57
IMPROVING THE STUDENTS’ READING
COMPREHENSION TROUHG LISTEN – READ – DISCUSS (LRD) STRATEGY AT TENTH GRADE OF SMA YP PGRI 2
MAKASSAR
Mathildis Siman1, Rina Asrini Bakri2, Andi Haeriati Alimuddin3
1STKIP YPUP Makassar Email: [email protected]
2STKIP YPUP Makassar Email: [email protected]
3STKIP YPUP Makassar,
Email: [email protected]
ABSTRACT
The objective of this research was to find out whether LRD strategy improve the student’s reading comprehension. This research used pre-experimental method. The population of this research was the tenth grade of SMA YP PGRI 2 Makassar in academic 2021/2022. The total of sample was 20 students taken by using total sampling technique. The result of data analysis showed that there was a difference between the students’ score in pretest and posttest, where the students score in post- test was higher than score in pre-test (82.0 > 45.5). Furthermore, the t-test value was higher than t-table value (13.809>2.093). Therefore, it can be concluded that Listen Read-Discuss (LRD) strategy improve students’ reading comprehension at the tenth-grade of SMA YP PGRI 2 Makassar.
Keywords: Reading Comprehension, Listen Read-Discuss (LRD) Strategy.
INTRODUCTION A. Background
English is the primary language of several countries which all the possessing as a second language to communicate with each other’s quite short and simple word, but such important in the everyday lives of people throughout the world. No matter whether we are replying to job offers or if we take an entrance exam to universities excepts compress us with language skills as far as English is concerned. Students take advantage of the opportunity to travel abroad in terms of exchange programs.
It presents very often the only means of communication with people who have grown up in a different linguistic environment. However, students have to handle situations requiring them to rely on their knowledge of this widespread language.
English enables international trade as well as cooperation.
In Indonesia, English has a very important role in many aspects of life such as education, economy, global, relationship, technology, etc. Why, when we open
58 up job positions outside our home countries. Since we never know people from what country we may encounter would probably be possible to learn all the language we might need for successful communication with foreigners. Hence, English seems to present a priceless solution to language barriers between speakers of different languages.
In education, some schools have teachers teaching English. Because more and more kindergartens keep mind then creasing fluency of English, were not concerned only younger generations. Even the people of middle aged learn English, either of their own choice or because their boss requires them to get acquainted with it.
In general, it is one of the subjects to monitor the students' academic progress and provide academic support, especially education. There are four basic English language skills, namely listening, speaking, reading, and writing, when we learn our native language, we usually learn to listen first then speak, read and finally write. The students are expecting to have ability those language skills, which were over receptive and productive language. There are a number of English-language learners in public schools, coupled with the significant educational challenges faced by this student population, has led to numerous changes in curriculum, instruction, assessment, and teacher preparation.
In fact, those learners are expecting to comprehend a variety of concept likes students need to describe, explain, and illustrate what they read, as a result of a variety of learning experiences derived from reading their textbooks. Therefore, the ability to effectively read was undoubtedly central to success at the end of the school term and also some students struggled with constructing meaning and they copied or said the exact words appearing the textbook. Even though this corresponds to a literal reading comprehension level, at destitution where the study took place students should develop skills at deferential and critical reading comprehension levels.
Following the statement above the researcher do her research on reading ability’s one of language skills, should be mastered well by the students because reading was one of the processes of stimulation the reader to comprehend; a reader must have a wide range of capacities and abilities. Thinclad cognitive capacities (e.g., attention, memory, critical analytic ability, inference, visualization ability), motivation (a purpose for reading, interest the content being read, self-efficacy as a reader). The specific cognitive, motivational, and linguistic capacities and the knowledge base called on any act of reading comprehension depend on the texts use and the specific activity which one was engaged.
Reading as one of the four language skills take a portion of time the teaching and learning process. Readings the ability to draw meaning from the printed page interpret this formation appropriately.t means that without comprehending interpreting the meaning of the text, the readings useless. The ability to get of information order to prove the knowledge of the readers the competence of reading. To gain this formation, the readers need to comprehend the goals of the reading.
