Judul Tesis: Analisis persepsi siswa terhadap penggunaan strategi mendengarkan-baca-diskusi untuk meningkatkan pemahaman membaca siswa (Penelitian Deskriptif Kuantitatif di Kelas XI SMKN 4 Jeneponto) Dengan ini saya menyatakan bahwa tesis yang telah saya serahkan di depan karya tim penguji adalah hasil karya saya sendiri dan bukan hasil kreasi orang lain atau buatan orang lain. Analisis persepsi siswa terhadap penggunaan strategi mendengarkan-baca-diskusi untuk meningkatkan pemahaman membaca siswa (Penelitian Deskriptif Kuantitatif pada Siswa Kelas Sebelas di SMKN 4 Jeneponto). Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan strategi Listen-Read-Discuss untuk meningkatkan pemahaman membaca siswa (Penelitian Deskriptif Kuantitatif di SMKN 4 Jeneponto pada tahun ajaran 2021/2022.
Based on the findings, it was found that students gave positive perception about the use of Listening-Reading-Discussing strategy to improve students' reading comprehension. Therefore, it is concluded that Listen-Read-Discuss strategy has students' positive response in improving reading comprehension. Ummi Khaeraty Syam, S,Pd.,M.Pd the Head of English Education Department of FKIP UNISMUH Makassar.
INTRODUCTION
- Problem Statement
- Objectives of the Research
- Significance of the research
- Scope of the Research
- The Concept of Reading 1. Concept of Reading
- The Concept of Reading Comprehension 1. Definition of Reading Comprehension
- Factors Affecting Reading Comprehension
- The Level of Reading Comprehension
- Procedure of Listen-Read-Discuss
- The Advantages Listen-Read-Discuss
- Types of Perception
- Conceptual Framework
Listening-Reading-Discussing Strategy is one of strategies that help students understand or understand the text. The reason why the researcher chose the school because Listening-Reading-Discussion (LRD) strategy was applied in the school. The researcher wants to know what the student's perception is about the use of Listen-Read-Discuss Strategy.
That is why the researcher decides the topic titled: "The Analysis of Student's Perception on the Use of Listen-Read-Discuss Strategy in Improving the Student's Reading Comprehension at the Eleventh Grade of SMK Negeri 4 Jeneponto". Based on the background of the study and on the above description, the research question is, "what is the students' perception of the use of the Listen-Read-Discuss strategy to improve the students' reading comprehension in the 11th grade of SMK Negeri 4 Jeneponto?". In relation to the problem statement above, the purpose of this research is to find out the students' perception of the use of Listen-Read-Discuss strategy to improve students' reading comprehension in eleventh grade in SMK Negeri 4 Jeneponto.
Based on the identification of problem in students' reading comprehension above, the researcher focused on the students' perception of Listen-Read-Discuss strategy for improving reading comprehension at SMK Negeri 4 Jeneponto. Studies on Listen-read-discuss strategy and reading comprehension have been carried out by several researchers. The result showed that the use of Listen-Read-Discuss (LRD) can improve the student's reading comprehension, but cannot improve the students' vocabulary mastery and spelling.
The result of the research is that students who learned with the listen-read-discuss strategy have a better result in reading comprehension of the descriptive text than students who learned using discussion in small groups. Therefore, there is a significant impact of using listen-read-discuss strategy on students' reading comprehension of narrative text in the first semester of the eleventh grade of SMA Perintis 1 Bandar Lampung. The writer concluded that listening-reading-discussion strategy and reading comprehension are very important in learning English.
There are some concept of Listen-Read-Discuss (LRD) strategy according to Manzo and Casale.
RESEARCH METHOD RESEARCH METHOD
Research Instrument
The researcher used questionnaire and students' perception about the use of Listening-Reading-Discussing strategy in Learning English. This part presented the result of data analysis of students' perception about the use of Listen – Read – Discuss strategy in improving students' reading comprehension in the second grade students of SMKN 4 Jeneponto. This means that most students think that reading and discussing helps them get indirect message about the story after the teacher explains.
This means that most students feel that using a story as a teaching material helps them get the main idea of the text. 8 using the story as a teaching material does not help me get the main idea about the text shows that 3 (10%) of the students chose strongly agree (SA). This means that most students think that after listening to the teacher's explanation, reading a text and discussing, they are able to understand and find the meaning of the text.
The table above shows that students can understand the text, draw the correct conclusion, get an indirect message about the story, find out the main idea of the text, understand the text and find its meaning. It means that most students think that after listening to the teacher's explanation, reading a text and discussing it, they will help them get the facts in the text. It means that most students think that after listening to the teacher's explanation, reading a text and discussing it, they can find information about the text.
