THE EFFECT OF USING LRD (LISTEN, READ, DISCUSS ) STRATEGY TOWARD READING COMPREHENSION AT TENTH GRADE IN SMAN TUAH KEMUNING INDRAGIRI
HILIR, RIAU
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (S1) Degree at English Education Program Faculty of Tarbiyah and Teacher Training
RUDIANTO ( TE 141042 )
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI
2018
DEDICATION
Thanks to Allah SWT, The most Gracious, The most Merciful for the blessing and leading me.
I could finally finish writing this thesis.
Sholawat to the Prophet Muhammad SAW.
His coming really changed the world Special thanks to:
My beloved parents, M.Rais and Siti Afsah and also my best step dad Sarkuni, who love and encourage me and never stop praying for my success now and in the
future with endless love,always being with and guiding me, your prayers are really powerful.
My lovely Sister Nurbaiti and All of my family, thanks for your support, love, and never stop giving spirits to finish this thesis its make me strong and wish your
hopely will come true.
My best friends, Bima, Susi, Andre, Hendra, Thiar, Rezu, Dwi, Bintaro, all of my classmate‟s friends, my Kukerta‟s friends, and my PPL‟s friends who can not say
your name one by one, thank you for being my best friends in giving support every day, thanks for help, suggestions and spirit in arranging this thesis, without
all of you I don‟t mean.
May Allah SWT always bless us.
Aamiin .
MOTTO
ْأَزْقا قَلَخ يِذَّلا َكِّبَر ِنْساِب
﴿
َ١
﴾
قَلَع ْنِه َناَسنِإْلا َقَلَخ
﴿
ٍ٢
﴾
ُمَزْكَأْلا َكُّبَرَو ْأَزْقا
﴿ ٣
﴾
1. “Read (Proclaim!) In the Name of your Lord Who created’’
2. “Created man, out of a clot (of congealed blood).”
3. “Read (Proclaim!), and your Lord is the Most Generous,"
ACKNOWLEDGEMENT
Alhamdulillahirabbil‟alamin, thank to Allah SWT because the writer could complete this research as one of the requirements for getting undergraduate degree (S1) in English Department of Tarbiyah faculty of State Islamic University Sulthan Thaha Saifuddin Jambi by presenting a thesis entitled: “The Effect of Using LRD (Listen, Read, Discuss ) Strategy Toward Reading Comprehension at Tenth Grade In SMAN Tuah Kemuning Indragiri Hilir Riau”
The writer would not have been completed without supports, guidance, advice and special recognition for their invaluable help in accomplishing this thesis. Therefore, the writer would like to express deep appreciation to:
1. Dr. H. Hadri Hasan, MA as a rector of the state Islamic University Sulthan Thaha Saifuddin Jambi
2. The vice rector I, II, III of the state Islamic University Sulthan Thaha Saifuddin Jambi
3. Dr. Hj. Armida, M.Pd as the dean of tarbiyah faculty and teacher training the state Islamic University Sulthan Thaha Saifuddin Jambi
4. Amalia Nurhasanah,M.Hum as the chief of English study program in tarbiyah faculty of state Islamic University Sulthan Thaha Saifuddin Jambi 5. Netty Zurnelly,M.Pd as the first advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis
6. Uyun Nafiah,M.Pd as the second advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis
7. All of lecturers in tarbiyah faculty of state Islamic University Sulthan Thaha Saifuddin Jambi who have given knowledge to the writer
8. Drs Alhalis the Headmaster of SMAN Tuah Kemuning and his staff and teachers who have given their kindness as long as the researcher took the data
9. Aswan S.Pd, the English teacher of SMAN Tuah Kemuning who has given the researcher guide and advice in conducting the research.
Finally, the writer expect this thesis will give contribution to be teaching of English especially. The writer hopes critics and suggestions of the readers for the perfection of this thesis. May Allah SWT always gives guidance and blessing for me and readers. Aamiin ya rabbal alamin.
ABSTRAK
Nama : Rudianto
Jurusan : Pendidikan Bahasa Inggris
Judul : pengaruh penggunaan strategi LRD (Listen, Read, Discuss) terhadap kemampuan membaca kelas kelas sepuluh SMAN Tuah Kemuning,Indragiri Hilir, Riau.
Penelitian ini bertujuan untuk menganalisis atau mengetahui pengaruh menggunakan strategi LRD (Listen, Read, Discuss). Penelitian ini dilakukan pada siswa kelas X SMAN Tuah Kemuning Kabupaten Indragiri Hilir, Riau. Latar belakang masalah dalam penelitian ini adalah siswa tidak bisa memahami teks dengan baik. Oleh karena itu peneliti menggunakan strategi Listen Read Discuss untuk meningkatkan pemahaman siswa dalam membaca. Dalam penelitian ini, peneliti menggunakan desain quasi experimental, penulis menggunakan 2 kelas yaitu kelas X MIA 1 sebagai kelas eksperimen yang menggunakan strategi Listen Read Discuss dan kelas X IIS 1 sebagai kelas kontrol menggunakan strategi Read Aloud. Perlakuan diberikan 10 kali untuk kedua kelas. Materi yang diajarkan adalah teks naratif. Instrumen yang digunakan adalah tes tertulis dalam bentuk pilihan ganda sebanyak 30 item. Di akhir pertemuan, peneliti memberikan posttest. Nilai rata-rata akhir yang diperoleh dari kedua kelas dianalisis dengan menggunakan T-test dengan tingkat signifikansi ɑ = 0,05. Hasil penelitian yang dilakukan menunjukkan bahwa ada pengaruh yang signifikan dengan menggunakan strategi LRD dalam pembelajaran membaca. Hal ini ditunjukkan oleh skor rata-rata siswa di kelas eksperimen pre-test (2028) dan post-test (2419), sedangkan nilai rata-rata dari pre-test kelas kontrol (1589) dan post-test (1991).to 5,912 dan df 58. Yang diperoleh dibandingkan dengan t tabel baik pada 5% atau 1%. Pada level 5% t tabel adalah 1,672 dan pada level 1% t tabel adalah 2,392.