Based on the researcher observation on May, 29th 2022, at SMA YP PGRI 2 Makassar. Researcher found that some students have problems and found difficult
59 to understand some reading texts because the contents of the readings eventually closed orally, especially the lack and process of understanding therein the text, so that students did not can read the entire texts entirety. Thus, this research conducts for this reason. The problem can also be caused by several factors such as background knowledge, request and attitudes. Appropriate techniques and strategies can help teachers and students teaching.
Therefore, the researcher used LRD (Listen Read Discuss) strategy to teach reading comprehension. LRD is a strategy, understanding that build students’
prior knowledge before they read the text, during reading text selection and discussion to improve their science enquiry strategy, comprehension rather than reading alone.
REVIEW OF RELATIVE LITERATURE A. Previous Related Research Findings
Ibrahim (2017) concluded the research under the title “The Use of Listen Read Discuss Strategy and Reading Motivation toward the Students’
Reading Comprehension” he said teaching reading, teaching strategy and reading motivation influences students’ reading comprehension.
Maria et al (2018) concluded the research under the title “Improving Students’ Reading Comprehension through Listen Read Discuss (LRD) Strategy at MA Nurussabah Praya Tengah” This research was aimed at describing whether listen read discuss (LRD) strategy be able to improve students’ reading comprehension or not.
B. Some Partinent Ideas
1. The Concept of Reading Comprehension a. Definition of Reading
According to Kristin (2010:33), readings an interactive process that takes place between the text and the readers processing strategies and background knowledge. It means that readings a process for can the information a text to read than by reading also students can understand to writer means.
According to Tarihoran (2012) readings one of the language skills and concurrently of the basic subjects of the English department and readings a private a mental, or cognitive, process with involve a reader trying to follow a respond to a message from a writer who distant space and time.
b. Concept of Listen-Read-Discuss (LRD) Strategy 1) Definition of Listen-Read-Discuss (LRD) Strategy
Ibrahim (2017), in his journal entitled “The Use of Listen Read Discuss Strategy and Reading Motivation toward the Students‟ Reading Comprehension” was developed 1999 by Richardson with team of elementary teachers and graduate students. Richardson as an expert who pays much attention on developing reading strategies proposes a strategy containing some strategies needed for reading comprehension. LRD (Listen Read Discuss) strategy an appropriate strategy to teach reading, here the
60 students will get the explanation about text from the teacher before they read and the students could enhance their comprehension about the text by doing discussion.
2) Procedure of LRD Strategy
Lewis (2014), every strategy has procedure, LRD strategy also have a procedure to reach the goal of learning process, LRD strategy
1) Listen: First, the teacher presents the theme or the title of the written text. Then explains the content of the passage. When the teacher explains the content of the text, the students pay attention and listen carefully and notes the key points based on what has been listening from the teacher’s explanation.
2) Read: Second, students are formed into some groups consist of 4-5 students and the teacher explains the rules. Each members a role in the group. There is a duty to read, translate, and make some question on a piece of paper that will be given randomly to other groups. For the first five minutes, the teacher asks students to read the text simultaneously.
After that, the representative member of the groups asking to read individually. In addition, the other member of groups carries out their respective duties.
3) Discuss: The last, after all groups have finishing reading, each questions given randomly for each group. Then the students are given a few minutes to discuss again to answer the question. After that, the representative member of each group alternately stands to read the question as well as their answers, while the other groups listen carefully and then give correction.
METHOD OF THE RESEARCH A. Research Design
This research employed pre-experimental method. It aimed to denote the students’ reading comprehension. This design involved one group as pretest (𝑂1), exposes to treatment (X) and posttest (𝑂2 ). The schematic representation of design as follows:
O1 X O2
Where:
O1 : pretest X : treatment O2 : postest
(Gay, 2006) B. Research Variables
61 There were two variables of this research. They were the independent and dependent variable. Independent variables Listen-Read-Discuss (LRD) strategy, which was a teaching aid that helps students improve their skills, especially in reading comprehension. While dependent variable was the students’ reading.
