Abstrak
Yuliza, Reg. No 2130104078, entitled: “Pre-Service Teachers’ Strategies in Preparing Reading Comprehension of Descriptive Text Material”. English Teaching Department Faculty of Tarbiyah and Teacher Training Islamic State University of Mahmud Yunus Batusangkar. The success of pre-service teachers in mastering pedagogical, professional, and social competencies with thorough and focused preparation during preparing reading comprehension of descriptive text materials had not been revealed. The purpose of this research was to find out and describe the pre-teachers’ strategy in preparing reading comprehension of descriptive text materials. This research was a qualitative research, using descriptive design. The technique used in collecting informants’ use purposive random sampling. The informants in this research were the English pre-service teachers at senior high school in Tanah Datar in regency the 2024/2025 academic year and had prepared the reading comprehension of descriptive text. In this research, the researcher was the key instrument and the interview guide as a supporting instrument. To test the validity of the data, she used a in-depth interview, namely in-depth interview in research involves conducting a series of questions with identical responses, aiming to gather more data, clarify questions, or use previously collected information, thus ensuring data validity and accuracy. Theory-driven coding is an inductive, inductive data reduction process that validates theories, while protocol code is a systematic, consistent data collection and category selection method for qualitative data analysis (Lungu et al, 2022). The results of this research showed that there were seven strategies in preparing reading comprehension of descriptive text material. They are as follows: 1) Making clear descriptive text structure, 2) Preparing material with relevant text, 3) Preparing materials with interesting media on digital media specially Google and YouTube, 4) Preparing materials that are suitable for learner profiles, espeacially students’ needs, abilities and characteristics, 5) Making specializing in a particular section of descriptive text material, 6) Preparing with the analysis assignment 7) Discussing material with the mentor teacher.