Berdasarkan t tabel, dapat dianalisis bahwa lebih tinggi dari t tabel baik pada level 5% dan 1%. Dengan kata lain, kita dapat membaca 1.672 <5.912> 2.392. Jadi peneliti dapat menyimpulkan bahwa Ho ditolak dan Ha diterima. Artinya ada pengaruh yang signifikan menggunakan strategi LRD terhadap pemahaman bacaan pada kelas sepuluh di SMAN Tuah Kemuning.
Kata kunci : LRD ( Listen, Read, Discuss), Narrative text, Reading Aloud strategy and Reading Comprehension
ABSTRACT
Name : Rudianto
Subject : English Education Program
Title : The Effect of Using LRD ( Listen, Read, Discuss) Strategy toward reading comprehension at tenth grade in SMAN Tuah Kemuning,Indragiri Hilir, Riau.
This research was aims to analyze or found the effect using LRD (Listen, Read, Discuss) strategy. This research was conducted on the students of class X SMAN Tuah Kemuning Indragiri Hilir Regency, Riau. The background of the problem in this study is that students could not understand the text well. Therefore researcher use the Listen Read Discuss strategy to improve students' understanding in reading. In this research, researcher used the quasi experimental design, writer used 2 class that is class X MIA 1 as experiment class which use Listen Read Discuss strategy and class X IIS 1 as control class using Read Aloud strategy.
Treatment was given 10 times for both classes. The material taught is narrative text. The instrument used is written test in the form of multiple choice amounting to 30 items. At the end of the meeting, the researcher gives the posttest. The final mean scores gained from both classes was analyzed by using T- test with significance level ɑ = 0.05. The results of the research show that there is a significant influence by using LRD strategy in reading learning. This is demonstrated by the average score of the students in the pre-test experimental class (2028) and the post-test (2419), while the mean values of the control class pre-test (1589) and post-test (1991), to 5.912 and df 58. The to obtained is compared to t table either at 5% or 1%. At level 5% t table is 1.672 and at level of 1% t table is 2.392. based on t table, it can be analyzed that to is higher than t table either at level 5% and 1 %. In other words, we can read 1.672 < 5.912 > 2.392. So the researcher can conclude that Ho is rejected and Ha is accepted. It mean that there is significant effect of using LRD strategy toward reading comprehension at tenth grade in SMAN Tuah Kemuning.
Keyword : LRD ( Listen, Read, Discuss), Narrative text, Reading Aloud strategy and Reading Comprehension
LIST OF CONTENTS
PAGE TITLE ... i
OFFICIAL NOTE ... ii
STATEMENT OF ORIGINALITY ... .... iii
DEDICATION ... .. iv
MOTTO ... v
ACKNOWLEDGEMENT ... vi
ABSTRAK ... vii
ABSTRACT ... viii
LIST OF CONTENTS ... .. ix
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. The Identification of the Problem ... 3
C. The Limitation of the Problem ... 3
D. The Formulation of the Research ... 3
E. The Objectives and the Significant of the Research ... 4
F. The Objectives and The Significance of the Research ... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Concept of Reading ... 5
B. Purpose of Reading... 5
C. Reading Comprehension... 8
D. Level of Reading Comprehension ... 9
E. The Procedures in Teaching Reading Comprehension ... 11
F. Reading Comprehension in Senior High School ... 12
G. Narrative Text ... 13
H. Listen-Read-Discuss (LRD) Strategy ... 16
I. Conventional Strategy ( Reading Aloud Strategy ) ... 18
J. The Operational Concept ... 20
K. The Relevant Research ... 21
L.The Hypothesis ... 22
CHAPTER III RESEARCH METHOD A. The Research Design ... 23
B. The Time and Location of the Research ... 24
C. The Population and Sample of the Research ... 24
D. The Technique of Collecting Data ... 25
E. The Validity and Reliability Test ... 29
F. The Technique of Data Analysis ... 33
G. The Schedule of Research... 34
CHAPTER IV FINDING AND DISCUSSION A. Finding ... 35
B. Discussion ... 45
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 48
B. Suggestion ... 48
REFERENCES
CURRICULUM VITAE APPENDIX
CHAPTER I INTRODUCTION
A. Background of the Problem
English has four important language skills that must be mastered by the students. They are reading, writing, speaking and listening. In Indonesia, these skills are taught at secondary school and university level, even at elementary school. As far as learning English is concerned, reading is considered as one of the important skill foe EFL learners, especially in academic context because students need to comprehend and deal with all reading aspects and difficulties.
Reading is a means of the language acquisition of communication and information sharing of ideas. Reading is one of important language skill that must be mastered by every people. It becomes important because many sources are written. Reading is used every day. Such as reading newspaper, street signs, announcement, or pamphlet found in every corner. Furthermore, reading is one of skills which are very essential for each students. By reading, the readers can increase their understanding about the text or what they have read, enrich their vocabularies and knowledge. Besides that, it can make the people easy to connect their ideas on reading towards what they have already known.
Unfortunately, in learning of reading , there are some problems that might be faced by students, such as the students are not able to comprehend the text well. It can be proved when the students do an exercise, they could not get good score because they can not answer the question well. There are many possible reasons that might it happens. One of the reason could be the teacher teaches the students monotonously and ineffectively.
Based on informal interview with the English teacher at Senior High School Tuah Kemuning, many students at second grade have less interest and less ability to read the text, and they also feel bored in learning. It is the reason why they could not get good scores because they cannot answer the question well .
There are many possible reason that might it happens. One of the reasons could be the teacher teaches the students monotonously and ineffectively. Teacher does not use variety strategy and material in teaching reading to stimulate students‟
motivation in learning reading. Teacher teach the students with technique or strategies which is difficult to be understood by the students, so the students become bored and lost attention to learn. The impact are students will feel bored to read the text, cannot understand the text and cannot comprehend the text well.
The teacher must be able to find technique appropriate to solve the situation and condition. As an effort to fix this failure, the researcher seek to find the method and appropriate learning strategy as a solution by using Listen Read Discuss strategy (LRD). There are three stages in the reading process: before reading, while reading, and after reading. In general, the following reading strategies are used by the learners in the reading process: finding a focus for understanding, establishing a relationship between initial learning and text meaning, thinking about the meaning of text, making conclusion about the test, using prior knowledge for comprehension, controlling reading speed, making predictions about the meanings of unfamiliar words, and making predictions about the meanings of unknown groups of words or sentences in the text. The LRD strategy has been found to be a powerful means of improving reading comprehension and content learning in both weak and proficient readers. The researcher choose LRD because this strategy have much of advantages, Manzo and Casale (1995,p.10) explain the benefits of using LRD such as helps students to comprehend the material presented orally, build students‟ prior knowledge before they read a text and also engages struggling readers in classroom discussion. The researcher used this strategy because this strategy have much of advantages and the researcher hoped the students can understand and comprehend the text easily.