C. Population and Sample 1. Population
The population of this research was the tenth-grade students of SMA YP PGRI 2 Makassar. The total numbers of students were 40 students which consist of 2 classes.
2. Sample
This research used purposive sampling techniques; the researcher took one class, recommended by the teacher, according to their teacher there were some students have low understanding and motivation to read. The number of samples consists of 20 students.
D. Research Instrument
The research Instrument was reading test. That was applied in pretest and posttest. This test aimed to finding out the students’ reading achievements before and after using Listen Read Discuss (LRD) in strategy.
E. Procedure of Collecting Data 1. Pretest
In this section, the researcher gave a pre-test to know their knowledge before the researcher gave the students a treatment. Before learning, it helped to find out the students’ reading comprehension through the Listen Read Discuss strategy.
2. Treatment
The researcher gave a treatment, after giving pre-test. The students were given treatment by using the Listen Read Discuss (LRD) strategy. Each meeting, the researcher used the Listen Read Discuss (LRD) strategy in teaching reading and each meeting take 90 minutes before giving the text book.
3. Post-test
After giving treatment the posttest was similar to the pre-test. It was aimed to find out whether, Listen Read Discuss (LRD) strategy can improve the students’ reading, or whether the result of posttests better than the result of pretest.
FINDINGS AND DISCUSSION A. Findings
Research findings examined the rate frequency and percentage of student performance, mean score of pre-test and post-test, standard deviation of scores of students, t-test value and hypothesis testing. The significance test that was meant to determine whether or not the mean of both pre-test and post-
62 test scores was significantly different, which could indicate a significant improvement.
The researcher used the pre-experimental method in this research using the Listen Read Discuss strategy and of this research displayed the presentation of the data that had been analyzed which took from one class that consisted of 20 students as a sample. These findings will be described below.
1. Students’ Score in Pre-Test (X1), Post-Test (X2), Gain/Different Between the Matched Pair (D), and the Square of Gain (𝐃2)
No Name X1 X2 D D2
1 A 65 80 15 225
2 A 40 90 50 2.500
3 A 50 80 30 900
4 A 40 90 50 2.500
5 B 60 80 20 400
6 E 20 70 50 2.500
7 E 30 75 45 2.025
8 I 65 85 20 400
9 I 40 90 50 2.500
10 K 55 85 30 900
11 L 30 75 45 2.025
12 M 45 85 40 1.600
13 K 70 95 25 625
14 K 50 80 50 2.500
15 M 30 80 50 2.500
16 N 30 80 50 2.500
17 R 65 95 30 900
18 R 40 70 30 900
19 S 50 80 30 900
20 S 35 75 40 1.600
Total
∑X1= 910 ∑X2=1640 ∑D=750
∑D2= 30.900
Based on the table 4.1 above, the result of pre-test showed that there were six students got poor score of the test from the total number of students were 20. It means the students’ comprehension especially in reading was low. There were five students also got very poo and four students got fair and fairly good. It means the students need to improve their comprehension especially in in reading.
From the data above, the researcher had collected their score pre-test and post-test. In the case, the researcher aimed to compare the pre-test and post-test of the students. The total score of the pre-test 910 from the total number of the students were 20 students. It also showed the students’
63 reading comprehension was very low. The total score of post-tests was 1640 from the total number of students were 20 students, it could be inferred that the post-result was higher than the pre-test result after applied the treatment at the tenth-class students at SMA YP PGRI Makassar.
The result of pre-test above showed that the pre-test score of the information students, it can be concluded that the students highest score was 70 and the low score was 20. The result of pre-test showed that the total of pre-test was 910 and mean score was 45.5. it means the students’ reading comprehension was low.
