CHAPTHER III G. Research Methods
B. Discussion
This research is a classroom action research that uses a checklist of observations and tests to collect data. In this study, researchers used a written test to determine the application of LRD strategy in improving the students' reading chomprehension. In this research, there are two cycles, namely cycle 1 and cycle 2 and each cycle has four steps, namely planning, observation, action and reflection. Before implementing the action, the researcher must do some planning such as preparing lesson plans, syllabus, tests, observation lists and so on.
In cycle 1, there were three meetings. The first meeting began by explaining related to narrative texts and LRD strategy such as
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providing an explanation of the steps or procedures and examples of the LRD strategy itself. In this step too, the researcher builds good interaction and communication with students to make students feel enjoy the lesson and build their background abilities. In addition, the researcher also gave an example of how the improving of the LRD strategy would be practiced at the next meeting. This is done by researchers as a first step before researchers apply LRD strategy in learning.
Second meeting, the researcher began to apply the LRD strategy in teaching. At first the researcher asked the material that had been discussed at the previous meeting, this was done by the researcher to determine the students' ability to understand the material that had been taught. Then as emphasis, the researcher re-explained the narrative text material. After giving an explanation, the researcher distributed the text related to the narrative text to all students and directed the students to listen to the narrative text reading that the researcher would read and after the researcher finished reading the text, the researcher directed the students to read a text that had been distributed. students into 6 groups, each group consists of 5 people then the researcher directs students to discuss with the group to find the main ideas or important things contained in the text. After that, the researcher directed one representative from each group to read the results of the discussion. When the teaching and learning process is taking place, the teacher makes observations to determine the students' abilities and difficulties in finding the main ideas and important things from a narrative text as well as observing the teachers and students during the learning process. In this case, the researcher acts as a teacher during learning while the teacher acts as an observer. When the teaching and learning process has been completed, the researcher checks the observations made by the teacher.
In the third meeting, the researcher conducted a test on students' reading ability by asking students to read the text one by one, then giving questions in the form of sheets that had been provided by
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the researcher. Before distributing the questions, the researcher gave directions to the students on how to answer the questions.
The results showed that there was an increase in students’ scores from the test before applying the LRD strategy in cycle 1. The average score of students in the pre-test was only 47. Then, after applying the LRD strategyin cycle 1, the students' reading ability scores were 61. This means that the total of success students was 14 and the number of unsuccess students was 16 the percentage of score students is 75% This means that the score students’ not full filed standard of grade KKM based on the student's score is still lacking in cycle 1 then it must continue to cycle 2.
In the cycle 2, there were two meeting. The first meeting the researcher asked the students about what they did not understand in applying the LRD strategy and what difficulties they found when applying the LRD strategy in a narrative text. The procedure for this cycle is the same as the previous cycle as the researcher explains the material related to narrative text and examples. After that, the researcher first reads the narrative text while the students listen. Then the teacher asks students to read a text, then students in groups try to find the main idea or important things contained in the text.
Finally, at this meeting the researcher reminded the students to prepare for the exam at the next meeting based on the material that had been taught previously.
In second meeting, the researcher conducted post-test 2 to get student scores. Before conducting the test, the researcher reviewed the narrative text material to remind students' abilities about the main ideas or important things in a text. Then inform them about the test.
The researcher gave the test to the students and gave directions on how to answer the questions. In this case the researcher supervises the students' work.
At this stage, the researcher supervises the students' work.After that, 47 on pre-test which means achieved the KKM average score 50% and test 1 the students score 61 which means achieved the KKM
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average score 80% If it does not reach the KKM average value of 75, it means that the researcher has to do the next cycle. In cycle 2 the researcher did the same thing but emphasized more on vocabulary knowledge, ability to summarize, examples of finding the main idea and important details of a text and correcting the lack of steps in cycle 1 and doing test 2. On test 2 the students achieved a score of 81 the total of students success are 27 which means achieved the KKM average score 85% and the research was successful.
Based on the above results, LRD strategy can improve students' reading ability. The improvement of students' reading ability is supported by previous research,Eliza Fauziah Shirath, Aep Saeful Bachri and Dedi Sutedi, LRD is a strategy that provides opportunities for students to build students' abilities before reading the text..59Through LRD, students will learn how to reread and will activate prior knowledge. The study shows that if the LRD strategy can improve students' reading ability. Agreeing with that, Alverman also argues that with the listen read discuss strategy students will become more active in learning, because students are trained both in listening, reading and speaking.60 Therefore, with the LRDstrategy students will find it easier to understand the information that was just obtained during the KBM process.
From the data in cycle 2 test showed that the mean of student’s score was higher than the mean of the student’s score in cycle 1 test and also better that orientation test. In the last test of cycle 2, many of the students got the score above 61. And the higher score is 81.
Almost of the students were more active and enthusiast during teaching and learning process. Unfortunately, it could be concluded that there was an improving the students’ reading chomprehension throughListen Read Discuss (LRD) strategy at the tenth grade of MA Asy-Syafiiyah Goak.
59Eliza Fauziah Shirath, Model Listen..., p. 4.