Based on the explanation and the problem above, the writer is interested in conducting a research entitled:“ THE EFFECT OF USING LRD (LISTEN, READ, DISCUSS ) STRATEGY TOWARD READING COMPREHENSION
AT TENTH GRADE IN SMAN TUAH KEMUNING INDRAGIRI HILIR RIAU”.
B. Identification of the problem
Based on the background of the problem above, it is very clear that most of the students at Senior High School Tuah Kemuning still get some problems in their reading comprehension. To make it clearer, the writer identifies the problems as follows:
1. The students find difficulties in understanding a reading text 2. The students have less interest a reading text
3. The students have less ability to mastery vocabulary
4. The student feels bored in learning English there is no variation teaching technique from the teacher
C. Limitation of the Problem
Because the writer finds many problems in this research, the writer limits the problem to improve students‟ reading comprehension to find purpose of the text, to find main idea, to get information from the text, to find synonym of the word, and to find generic structure in text. Therefore, this study focuses on the effect of using Listen, Read, Discuss (LRD) strategy toward reading comprehension of the second year students at Senior High School Tuah Kemuning. Then, the reading text used by the research is narrative text.
D. The Formulation of the Research
Based on the background stated above, the problems in this research can be formulated as :
1 . Do the students who are taught by using LRD Strategy get better score than those who are taught without it?
2. Is there any significant effect of the using LRD (Listen, Read, Discuss) strategy toward students‟ reading comprehension?
E. The Objectives of the Research
1. To find out whether the students who are taught by using LRD strategy get better score than those who are taught without it
. 2. To find out the significant effect of using LRD (Listen, Read, Discuss) strategy toward reading comprehension.
F. The Significance of the Research
Related to objectives of the research above, the significance of the research are as follows.
a. To give some information to the teacher about the effect of using LRD (Listen, Read, Discuss) strategy toward students‟ reading comprehension in narrative text.
b. To give some contribution to the students in order to improve their reading comprehension in narrative text.
c. To encourage the researcher‟s knowledge about the topic conducted.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Concept of Reading
Harmer (2003, p.199) states that reading is called receptive skill, and receptive skills are the ways in which people extract meaning from the disc ourse they see or hear and he continues when we read a story or newspaper, listen to the news, or take part in conversation we employ our previous knowledge as we approach the process of comprehension, and we employ range of receptive skills, which ones we use will be determined by our reading or listening purpose. In line with Harmer, Grabe and Stoller (2002,p.9) also state that reading is the ability to draw meaning from the printed page and interpret this information appropriately.
Reading can be seen as an “interactive” process between a reader and a text which leads to automaticity or reading fluency. In this process, the reader interacts dynamically with the text as he/she tries to elicit the meaning and where various kinds of knowledge are being used: linguistic or systematic knowledge (through bottom-up processing) as well schematic knowledge (through top-own processing).
Based on some definition above, it can be concluded that reading is one‟s skill or ability to get the meaning of the message or information which is created by reader not only through interaction with the text but also through interaction with others.
B. Purpose of Reading
The first aim of reading in class is often different from reading in comprehension and reading in general. Reading in class is not only knowing the message, but students also to comprehend the other aspect of the text. The second aim of reading in general is to get information, fact, ideas and fun from the text. It is the real purpose of reading which many people often do. In reading
activity, there are aspects which the learners have to understand. These aspects they are identifying main idea, understanding vocabulary, and identifying details.
In developing reading skill, there are three aspects which are needed. There are vocabulary, sentences and discourse. Students often meet with problems in the sentences. Teacher can explain about sentences to help comprehension of the text.
In other words, the learners should master the use of sentences in texts. The mastery of sentences will help the learners understand the texts. Grabe and Stoller (2002,p.13) state the purpose of reading as follow:
1) Reading to research for simple information.
In reading to search, we typically scan the text for a specific piece of information or a specific word.
2) Reading to skim quickly.
Reading to skim (i.e. sampling segments of the text for general understanding) is a common part many reading tasks and a useful skill it is own right. It involves, in essence, a combination of strategies for guessing where important information might be in the text, and then using basic reading comprehension skills on those segments of the text until general ideas is formed.
3) Reading to learn from text.
Reading to learn typically occurs in academic and profession context in which a person needs to learn a considerable amount of information from a text. It requires abilities to:
(a) Remember main idea as well as a number of details that elaborate the main and supporting idea in the text.
(b) Recognize and build rhetorical frames that organize the information in the text.
(c) Link the text to the reader‟s knowledge base.
4) Reading to integrate information
requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and the likely restructuring of a rhetorical frame to accommodate information from multiple sources. These skills inevitably require critical evaluation of the information being read so that the reader can decide what information to integrate and how to integrate it for the reader‟s goal. In this respect, both reading to write to critique text may be task variants of reading to integrated information.
5) Reading for general comprehension.
The nation of general reading comprehension has been intentionally saved for last in this discussion for two reasons. First, it is the most basic purpose of reading. Underlying and supporting most other purpose for reading. Second, general reading comprehension is actually more complex than commonly assumed.
The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehension the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to organize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the cause-effect sequences that are presented, recognize ideas that are presented as hypotheses and givens. For the students reading is very useful to understand and get information from passage of textbooks. Student is able to analyze the core of knowledge that they are studying for. In addition, students find out better grammatical pattern of English sentence.
C. Reading Comprehension
Klingner (2007,p.2) states that reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency. Snow (2002,p.11) states that reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Then, Caroline (2006.p.71) states that reading comprehension refers to reading for meaning, understanding, and entertainment. It involves higher– order thinking skills and is much more complex than merely decoding specific words. Teaching students how to derive meaning as well as analyze and synthesize what they have read is an essential part of reading process.