2. The Comparison Between Pre-test and Post-test
a. The Frequency and Rate Presentage of Students’ Pre-test and Post- test
Classification Score Pre-test Post-test
(F) (%) (F) (%)
Excellent 90-100 0 0 5 25
Very Good 79-89 0 0 10 50
Good 68-78 1 5 5 25
Fairly Good 57-67 4 20 0 0
Fair 46-56 4 20 0 0
Poor 35-45 6 30 0 0
Very Poor 0-35 5 25 0 0
Total 20 100% 20 100%
Based on table above the post test result shows that the total students who have followed post-test were 20 students. The highest score classification in post-test was very good and lowest score classification excellent and good. Those five students or about 25%
students got excellent classification. Then, ten students or 50% students got very good classification, which was known as the highest score classification and another word a half of students, achieved very good classification. Then, five students or 25% students got good classification. Then, no one students of the students got fairly good, fair, poor and very poor. It means that there was a significant improvement of the students’ score. on the contrary, the was an improvement the number of the students categorized as excellent which pre-test there was none students or about 0% students, while 5 students or about 25% of students were categorized excellent the post-test. Different from the number of the students categorized as a very good which the pre-test no one students or 0% got very good classification, while the post-test there were ten students or 50% students categorized very good classification. It means the pos-test had a rapid improvement of the students score. The rate frequency and percentage of above pre-test and post-test students showed the reading comprehension of an improvement student. It proves that the treatment gave positive impact
64 to the students which made their scores were gained and spread more into excellent and very good classification
b. The Mean Score and Standard Deviation of Pre-test and Post-test.
N Mean Std. Deviation Std. Error Mean Pair Pre-
test
20 45.5 14.409 3.222
Post- test
20 82.0 7.327 1.632
The data of statistic above indicated that in pre-test, mean score of students was 45.4 with the result of the standard deviation was 3.222 which classified as fair score, while the mean score in post-test was 82.0 while the result of standard deviation was 1.632 which classified as very good score. So, the researcher concluded that the mean score of post-tests was higher than the pre-test score. It meant the Listen Read Discuss (LRD) strategy could improve the students’
reading comprehension of tenth grade of SMA YP PGRI 2 Makassar.
3. Test of Significant
Paired Differences
T df Sig (2- tailed) Mea
n
Std.
Deviation Std.
Error Mean
95% Confident central of the Difference Lower Upper Pair 1
pre-test Post- test
35 12.247 3.873 42.032 30.968 13.809 19 000
It could be seen that the significance (2-tailed) was less than the significance level (0.05). This can be considered that there a significant difference between the pre-test and post-test score of the students. And then the t-test value was (13.809). It could be concluded that t-table (2.093) was smaller than t-test value (13.809>2.093) of the students reading comprehension achievement.
Following the statistical analysis of t-test showed that the students’ reading comprehension is better than before. The data which obtained from the statistical analysis indicate that there is significant difference between students reading before applying the treatment and after applied it.
Beside that we can see the result of the t-test, the researcher found that there was significant difference between pre-test and post- test. The difference was seen after comparing it with the value of t-table.
65 This means that there was the significant difference result of t-test before and after teaching and learning process.
4. Hypothesis Testing
The researcher used the following formula to determine the degree of freedom (df):
df = N-1, where N= 20 df = 20-1
df = 19
For the level of significance (P) = 0.05 and degree of freedom (df) = 19, and the value of t-table was 2.093. In deciding whether or not there was significance different of students’ achievements if the result of the t-tests higher than value of t-table, the null hypothesis (H0) accepted and the alternative hypothesis (H1) is rejected. Based on the above data, the t-test value (2.093) could be concluded to be higher than t-table value 13.809.
Another words, it could be said than 13.809>2.093. It meant that null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there is significance different between the pre-test and post-test after teaching reading comprehension by using Listen Read Discuss (LRD) strategy.
B. Discussion
In this section, discussions deal with the interpretation of findings associated with using Listen-Read-Discuss (LRD) strategy to improve students’ reading comprehension in descriptive text at the tenth grade of SMA YP OGRI 2 Makassar. This discussion also deals with interpretation of the findings divided from the data analysis. The description of data analysis collected through the test explained in findings section showed the students’ score was improved. It was supported and indicated by the students’ score in pre-test and post-test from 20 students.
