INTRODUCTION
Background of Study
Most of the people in the world use it, not only as a communication but also as a transfer of knowledge. If their reading ability is poor, it is very likely that they will fail in their studies or at least struggle to progress. In order for students to be able to read English well, they need to feel comfortable and confident when practicing English.
Related to the above statement, the researcher is interested in using the L-R-D (Listen-Read-Discuss) strategy to teach reading comprehension to eighth grade students in SMP N 2 Metro. It can be concluded that the students' reading scores in eighth grade are still low. Related to the above statement, the researcher wanted to know if the Listening-Read-Discuss (L-R-D) strategy used in teaching reading comprehension to eighth grade students in SMP N 2 Metro can improve their reading comprehension ability.
Problem Identification
Problem Limitation
Problem Formulation
For example: “The title of this story makes me think that the story will be about an animal that has lost its family. In this research, the researcher will use the listen-read-discuss strategy to observe the reading comprehension ability of students in the eighth grade of SMP N 2 Metro. Then the researcher first asked about their condition before checking the attendance list. The classroom condition was less effective because a colleague handed over to the class to ascertain the students' effectiveness before the researcher conducted classroom research.
Right here on the first page it says, "One day, Mouse Deer went down to the river for a drink." The researcher describes the mouse and the crocodile. You can create an image in your mind of what Mousedeer and Crocodile were doing. The researcher provided input in each sentence until the end. The learning process in cycle II focused on the weakness of cycle I. The researcher found that the students' problems were in finding the main idea and completing the text.
Here on the front page it says "A rabbit once boasted of his speed". The researcher describes the tortoise and the hare. The researcher was giving a hint until the last page. The students looked very excited as they read the text. The researcher gave a clue to the last page. The researcher asked the students if they had any questions about the material.
In order to determine the reading comprehension of the students before the treatment, the researcher conducted a pre-test. Never Thales, there is an improved student score after the I test than before the test. In addition, the researcher used the Listen-Read-Discuss (L-R-D) strategy, which could improve students' reading comprehension.
Remember to take the big pumpkin,” the stepmother asked Bawang Merah to do exactly the same as Bawang Putih experienced.
Objective And Benefit of Study
The Definiton of Reading
Kinds of Reading
The Defitinion of Reading Comprehension Ability
The Strategies For Reading Comprehension Ability
Level of Comprehension
The Measurement of Reading Comprehension Ability
To know the achievement of reading comprehension should be measured using the assessment of reading. 16 Silmon Grenall and Michael Swan, Effective Reading: Reading Still for Advanced Students: Teacher's Books, (Cambridge: Cambridge University Press, 2004), P.
Narrative Text
- The Understanding of Narrative Text
- The Purpose of Narrative Text
- The Structures of Narrative Text
- The Linguistic Features of Narrative Text
A character is the most important part in the story that will be more focus in it. Settings are what author writes to describe to the reader where and when the story takes place. The setting addresses the location (where) and time period (when) of the story whether the story tells a reader between realistic, historical fiction or fantasy. 21.
The plot contains a series of episodes or events written by the author to hold the reader's attention and build excitement as the story progresses. The writer ends the story by summarizing and telling the solution of the problems in the story. For example, in the Snow White story above, the specific character is Snow White.
The concept of Listen Read Discuss (L-R-D) Strategy
Definition of Listen Read Discuss (L-R-D) Strategy
The Principles for Teaching Reading Comprehension Through
The Procedure of Using Listen Read Discuss in Teaching
The Advantages of Listen Read Discuss
It provides a simple and practical way to introduce and model a staff with content area reading principles and practices. It is a flexible strategy that can be used in all areas of the curriculum with almost any text.
The Disadvantages of Listen Read Discuss
Nevertheless, there was an improvement grade of the students after test 1 than the pretest grade.
Iimplementation of Listen Read Discuss Strategy to Improving
Hypothesis
RESEARCH METHODOLOGY
Operational Definition of Variable
Independent Variable
One by one, the independent variable receives an experimental manipulation or treatment from the researcher. The teacher or model reader previews the passage to the students and everyone predicts what the passage will be about. The teacher reads the passage aloud – first by herself, then the students join in.
The teacher fades her voice and allows the students to take the lead in reading the passage aloud.