According to Devine (in Agustina, 2008, p.7) state that there are five types of comprehension skills to measure students‟ reading comprehension, (1) reading word meanings ( vocabulary knowledge ), (2) drawing inference from content, (3) following the structure of passage, (4) recognizing a write‟s purpose,attitude,tone,mood and (5) finding answer to question answered explicity or on paraphrase.First, recailing word meaning ( vocabulary knowledge ). It is require the students to guess the meaning of the words based on the context or the sentences in which the words are founded. In drawing inference from content, we ask the students to draw conclusion based on the reading text given. In following the structure of passage , we ask the students to identify main idea and topic of a paragraph. Main idea is the author‟s idea about the topic. Topic paragraph is what the paragraph is talking about. Topic sentence is sentences that tell what the paragraph is going to be. It is explained and supportedby sentences that follow in the paragraph. In a well-written paragraph, most of the sentences support, describe and explain the main idea. In recognizing a writer‟s purpose, attitude, tone and mood, the students are required the students to guess the purpose, attitude, tone and mood of the writer, and also to know the message of the reading text. In
finding answer to questions answered explicitly or on paraphrase, we ask the students to find the answer of the question based on the reading text given.
Furthermore, successful comprehension enable readers (or listeners) to aquire information, to experience be aware of other words ( including fictional ones), to communicate successfully, and to achieve academic success. And it can be measured from some criteria commonly used in measuring student‟ reading comprehension mastery, they are: 1. Main idea (topic), 2.
Expression/Idioms/phrases in context. 3. Inference (Implied detail), 4.
Grammatical features, 5. Detail (scanning for a specifically stated detail), 6.
Excluding facts not written (unstated detail), 7. Supporting ideas, 8. Vocabulary in context ( Brown,p.2003 ).
From the explanation above, reading comprehension is a complex process.
It requires the readers to understand and interpret the contents of the texts and then get the message through a written language.
D. Levels of Reading Comprehension
Reading comprehension has different levels. Davis (2006,p.65) divides reading comprehension level into literal, interpretive, critical and creative level.
a. Literal level of comprehension
The lowest level of understanding, involves reading the lines, or reading and understanding exactly what is on the page. In this case, the reader just only read what is on the page, and the level of understanding is still low. Readers only give the answers directly about the facts and details of the information based on the text they read.
b. Interpretive level of comprehension
The second highest level of understanding, it requires students to read between the lines. At this level, student must explain figurative language, define terms, and answer interpretive or inferential questions. Inferential questions require the students to infer, or figure out, the answer. Asking students to figure out the author‟s purpose, the main idea or essential message, the point of view and the conclusion are examples of inferential question. In here students be able to respond the questions, find out what the right answer and able to make a conclusion.
c. The critical level of comprehension
The critical level is one of the two highest levels of understanding. It requires students to read beyond the lines. The students must judge the passage they have read. It means that readers should have critical thinking of what they read.
d. The creative level of comprehension
It is the highest level of understanding. As with the critical level of comprehension, the student must read beyond the lines. The student must often make judgment about other actions to take. It can be define that in creative reading, reader should think as they read. In making a judgment, the reader should use their imagination in order to think out of the line.
Based on the explanation above, it can be concluded that all level of reading comprehension are important and need to be fostered. By knowing level of reading comprehension, the reader should be able to improve the quality of their reading. Thus, not only for students, but also the teachers should focus on reading comprehension level in order to help students develop reading skills
consistently. Meanwhile, in determining an accurate assessment of students‟
reading comprehension, the teacher needs to be focus on the indicator of reading comprehension, because the indicator has an important position in developing students' reading comprehension. By knowing the indicators of reading comprehension, it is expected to be a guide line for teachers in developing reading comprehension assessment of students.
E. The Procedures in Teaching Reading Comprehension
According to Dewi (2009, p.10) there are three parts in process of reading comprehension, they are:
1. Pre- Reading Activity
The researcher asks some question to the student in order to guide and activate their prior knowledge related to the reading material. The students are require to give their responses or ideas that they have already known about the topic.
2. While-Reading Activity
This phase is accompanying students in comprehending a text by ordering the students to answer the question based on the text. We can ask the student to read the text aloud. It is useful to improve the students‟ pronouncation and to know how well the students understand the reading text.
Ren shaw stated that there are some activities in while reading activity : (A main/standard approach....[n.d., on line], (a) first have students read through the passage silently on their own, (b) ask the students on their own to try and quickly answer any questions that follow or accompany the raeding after the initial silent reading (this is good for encouraging initial individual/independent attempts at reading and comprehension), (c) have the students compare their initial answers to any comprehension questions with classmates nearby, (d) go back to the start of the reading and utilize a „read-around‟ approach, whereby students in turns read
sentences aloud (including titles and headlings) from the text in sequence. During this reading, the teacher only helps with pronounciation if students become completely bogged down, but otherwise circles words and phrases in his/her book that appear to be problematic, (e) following the read-around, the teacher models pronounciation of the words students had difficulty with during reading aloud, and has students briefly practice them chorally, (f) commence a general discussion about the reading, beginning with main ideas and important details, reading on naturally into any comprehension or skills-based questions, which can now be corrected or added to as a group activity and (g) conclude with some attention to any highlighted vocabulary. There are many ways that teacher can do to make student comprehend the text better, such as order the students to answer the question based on the reading text and summarizing the text.
3. Post-Reading Activity
The teacher can review the students‟ prior knowlwdge after they read the text. They can revise the students‟ information, opinion, and ideas and give the correct statement. It is effective way to know whether students understand or not about the reading text. Some questions that follow a text can be used to test student understanding.
F. Reading Comprehension in Senior High School
Based on syllabus curriculum 2013 class X for Senior High School Tuah Kemuning especially on second semester there are five basic materials such as descriptive text, announcement, recount text, narrative text and simple songs, but in this research researcher focused on narrative text .
Basic competencies Basic materials
1.1. Thankful for the opportunity to learn English as the language of international communication that is manifested in the spirit of learning
Social function
Examine moral values, love the homeland, appreciate other cultures.
2.3 Show the behavior of responsibility, caring, cooperation, peace love, in carrying out functional communication
3.9. Analyzing social functions, text structures, and linguistic elements in simple narrative texts in the form of folk legends, according to the context of their use.