The researcher found that after presenting the material by using Listen-Read-Discuss (LRD) strategy in teaching reading was better than before the treatment given to them. The researcher also found that before giving the treatment used of LRD there were 1 student (5%) was in good classification, where 4 students (20%) was in fairly good classification, 4 students (20%) was in fair classification, there 6 students (60%) was in poor classification and also 5 students (25%) was in very poor classification. In addition, there none of students got excellent and very good classification.
Therefore, before the treatment the students of tenth grade at SMA YP PGR 2 Makassar, they had low reading comprehension.
Based on statistical analysis, the researcher found that the students score in pre-test and post-test different. In table 4.1 of chapter four showed that the total of the students score in pre-test (X1) was 910 and in total students score in post-test (X2) was 1640. The gain of students score between pre-test and post-test (x1-x2) was 750 and the square of gain (D2) was 30.900, it can be indicated that the students total score of Post-test was
66 higher than the students’ total pre-test after they had been taught by Listen Read Discuss (LRD) strategy.
In the pre-test and post, it can be seen that from 20 students the minimum in pre-test was 20 and in post-test the minimum score was 70.
Meanwhile in pre-test maximum score was 70 and in post-test the maximum score was 95. The table also shows that the students mean score in post-test was 82.0 while in pre-test 45.5. It can be concluded that the students score in post-test was higher than pre-test. It means that, there was improved students score in reading comprehension. From poor into very good, it was signifying that classification of students score was increasing and come into better category from poor to very good. It also indicated that there was an improvement in students score. In pre-test the rate percentage and frequency of the students in reading comprehension by Listen Read Discuss strategy where 1 student (5%) got good classification, there were 4 students (20%) were categories into fairly good, there were 4 students (20%) were categories into fair, there were 6 students (60%) were categories into poor and there were 5 students (25%) were categories into very poor, and none of 20 students were categories into excellent and very good. In post-test the rate percentage and frequency of the students’ achievement that were 5 students (5%) were categories excellent, 10 students (50%) got very good classification and 5 students (25%) got good classification, and none of 20 students got fairly good, fair, poor, and very poor classification. It means the researcher success in applied the reading material by Listen Read Discuss strategy.
To see if both mean score is significant different, we should look at the value of t-test and the t-table value firstly. Where the t-test value was 13.809 and the t-table value was 2.093. To get the result 2.093, formulated:
df: N-1where N is sample of students was 20-1= 19. From here, we can be seen that the value of t-test was higher than the value of t-table, which means both mean score on significant different. It means the students reading comprehension improve after being taught by Listen-Read-Discuss strategy.
Based on the description in this discussion, it can be concluded that the teaching of English especially teaching reading by Listen-Read-Discuss as a strategy is better to be used because it had been proved from the statistical analysis of t-table and the result showed that the students’ reading achievement is better than before. The data which obtained from the statistical analysis indicated that there is significant different between students reading comprehension before applying Listen-Read-Discuss and after being taught by using that strategy. It is showed that the Null Hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted or based on the result, the researcher gives conclusion that using Listen-Read-Discuss (LRD) strategy in reading to improve the tenth-grade students reading comprehension of SMA YP PGRI 2 Makassar was successfully applied. This can be proven by the improvement of the students reading comprehension during the treatment in the class. Even the last treatment the students’ reading comprehension was clearly improvement.
67 Moreover, another research which has same strategy in another thesis, Putri (2018), conducted the entitled” The Implementation of LRD (Listen Read Discuss) Strategy on the Students’ ability in Mastering Reading Comprehension at MAS YP Raudhatul Akmal Batang Kuis”.
Stated that the used of Listen Read Discus (LRD) strategy could improvement on the students’ ability in mastering reading comprehension.
