material to students. While from the student side, this strategy can increase interaction to fellow students, because indirectly partner reading strategy is actually students working with other students to solve problems in reading English text, another role of the student is that the student must really understand the contents of the written text given by the teacher, so at the same time the student must also quickly retrieve information that the student hears from other students when he becomes a listener, and retrieves the information as he reads. Mclauglin and Allen (2002 in Ardiana 2015) patterned partner reading promotes