4.15. Capturing the meaning of oral and written narrative texts is legendary, simple
Structure
a. Character recognition and setting b. Complications of the main character c. Solutions and ending stories
Linguistic elements
(1) Words related to character, character, and setting in the legend (2) Capital auxiliary verbs.
(3) Spelling and handwriting and form are clear and neat
(4) Speech, word pressure, intonation, when presenting verbally
(5) Reference word
Topic
Exemplary about noble behavior and values and culture.
G. Narrative Text
1. Definition of Narrative Text
Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration.
2. The Generic Structure of Narrative Text
Orientation
Sets the scene: where and when the story happened and introduces the participants of the story: who and what is involved in the story.
Complication
Tells the beginning of the problems which leads to crisis (climax) of the main participants.
Resolution
The problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending.
Re-orientation/Coda
This is a closing remark to the story and it is optional. It consist of a moral lesson, advice or teaching from the writer.
3. Purpose of Narrative Text
The Purpose of Narrative Text is to amuse or to entertain the reader with a story.
4. The Language Feature of Narrative Text
Past tense (killed, drunk, etc)
Time conjunction ( when, then, suddenly, etc)
Specific character. The character of the story is specific, not general.( Cinderella, Snow white, Alibaba, etc)
Action verbs. A verb that shows an action. (killed, dug, walked, etc)
Direct speech. It is make the story lively. ( Snow White said, “ My name is Snow White). The direct speech uses present tense.
5. Example Narrative Text
The Ugly Duckling
One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their mother greeted in return.
However the largest egg had not cracked. The mother duck sat on it for several days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn't look like the others at all. He was like a turkey. When the mother duck brought the children to the pond for their first swimming lesson. The huge grey duckling splashed and paddled about just as nicely as the other ducklings did. "That is not a turkey chick. He is my very own son and quite handsome" the mother said proudly.
However, the other animals didn't agree. They hissed and made fun of him day by day. Even his own sisters and brothers were very unkind. "You are very ugly" they quacked. The little poor duckling was very unhappy. "I wish I looked like them" he thought to himself. One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter.
Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. "Oh, dear. these beautiful birds will laugh and peck me too" he said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. "I am not an ugly duckling but a beautiful swam" he exclaimed. He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.
H. Listen-Read-Discuss (LRD) Strategy
1. Definition of Listen-Read-Discuss (LRD) Strategy
McKenna (2002,p.94) states that Listen Read Discuss (LRD) is a strategy especially designed for struggling readers. Its three stages represents before, during, and after stages of all reading lesson format. It means that, there three stages in this strategy. First, the students listen the explanation about the material from the teachers. Second, the teacher asks the students to read the text to get their comprehension. Finally, the teacher guides the students to discuss to know the students comprehension about the text. In this strategy, the teacher efforts in order that, the students comprehend about the text by giving explanation in earlier section. It stimulates students‟ mind in section discussion.
Manzo et al (2005) also say that Listen Read Discuss meets these requirements for teacher and students. It meets about the teacher explanation and students comprehension. So, the researcher concludes that Listen Read Discuss strategy that build students‟ background knowledge in comprehend the text. It might be active teaching and learning for the students and the teacher in teaching reading comprehension.
2. The Procedure of Listen-Read-Discuss (LRD) Strategy
According to Manzo et al (2005,p.15), the teacher should do in the class:
1. Review the reading selection and prepare a brief, organized overview that points out the basic structures of the material, relevant background information and important information.
2. Present the summary orally to students
3. Have the students read the text book version of the same material, students will then be empowered to read material with which they have some familiarity.
4. Discuss the material students have heard and read.
5. Begin the discussion with the information and ideas students were directed to look for.
Manzo‟s explanation gives us understanding about the teacher do in the class to apply the Listen-Read-Discuss (LRD) Strategy. Firstly, the teacher prepares the material. The teacher also prepare about how to deliver the material through ask about background knowledge of the students about the material.
Then, the teacher present or show the summary of the text to the students by using graphic organizer. The students listen explanation of the teacher. After that, the students read the text. The last, the teacher and the students discuss about the material. It meets about teacher explanation and the students‟ comprehension. In discussion group , the students also discuss about their difficulties that they found in the text. So, by apply LRD strategy, the activities of teaching reading comprehension can run well.
3. The advantages of Listen-Read-Discuss (LRD) Strategy
Manzo and casale (1995,p.10) explain the benefits of using LRD strategy are:
a. It help students to comprehend the material presented orally.
b. It builds students‟ prior knowledge before they read a text.
c. It engages struggling readers in classroom discussion.
McKenna(2002,p.94) adds about the advantages of using Listen-Read- Discuss (LRD) Strategy has been found to be a powerful means of improving reading comprehension and content learning in both weak and proficient readers.
Lynne (2004,p.135) adds the advantages of of Listen Read Discuss is effective with low-ability readers. So the researcher concludes that advantages of LRD strategy is can builds students prior knowledge. It can improves students‟ reading
comprehension and content learning in both weak and proficient value. It also engages struggling readers in classroom discussion.
I. Conventional Strategy ( Reading Aloud Strategy ) 1. Definition of Reading Aloud Strategy
Read Aloud strategy is allows the teacher to model how a good reader thinks about texts while reading. Bauman et al (1993,p.184) states that using read aloud to enhance children‟s comprehension monitoring abilities. The intent behind the Read Aloud lesson was help students to develop the ability to monitor their reading comprehension and employ strategies to guide or facilitate understanding.
Read aloud strategy include the think aloud and monitoring comprehension.
Furthermore, Herrel (2000,p.81) states that Read Aloud strategy that demonstrate how the reader gains meaning from text. By using this strategy, the reader can get meaning from text. Moreover, Oster (2001,p.64) defines Read aloud as strategy in which students verbalize their thoughts as they read and thus bring into the open the strategy they are using to understand a text. So, the researcher concludes that, when the reader read the text, directly, the reader express which verbal what they have read. The reader can think aloud when the reader read, the reader can explore their mind in order that the reader can understand the text.