The second research finding Maria (2018), conducted the entitled
“Improving Students’ Comprehension Trough Listen Read Discuss (LRD) Strategy at MA Nurussabah Praya Tengah”. Stated that the strategy be able to improve the students’ reading comprehension in report text. The third research Ibrahim (2017)” The Use of Listen Read Discuss Strategy and Reading Motivation Toward the Students’ Reading Comprehension”. Stated that, the students who were taught by Listen Read Discuss (LRD) had better result on reading comprehension of descriptive text than the students who were taught by using small group discussion. It can be concluded Listen Read Discuss strategy can improve the students’ reading comprehension.
The fourth researcher Yusanti (2018) “The Use of Listen Read Discuss Strategy Towards Students’ Reading Comprehension on Narrative text at the First Semester of the Eleventh Grade of SMA Perintis 1 Bandar Lampung 2017/2018 Academic Year” stated that there is a significant influence of using Listen Read Discuss toward students’ reading comprehension of narrative text. It can be concluded that Listen Read Discuss (LRD) is a recommended strategy to teach reading descriptive text in junior high school especially in eleventh grade.
Based on the result of the research findings above, the researcher can indicate there was difference and similarity of the strategy of Listen Read Discuss (LRD). The first research finding used quasi-experimental design in analysis data and the researcher used pre-experimental design.
Meanwhile, there was difference and similarity between the second research finding and the researcher. The research on the second research finding conducted qualitative and quantitative research with the quasi-experimental design, while the researcher conducted quantitative research with pre- experimental research. Then, there was difference and similarity between the third research finding and researcher. The third research finding used a narrative text as a material and the researcher used the descriptive text.
Based on the discussion and the result of students’ score reading in a descriptive text was gradually improving. It was showed that there was a good impact of Listen-Read-Discuss (LRD) strategy to improve the students’ comprehension in reading descriptive text. All of the result of instruments after accomplishing the classroom action research revealed the good results from implementing Listen Read Discuss (LRD) in descriptive text. The students’ admitted that reading the treatment in the class. Even in the last treatment the students’ reading comprehension was clearly improved.
The results of pre-test and post-test showed a significant improvement. Using Listen Read Discuss (LRD) in teaching reading can
68 overcome the research problem that is how to improve students’ reading comprehension. The students also have a positive respond to the implementation of teaching reading using Listen Read Discuss (LRD) strategy. The students’ reading comprehension can be improved trough this strategy.
In other words, using Listen Read Discuss (LRD) strategy can improve the students’ reading comprehension. Using this strategy made the students active and responsible during the teaching and learning process of reading. The students had no hesitations to express their idea.
The researcher also concluded that Listen Read Discuss (LRD) strategy more effective and helps both teacher and tenth grade students of SMA YP PGRI 2 Makassar in improve reading comprehension. Based on the researcher experienced in teaching and learning process which conducted in treatment for four meetings, the students work in group which contain of four person, every students have their duty to translate, summarizing, questioning, and clarifying, the researcher gave the students a text, and they have to analyze the text in the group, the researcher observed the students’ performance in group and all of the students followed the process well, it means they are responsible in mastery their material and they were capable of sharing and explaining their materials to the students’
in their group. While in order to avoid the students’ mistake in interpreted the meaning of the text that was given by the researcher, a researcher demanded to be a critical partner in learning and providing correcting feedback.
CONCLUSION AND SUGGESTION A. Conclusion
Based on the findings and discussion of the data analysis the previous chapter, the researcher concluded that applying the Listen Read Discuss (LRD) strategy could improve the students’ reading comprehension of tenth grade students of SMA YP PGRI 2 Makassar. It was proved by the post-test average score (82.0) and the pre-test average score was (45.5). This showed that the post-test score of the students was higher than pre-test score. In particular, it has made a positive contribution on descriptive text to literal and inferential understanding
B. Suggestion
For future researchers, after conducting the result and getting the result, the researcher would like to suggest order researchers to develop this research with the different variables and condition or order to increase students reading comprehension. It is suggested that in the researcher of Listen Read Discuss (LRD) strategy may be implantation in classroom to help improve students reading comprehension. It is important that the implantation of this strategy is started with a clear introduction of using the strategy in order to help students in the entire of the learning process especially in teaching reading in a classroom. Hopefully, the result of this research can be a reference.
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