14 after listening to the teacher's explanation, reading a text and discussing I can't get information on the text shows that 3 (10 %) of the students. Based on the above table, the average result of the research can be calculated. If the questionnaire consisted of 20 items, the result was classified as follows: Based on the analysis of the questionnaire data, it is found that the average score of students' perception of using the Listen-Read-Discuss Strategy is 62.7 as it shows. that students have a positive perception of using the Listen-Read-Discuss Strategy in improving students' reading comprehension.
Based on the data analysis of the questionnaire, it has been found that the average score of the students' perception of the use of the Listen-Read-Discuss strategy is 62.7. This shows that the students have a positive perception of the use of the Listen-Read-Discuss strategy. Discuss the strategy for improving the student's reading comprehension.
DISCUSSION
Based on the results of the questionnaire, it could be calculated that most students are able to understand the text, make correct conclusions, get an indirect message about the story, get the main idea in the text, understand and find the meaning of the text. From the result of the questionnaire, it could be calculated that most students are able to know facts, get information, know content and know the meaning of text. The students' response of the Listen-Read-Discuss strategy, that the main score is 62.7, shows that students have a positive perception of the use of the Listen-Read-Discuss strategy to improve students' reading comprehension.
Based on the above result, it can be seen that the students gave a positive response to the listening-reading-discussion strategy. The listen-read-discuss strategy helps students improve their reading comprehension, it is related to the theory (Ibrahim found that students who were taught with the listen-read-discuss strategy scored higher in reading comprehension than students who did not. learn by using the listen-read-discuss strategy before Students who do not have basic knowledge of the text will be helped by the teacher's explanation or presentation beforehand, Ibrahim listen-read-discuss is a comprehension strategy that builds the students' prior knowledge before they read the text, during and after reading by listening to the teacher's short explanation, reading the text and talking.
Overall, the listen-read-discussion strategy used in learning English in the classroom gave students many benefits, as they were able to draw conclusions, compare and evaluate the author's ideas, and identify the main idea of the text and their could express ideas. The data obtained from the questionnaire showed that most of the students had a positive response to the listen-read-discussion strategy. This shows that the average score of the student was 62.4 (positive). Therefore, it can be concluded that most SMKN students have a positive perception (positive) about the use of the listen-read-discussion strategy in learning reading comprehension on interpetative and literal comprehension.
Based on the findings and discussion, it could be concluded that the students' perception at Eleven Grade Students at SMKN 4 Jeneponto about the use of Listening-Reading-Discussion Strategy to improve students' reading comprehension had a positive perception. This means that the students like it when they listen, read and discuss using Listen-Read-Discuss strategy in reading comprehension.
Suggestion
Strategi Listen, Read, Discuss (LRD) dalam meningkatkan keterampilan membaca siswa untuk menomori ulang teks di SMPN 2. Penggunaan Strategi Listen Read Discuss dan Motivasi Membaca terhadap pemahaman membaca siswa. Efektivitas Strategi Listen-Read-Discuss (LRD) dalam Pembelajaran Membaca Pemahaman pada Siswa Kelas XI SMA Negeri 1 Tempel Yogyakarta.Yogyakarta.
Improving students' reading comprehension through listen-read-discuss (LRD) strategy at MA Nurussabah Prayah Tengah. The influence of using listen-read-discuss (LRD) strategy towards students' reading comprehension on narrative text in first semester of eleventh grade in SMA Perintis 1 Bandar Lampung in academic year 2017/2018. After the teacher gave explanations, reading and discussion help me understand the text.
After the teacher explained, reading and discussing helped me to come to the right conclusion. After the teacher has explained, read and discussed, I can get an indirect message about the story. 8 Using a story as a learning material does not help me to understand the main idea of the text. 9 After listening, listen to the teacher's explanation.
10 After listening to the teacher's explanations, reading a text and discussing, I am unable to understand and find the meaning of the text. 12 listening to the teacher's explanation, reading a text and it does not help me to know the fact in the text. The outcome of students' perception of using Listen-Read-Discuss strategy in improving student's reading comprehension in eleven.
At the end of her studies she was able to complete her thesis entitled The Analysis of Students' Perception on the Use of Listen-Read-Discuss Strategy in Improving the Student's Reading Comprehension at SMKN 4 Jeneponto (a Descriptive Quantitative Study at Eleventh Grade of SMKN 4 Jenponto).