2. Procedure of Reading Aloud Strategy
According to Herrel (2000,p.82), the steps in implementing Reading Aloud strategy are: (a) choose a book that is above the instructional reading level of the students that will give you opportunity to provide a rich read aloud experience through differences voices, excitement. (b) Before beginning the read aloud sessions, read the book you have chosen thoroughly. (c) select a 10-15 minute section of the text to read each time, stopping at logical places between readings. Read with enthusiasm, using gestures and voice, and review the event of each day‟s reading at the end of the session. Moreover, Goudvis and Harvey (2007,p.48) also states that the steps of Read Aloud are: (a) activating background knowledge, (b) modeling, (c) guided practice, (d) haring thinking The steps
before, give us understanding that the teacher build and activate background knowledge of the students by asking some questions that related with the text or topic. This engages prepares the students to listen the teacher read aloud the text.
Modeling means that the teacher read aloud the text, then the teacher stop to read if find difficulties or confusion. Ask the students about the confusion. Guided practice means that, after the teacher practice it, the teacher ask them to practice it with their partner or individually. The students think about the text. Sharing thinking means that discusses about what the students idea or think about the text, how about their understanding about the lesson. It solved in discussion with the teacher. So, to apply this strategy in the class, the researcher combines the procedures from the expert, because each of expert has strongest and weakness in apply this theory. The procedures are the teacher choose a book or text that will be read, the teacher read aloud the book, stopping to verbalize when find the difficulties, the students follow along silently and listen the teacher, the students can work with partners to practice read aloud, and the students share about their difficulties with their partner.
3. Advantages of Reading Aloud Strategy
According to Rasinsky (2003,p.38), Read Aloud builds the students interest in teaching reading, improves students‟ comprehension and vocabulary.
The expert explanation gives us understanding three points about the benefits of Read Aloud. The first is the student interest in teaching reading. If the student has created the good condition or the students have interest to follow the lesson, the students easy to comprehend about the text. The second one is it can improve students‟ comprehension in comprehending the text. While students Read Aloud, the students also think about what they read because in Read aloud includes of think aloud. The last one is building vocabulary of the students. By the teacher read aloud the text, the students also do that activity; it can add the students‟
vocabularies. If the students‟ vocabularies have added, the student can develop their understanding about the text. So, the researcher concludes that, the
advantages of Read Aloud strategy are students interest in teaching, improves students reading comprehension and building vocabulary of the students.
J. The Operational Concept
The operational concept is a concept as a guidance used to avoid misunderstanding. It should be interpreted into particular words in order to make it easier to measure. This research is experimental research which focuses on gaining the effect of using LRD (listen, read, discuss) strategy toward reading comprehension. Therefore, in analyzing the problem in this research, there are two variables used, they are: Variable X: LRD (Listen, Read, Discuss) strategy and variable Y: Reading comprehension in descriptive text.
1. Variable X: LRD (Listen, Read, Discuss) strategy
The following treatment is a collection of procedures of the implementation of LRD strategy,Manzo (1985) states that LRD is the core process occasionally by having the class LRD, The steps are as follows:
a. Select a portion of text to be read.Teacher uses graphic organizer as medium in presenting information or summary of the text. Students should listen a summary of the text presented by their teacher.
b. Teacher asks the students to read the text and compare what they have listened to their understanding of the text on their own.
c. Teacher asks the students to discuss their understanding of what they have read and listen to other students in small group. One group consists of three or four students‟.
d. Teacher asks the students to report the result of discussion.
2. Variable Y (Reading Comprehension):
a. Students are able to find main idea in the paragraph b. Students are able to get information from the text
c. Students are able to find synonym of word
d. Students are able to identify the generic structure of the text.
e. Students are able to find purpose of the text.
K. The Relevant Research
According to Syafi‟i, relevant research is required to observe some previous researches conducted by other writers in which they are relevant to our research it. Besides, the writer has to analyze what the point was focused on, the design, finding, and conclusion of the previous research.The research conducted by: Norzazili (2011), He focused on The Application of “Listen-Read-Discuss” to Increase the Ability of the Second Year Students of Ma Darel Hikmah Pekanbaru in Comprehending Analytical Expository Texts. The Use LRD strategy could increase student‟s ability in comprehending analytical expository texts. The improvements can be seen from the increase of the students‟ scores in reading test from the post test. In fact in the data, we can see the average score of the pre-test was 48.78 (poor level). Even thought, the average score of post-test was 72.13 (average to good level). The students‟ ability was increased from the pre-test to the post-test, 23.35 points. It means that the attainment of learning passing grade post-test was better than pre-test.
The research conducted by: Yusni Dian Rakhmawati (2011) Implementation of LRD (Listen-Read-Discuss)model could improve speaking skills in fourth-grade students of SDN Sumber Sar i2 Malang.This study was a classroom-action research. Thus the researchers used the Classroom Action Research (PTK) which covered two cycles.Each cycle consisted of four stages:
1)planning, 2)action, 3)observation, and 4)reflection.The research data were obtained through test and non test. The data of retrieval tool used in the form of a test instrument contained the action aspects of The assessment criteria for speaking skills. Retrieval tool was usedin the form of non-test observation, interviews, and documentation(photos). Furthermore, the data were analyzed in quantitative. Activities performed in this study were based on the steps
of:(1)listening, (2)reading, (3)Discussing, and (4)speaking.Based on the results of research that result in the learning process of learning to speak through LRD models had increased when being comparedwith the previous. The value of pre actions speaking skills was average grade of 65, on average I cycle 70class, the second cycle of the average grade was 78.Thus speaking skills through a model of LRD (Listen-Read-Discuss) could improve speaking skills in fourth-grade students of SDN Sumber Sari2 Malang.
This research is different from the two researches above. In this research, the writer uses LRD (Listen, Read, and Discuss) Strategy to increase students‟
ability in reading comprehension, to know its effect toward reading comprehension of the tenth grade in Senior High School Tuah Kemuning and to find out whether the students who taught by using LRD strategy got better score than uses conventional strategy, meanwhile two research above used LRD strategy used only to increase students‟ ability in reading.
L. The Hypothesis
Based on the assumption above, hypothesis of this research can be stated as follows:
Ho: There is no significant effect of using LRD (Listen, Read, Discuss) strategy toward students‟ comprehension in narrative text.
Ha: There is a significant effect of using LRD (Listen, Read, Discuss) strategy toward students‟ comprehension in narrative text.