60Sophia Haryati Sirait, The Effect of Using..., p. 98.
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Beside the result of reading test, the teacher and student’s observation result also show that there was a significant improvement from cycle 1 to cycle 2.
From the table above, it could be seen that all the meeting ran well. From the observation cycle 1 to cycle 2 there were several significant improvements of the teacher’s activities and student’s learning participant. In the cycle 1 the teacher activities was 62 and in the cycle 2 was 87 While in the cycle 1 the student’s learning participant was 47 and in the cycle 2 was 84. It means that the teacher’s activities and students learning participant was improving.
From all of the data above, it can be concluded that LRD strategy can improve students’ reading skill. The significance result can be shown from cycle 1 to cycle 2. In cycle 2 the students’ reading skills by implementing LRD strategy improved. The learning was successful appropriated with the percentage obtained 85% as the indicator of success.
According to the findings of this study, it can be seen that the LRD is can to improve students’ reading skill at . Mariani's research (MA Asy-Syafiiyah Goak.
9), with the objective: "improving Of LRD (Listen, Read, Discuss) Strategy Learning For Increasing Reading chomprehension and Student Achievement on Discussion Text Material in Class XII IIK 3 Madrasah Aliyah Negeri 1 Banjarmasin Academic Year 2019/2020".61The purpose of this study was to improve reading skills and student achievement in discussion text material through the application of the LRD strategy. The method used in this study used a classroom action research design (CAR) which consisted of two cycles with four stages, namely planning, action, evaluation and reflection. The participant used was students of class XII IIK-3 MAN 1 Banjarmasin, totaling 37 students consisting of 18 female students and 19 male students. The instruments used were observation and tests. The results showed that by implementing the listen, read,
61 Mariani, Implementation Of LRD (Listen, Read, Discuss) Strategy Learning For Increasing Reading Skill and Student Achievement on Discussion Text Material in Class XII IIK 3 Madrasah Aliyah Negeri 1 Banjarmasin Academic Year 2019/2020, Jurnal PTK dan Pendidikan, Vol. 5, No. 2, Juli-Desember, p.16.
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discuss (LRD) strategy there was an increase in student learning outcomes, this was indicated by the increase in student learning outcomes in each cycle. The equation is in the independent variable and the dependent variable, namely both using the strategy of listen, read, discuss (LRD) and reading ability. While the difference in this study lies in the number of dependent variables using two dependent variables, namely reading skills and student achievement, while the research of researcher uses one dependent variable, namely reading ability.
The other previous research was done by Robby Ibrahim's research (2017), with the title: “The Use of Listen Read Discuss Strategy and Reading Motivation Toward The Student's Reading Comprehension”.62The purpose of this study was to determine the effect of using listen read discuss and students' reading motivation on student reading comprehension of descriptive texts. The method used in this study is an experimental method with a two-half factorial design. The participants used were 52 students of SMK 2 Pekanbaru class II, consisting of 26 students in class II.1 and 26 students in class II.2 who were selected by cluster random sampling. The instruments used were tests and questionnaires. The results showed that applying the listen, read, discuss (LRD) strategy can have a significant effect on reading comprehension of descriptive texts compared to discussion strategies. This can be seen from the average value of students' reading comprehension from both classes which indicates an increase in reading comprehension after the implementation of the LRD strategy. The equation is in the independent and dependent variables, namely both using the strategy of listen, read, discuss (LRD) and reading ability. While the difference in this study lies in the number of independent variables that use two dependent variables, namely the strategy to listen, read, discuss (LRD) and reading motivation, while the research of researchers uses one dependent variable, namely reading ability.
62 Robby Ibrahim, The Use of Listen Read Discuss Strategy and Reading Motivation Toward The Student's Reading Comprehension, ELT Lectura: Jurnal Pendidikan, Vol. 4, No. 2, Agustus 2017.
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While from Eliza Fauziah Shirath, Aep Saeful Bachri and Dedi Sutedi (2016) with the title:"Model Listen Read Discuss (LRD) in Dokkai Learning".63The purpose of this study was to describe the effectiveness of using the listen read discuss (LRD) model in Dokkai learning for level I students of the Japanese language education department. The method used in this study is an experimental method with a pretest-posttest control group design research design. The participants used were all level I FPBS UPI class C and B students who were selected by random sampling. The instruments used were questionnaires and pretest-posttest. The results of the research conducted show that applying the listen read discuss (LRD) model has a positive impact in improving the ability to read Dokkai text which is marked by differences in the results of the pretest and the post-test which showed an increase in comprehension in reading the Dokkai text after the Listen Read Discuss (LRD) model was applied. The equation is that the independent variables both use to listen, read, discuss (LRD). While the difference in this study lies in the dependent variable, namely Dokkai learning, while the research researcher uses one dependent variable, namely reading ability.From some previous research , it can be seen that Listen Read Discuss (LRD) strategy can improve students reading skills at MA asy syafiiyah.
63 Eliza Fauziah Shirath, Model Listen Read Discuss…., p. 9.
61 CHAPTER V
CONCLUSIONS AND SUGGESTIONS