Dependent Variable
The researcher will choose this class because most of the students have poor performance in English class, especially in reading. In this research, the researcher chooses classroom action research because he wants to encourage students to be active in the learning process and improve students' reading comprehension by using the Listen-Read-Discuss (L-R-D) strategy. The state of gay in his book Action Research in Education is any systematic investigation by teachers, principals, school counselors, or other stakeholders in the teaching and learning environment that involves gathering information about the ways in which their individual schools operate, teachers teach, and students learn.34.
Classroom action research will involve Teachers in their classrooms and may involve groups of teachers investigating common issues‖.35. From the explanation above it can be deduced that classroom action research is a research in teaching and learning in the classroom that aims to solve a problem or to restore something. Action research deals with social practice and it involves the direct interaction of teachers and groups of students.
Action Plan
In this step, the researcher observes the process of teaching learning using form of observation. Through reflection, the researcher analyzes and discusses results during teaching learning, such as the weakness and strength done by the researcher and the students during teaching learning process. In this step, the researcher observes the process of teaching learning by using format of observation to collect the data in action plan II.
It is considered important for the researcher to develop the reading ability of 8th grade students of SMP N 2 Metro by applying the Listen-Read-Discuss (L-R-D) strategy. In conducting the research, the researcher works with the real English teacher of SMP N 2 Metro as an observer and collaborator. Here, the researcher is not only an observer, but also took action by making a lesson plan and giving assessment.
Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
This means that observation is a data collection strategy in which the activities of subjects are visually examined. The purpose of the observation is to explain the situation under investigation: activities, people or individuals involved in an activity and the relationship between them. Documentation is data collection method by examining written object such as book, magazine, document, note and others.
The researcher used this method to obtain the data on the history of the school, the total number of teachers, official staff and students at SMP N 2 Metro. To collect the data more accurately, the researcher uses the field notes, which would simplify the analysis of the data.
Data Analysis method
The Analysis of Learning Result Data
Based on the results of the students' pre-test, only 4 (12%) students passed the Standard Minimum Criteria, which was 70. The amount of the average of the students' grade at pre-test, post-test I Cycle I and Post-test 2 Cycle II. Progress can be seen for student activities from cycle I to cycle II for all indicators.
The Indicator Of The Success
Result of The Research
The Description of Research Location
The records confirm that SMP N 2 Metro has 36 rooms, consisting of 24 classrooms, 1 principal's room, 1 living room, 1 teacher's room, 1 school health service room, 1 library, 1 ceremony area, 1 mosque.
The Description of Research Data
Action and Learning Pre-Test
Action and Learning Activity in cycle I
Interpretation
- The Result of pre test
- Action and Learning Result at Cycle I
- Action and Learning Result at Cycle II
- The Result of the Students’ Activity
In the pre-test, the researcher found the problem of students such as those still confused to understand about the text. The process of learning English in cycle I has been quite successful, although the average grade of the students is low. From the mean score of pre-test and post-test 1 above, it can be seen that there has been an improvement in students' reading comprehension.
The mean score in pre-test is 53 improved to 62 in post-test 1, so there is an improvement of 9 points. The resulting score of students' reading comprehension score in post-test 1 and post-test II. The result score of students' reading comprehension score in pre-test, post-test I and post-test II.
Based on the table and graph above, it can be concluded that the students' activities during the learning process of cycle I and cycle II are improved by the use of imaging strategy. This research related to cycle II, the result mark and the result of the activities of the students was achieved the goal set on indicator of success 70% of the students received a minimum mark of 70. Based on the result of this research, it was known that more than 70% of the students achieved a minimum mark of 70.
Discussion
This means that Listen-Read-Discuss (L-R-D) strategy had a positive effect in improving the teaching-learning process. It can therefore be said that this research was finished and did not need to be continued to the next cycle. In improving the students' reading comprehension, the researcher used Listening-Reading-Discussion (L-R-D) as a strategy to train the students' reading comprehension and make the students understand more narrative text in reading who are also interested in learning English to learn to read
After the first and second cycles, the students' reading comprehension improved because the researcher used the Listen-Read-Discuss (L-R-D) strategy.
Conclusion
Suggestion
The employee explains the materials and gives the first treatment (Listen-Read-Discuss) to the students. The teacher rearranges the materials and gives the strategy (Listen-Read-Discuss) to the students.