CHAPTER III RESEARCH METHOD
A. The Research Design
The type of the research was quasi experimental design. The kind of quasi experimental design of this research was nonequivalent control group design. It involves random assignment of intact groups to treatments, not random assignment of individuals. There were two classes in this research; control and experimental classes. According to Jhon W. Creswell (2008,p.645) that quasi- experiments design are experimental situations in which the writer assigns, but not randomly, participants to Classes because the experimenter cannot artificially create groups for the experiment.
The experimental class was taught by using particular treatment LRD (Listen, Read, Discuss) strategy to improve students‟ reading comprehension. In addition, control class was only given a pre-test and post-test without particular treatment as what was given for experimental group. These group used different techniques, but both experimental and control classeswere treated with the same test.
Table lII. 1 Research Type
GROUP PRE-TEST TREATMENT POST-TEST
A T1 T2
B T1 X T2
Experimental:
A : Experimental group B : Control group
T1 : Pre- test for experimental group and control group
√ : Receiving particular treatment X : Without particular treatment
T2 : Post- test for experimental group and control group.
After giving particular treatment to the experimental group by using LRD (Listen-Read-Discuss) strategy, the scores between experimental and control groups were analyzed by statistical formula. It was aimed to know whether there was or not the effect of variable X into variable Y.
B. The Time and Location of the Research
This research was conducted at the second year students of Senior High School Tuah Kemuning. It is located at JL Lintas Timur Selensen, Kec.
Kemuning, Kab. Indragiri Hilir ,Riau.
C. The Population and Sample of the Research
The population of this research was the second year students class X of Senior High School Tuah Kemuning. Class X consist of four classes namely X MIA 1, X MIA 2, X IIS 1, and X IIS 2, But in this research, researcher only used two classes, X MIA 1 was an experiment and X IIS 1 was control class. Class X MIA 1 consist of 30, and class X IIS 1 consist of 30 students. The total number of students at the second year students of Senior High School Tuah Kemuning was 60 students.
Table III.2
Distribution of the Research Population and Sample
NO CLASS NUMBER OF STUDENTS
1 X MIA 1 30
2 X IIS 1 30
TOTAL 60
D. The Technique of Collecting Data
The writer used the test to collect the data. The tests consist of narrative text. The test was given for getting the objectives data of the students‟
achievement in reading comprehension by using LRD strategy in the class especially for the tenth grade students at state Senior High School Tuah Kemuning . The test was applied two test, those are pretest and post test. Pretest is given before the material was taught and post test given after the material was taugh, in the last meeting of the total number of the research. The test consist of thirty questions of multiple choices. The implementation of the test is aimed to measure students‟ achievement before and after the treatment is conducted can be measured. This technique is utilized as the primary technique to collect the research data.
The following steps would used in collecting the data : 1. Pre-test
Pre-test would done before presenting the treatments to know how far the students‟ reading comprehension. The type of the pre-test would objective test.
2. Treatments
The students‟ activities during the treatment or during the teaching and learning process would use Listen Read Discuss. The treatment would conduct in
taught meeting after pre-test. It would take 80 minutes for each meeting. The materials in these treatments are based on the students‟ textbook that is used in Senior High School Tuah Kemuning. These treatments would give to the experiment class during four time meeting, and control class would touch by using common method used by the tenth grade English teacher in the class. The treatments would be conduct for 2 weeks. After the treatments, post-test would give to the object.
The procedures of Listen Read Discuss in experimental class are :
1. Divide the students into some groups. Each group consists of 4-5 students.
2. Teacher gives reading text for all groups.
3. Students read loudly the reading textin turns every one sentence in their group. Another group member as the listener and they have to correct each reader‟s mistake. The teacher control students‟ work and listen to them when they are reading 4. Students read loudly some difficult words and new vocabularies stated in reading text. Then, practice to pronoun the word in their group in turns
5. Students look for the meaning of the new vocabularies and write the definition in their group.
6. Students discyss the reading text and answer the questions realted to the text in their group
7. Collecting the answer sheet.
After the treatments give to experiment class, the teacher would touch to the control class by using common method used by the tenth grade English teacher in the class. The materials both of the classes are same item.
Procedures of learning the tenth grade English teacher in the control class are :
1. Teacher gives reading text to the students 2. Teacher reads the reading text
3. Teacher ask some students to read the text 4. Teacher translates the difficult words 5. Students answer the question
6. Student collect the answer sheet.
The material would give to the students from the book entitled Buku Bahasa Inggris kelas X SMA/MA/SMK/MAK ( Utami Widiati, Zuliati Rohmah, and Furaidah.)
Table III.3
Teaching Materials Used During Experiment
Meetings Titles of Reading text
1
Malin Kundang
2nd Roro Jongrang
3 Thumbelina
4 ʰ The Fly and the Bull
3 Post-test
Post-test would give to the students in order to know the progress of the students in learning by using Listen Read Discuss after treatments. The type of the test would objective test. It is multiple choices tests. The items of post-test are relate to the material that the students have learned.
1. Scoring System
To analyze how far the effect of using Listen Read Discuss strategy, would based on the score of the test that would given to the students. These tests consist of multiple choice forms. In scoring the test the procedures are :
1. The teacher would give score for incorrect answer. One correct answer would get ten score.
2. The teacher would not give score for incorrect answer.
3. The formula that would used to get the score according Yamin ( 2003:16 )
Note:
S: score
B: Correct Answer N:Number of Item
In this research will use the qualitative data ( Teaching and Learning Process in the Classroom ) and quantitative data will be taken from the test and analyzing by using the score procedures.(sudijono 2009,P.43)
Note : P: Percentage f: Answer frequency
n: Number of data or respondent
Categories :
81% - 100% = Excellect 61% - 80% =Good 41% - 60% =Enough
21% - 40% =Bad
0% - 20% =Very Bad
2. Test Specification
Test specification of pre-test and post-test items would be presented in the next table :
Table III.4 Test Specification
NO Aspect in Reading Comprehension
Number of questions
Number of item
1 Main ideas 1,7,13,19,25 5
2 Supporting detail 2,8,14,20,26 5
3 Factual information 3,9,15,21,27 5
4 Language features 4,10,16,22,28 5
5 Grammatical features 5,11,17,23.29 5 6 Vocabulary in context 6.12,18,24,30 5
Total 30
E. The Validity and Reliability Test
Heaton (1988.p.159) states that the validity of a test refers to appropriateness of a given test or any of its component parts as the measure of what it is purposed to measure. It means the test will be valid to the extent that is measured what it is supposed to measure. The type of validity is content validity.
Referring to Bambang (2006 ,p.23) , Content validity is that if a measurement is as the representative of the ideas or the appropriate material that will be measured.
The materials were taken from the guide book for the students and other related resources.
a. Validity
Before the tests were given to the sample, both of tests were tried out to 30 students at the tenth grade. The purpose of try out was to obtain validity and
reliability of the test. It was determined by finding the difficulty level of each item.Item difficulty was determined as the proportion of correct responses. The formula for item difficulty is as follows :
P =
Where
P : Index of difficulty or Facility value B : the number of correct answers
JS : the number of examinees or students taking the test
The dif ficulty level of an item shows how easy or difficult a particular item in the test is. The items that do not reach the standard level of difficulty are excluded from the test and they are changed with the new items that are appropriate.
The standard level of difficulty used is <0, 30 and >0, 7038. It means that the item test is accepted if the level of difficulty is between 0.30-0.70 and it is rejected if the level of difficulty is below 0.30 (difficult) and over 0.70 (easy).
Then, the proportion correct is represented by “p”, whereas the proportion incorrect is represented by “q”. ( see appendix 1 )
Table III.5
The Difficulties Index of Question
NO Number of item Range Score Category 1 5, 11, 17, 25. 0.00 – 0.20 Difficult
2
1, 2, 6, 7, 8, 10, 13, 16, 18, 19, 20,21, 22, 23, 27, 28, 29, 30.
0.21- 0.70 Medium
3 3, 12, 14,15,24, 26,
9. 0.71 – 100 Easy
Where :
0.00 - 0.20 = Difficult 0.21 - 0.70 = Medium 0.71 - 100 = Easy b. Reliability
A test must be reliable as measuring instrument. Reliability is the degree to which a test consistently measures whatever it is measuring. To know the reliability of the test, we should know: (a) the mean score, (b) the standard deviation of the test, and (c) Cronbach‟s Alpa. The researcher used the SPSS 16.0 for windows-statistical software by using these follow steps:
a. Going into SPSS 16 version program b. Click Variable View in SPSS data editor
c. Click analyze = = > then click scale = = > then click reliability analysis d. Move the data (item1-item30) and then click icon
e. Click OK
Table III.6
Case Processing Summary
N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
Based on the table III.6 we can see that the cases valid are 30 students, excluded 0, and the total students follow the test 30 students.
Table III.7
Scale Statistics
Mean Variance Std. Deviation N of Items
40.7333 6.4283 80.17220 30
Based on the table III.7, we can see that mean score is 40.7333, Variance is 6.4283, Std. Deviation is 80.17220, and number of item are 30.
Table III.8
Reliability Statistics Cronbach's
Alpha N of Items
.988 30
Based on the table III.8, we can see that cronbach‟s Alpha is 988 and number of items are 30.
The score obtained compares to r table of product moment that the degree of freedom was 38 “r” product moment at the level of 5% is 0.304 and 1% is 0.393. The score obtained of Cronbach‟sAlpa was 988 higher than r table whether 5% and 1% (0.304<0.711>0.393). It means that the test was reliable. According to Heaton the value of correlation coefficients is as follow 40:
1. 0.00– 0.20 Reliability is low 2. 0.21 – 0.40 Reliability is sufficient 3. 0.41 – 0.70 Reliability is high 4. > 0.70 Reliability is very high
Based on the result above, reliability and validity of the test is including as very high category.
F. The Technique of Data Analysis
In analyzing the data, the writer used score of pre-test and post-test of experimental as well as and control group. These scores were analyzed statistically. The researcher used score of the experimental and the control classes.
In order to find out whether or not there was a significant effect of using LRD strategy toward students‟ reading comprehension, the data were statistically analyzed by using T-test formula and using SPSS 16.0 (Statistical Package for the Social Sciences).
Ho: t0 < t-table Ha: t0 > t-table
Ho is an accepted if t0 < t-table or there is no significant effect of using LRD (Listen, Read, Discuss) strategy toward reading comprehension in descriptive text of the second year students.
Ha is accepted if t0 > t-table or there is a significant effect of using LRD (Listen, Read, Discuss) strategy toward reading comprehension in descriptive text of the second year students.
G. Schedule of the Research
Schedule of research is important to guide the researcher to do the research. It can see in this table:
Table III.9 Schedule of Research SCHEDULE OF RESEARCH
NO Activities Des Jan Feb Mar Apr May
1 Proposal
Arrangement X
2 Consultation of
Proposal X
3 Proposal Seminar X
4 Collecting Data X
5 Research
Improvement X
6 Writing Thesis X
7 Thesis Examination X
Notes: The Research will use the schedule above to do Reading. It‟s about four months and it can be change anytime depend on situation and condition.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings 1. Data Description
The purpose of the research was to obtain the students‟ reading comprehension who were taught by using LRD (Listen, Read, Discuss) strategy and those who were taught without using LRD (Listen, Read, Discuss) strategy, and to find out whether or not there was the significant effect ofusing LRD (Listen, Read, Discuss) strategy toward reading comprehension.
In this research, the writer got the data from the students‟ post test score of the experimental and control classes. Before that, the writer tried out another class beside experimental and control classes in order to prove whether the test was reliable or not. And the result of try out was 988. It means that the test was reliable. After the writer got the data from try out, the writer gave the students pre- test and post-test to the experimental and control classes. The questions for pre- test and post-test were multiple choices, and the text was descriptive text. Pre test was given to the experimental class and the control class before giving the treatment. Post-test was given to the students after giving the treatment, but the treatment was only given to the experimental class and for control class, the writer did not give the treatment.Then, the writer gave treatments to experimental class for eight meetings
2. Data Presentation
The data of this research were gotten from evaluation scores from each meeting and the scores of the students‟ pre-test and post-test. The data were collected by following procedures:
1. In the experimental and control classes, the students were asked to answer the questions based on the narrative text.
