The compilation showed that there was a significant effect on student's reading comprehension through the use of Read, Cover, Remember, Retell (RCRR) strategy. The result of pre-test and post-test, the result of t-test value of level significant (p. ) = 0.05 with degree of freedom in literal (main idea and supporting detail) (df) = 27;. Read, Cover, Remember, Retell (RCRR) strategy is an effective strategy to tell the readers who are in their minds that the best reading is reading in a short time, and as a result, they do not know what they have not already read (Trisha & Macceca, 2018). Read, cover, remember, retell (RCRR) strategy supports students in understanding the text they have read and practice summarizing by stopping the reader for a moment to think about the meaning of the text they have read before going to the next section (Muanas, et al 2020).
In connection with the above explanation, the researcher is interested in conducting a study titled “The Effect of Using the Read, Cover, Remember, Retell (RCRR) Strategy on Student Reading Comprehension through Descriptive Text at SMA Negeri 2 Pangkep”.
INTRODUCTION
- Background
- Research Problem
- Objective of Study
- Significance of Study
- Scope of the Study
Tabuik is made of bamboo, rattan, paper” The underlined word has the same meaning as. Swimming is allowed in the rock pools.” The underlined word has the same meaning as. There is a big lake in the park and a restaurant next to it.” The underlined word has the same meaning as.
The mosque is located in North Kuin Village of Banjarmasin” The sentence can be replaced by.
REVIEW OF RELATED LITERATURE
Previous Related Research Findings
Based on the three researchers above, there is a similarity between her research and that of the writers.
Concept of Reading
Reading is a system, a set of conventions that we use to make sense and give meaning to the text (Duffy in Djunaidi, 2018). Reading comprehension builds an understanding of the text and the understanding of the author's purpose in reading. On the other hand, readers can get the main idea by understanding the text and reading also makes the reader enjoy what they have read.
Because the readers need to extract the meaning of the text to understand the point. Students read a text to draw the conclusion from the action or ideas in the text. The students read the text or paragraph to get some information from the writer in the paragraph.
Extensive reading is a reading activity to gain a general understanding of the text in order to upgrade information. Therefore, teachers should be able to guide their students through the clues presented in the text that can be used to guess the meaning of the words and the content of the text. It is easier for readers to understand the content of a text if they know the meaning of each word used in the text.
This step asks the reader to read the text as much as their hands cover a certain topic. The reader uses their hand to cover the part of the text they have just read. Another study was conducted by Djunaidi, Noviati & Oktariani (2017) titled, "The Application of RCRR (Read, Cover, Remember, Repeat) Strategy in Teaching Reading Descriptive Text to the Eighth Grade Students of State Junior 12 High School 50 Palembang .
Students retell the section of the text they have read, either with a partner or in silence.
Hypothesis
RESEARCH METHODOLOGY
Reseacrh Design
Population and Sample
Muij (2004) argued that sampling is that all members of the population have an equal chance of being selected as a sample. This sample was selected by using purposive sampling because considering the English teacher's observation that this class is still less in reading and that this class is very active in the class.
Research Variable and Indicator
Read, Cover, Remember, Retell (RCRR) strategy of the independent variable was used to improve students' reading skills. Read, Cover, Remember, Retell (RCRR) strategy is that the students have a good quality on their basics of reading. Mainly to remember and understand what they have already read in the text, after which the students will practice reading text using the strategy.
Reading comprehension is literal comprehension where main ideas and supporting details are understood after students are trained to read a descriptive text using a strategy.
Research Instrument
Multiple choice was the test type; The multiple-choice test consists of 20 items, 10 items for literal comprehension and 10 for interpretive comprehension.
Technique of Data Collection
The next meeting, the researcher used the same activity in the next meeting, but with a different topic. Then teacher explains what RCRR is, what are the benefits of this strategy and tells the steps how to apply this strategy. After explaining the topic, teacher guides the students to apply the strategy by asking the students to find their partner.
The teacher asks the students to read as much as they think they can cover with their hand. The teacher gives time to the students to consciously focus on remembering what they have read. Give the students about 5 minutes to really think about what they just read.
The teacher asks the students to tell their partner what they remember from the text, then switch roles for the next part of the text. If the student has already told his partner what he remembers from the text, the teacher can ask the students to read the next section using the same steps to all of them. After completing all the steps, the teacher will ask the students to summarize the text completely in their own words and repeat it in front of the class to make sure that the students have already understood the gist of the text.
Same as pre-test, post-test given to see the effect of Read, Cover, Retain, Retell (RCRR) strategy on students' reading comprehension.
Technique of Data Analysis
Based on the table and figure above, it shows the frequency and percentage of students' scores. Literal comprehension represents students' ability to understand the content of the text (Hidayah N., 2019). Teachers can use other strategy in teaching English for example Read, Cover, Remember, Retell strategy because it can make students active in sharing their thoughts about the text with others and can support students in understanding reading.
The effect of Read, Cover, Remember, Retell (RCRR) strategy on students' reading comprehension of eighth grade students of MTS Jauharul Iman. Improving reading comprehension for second year students at SMA Negeri 16 Bulukumba through reciprocal teaching technique. Then the teacher asks the students to retell their partner what they remember from the text and then switch roles for the next section of the text.
Kulinarika was located along the coast, about a kilometer long of tables and stalls with different menus. for this reason Losari beach was also called "the longest table in the world". Nocturnal visitors to the cave will discover the unique feature of glow worms. In the center of the city is a large hill called Mount Dathok.
They live in many different parts of the world. Read the text below to answer question number 5 – 6. Peter is very interested in sports and plays football and tennis at school.” The underlined phrase can be replaced with. The dome is surrounded by four smaller domes” The underlined word has the same meaning as.
19" Taj Mahal was constructed by Mughal Emperor Shah Jahan" The underlined word has the same meaning as.
FINDINGS AND DISCUSSIONS
Findings
Discussion
It indicated that the result of the t-test value was higher than the t-table value in all variables and indicator. It is suggested to apply the method to different levels of the students, because each school has different levels of students. Using the Three Stay One Stray strategy to increase the ability of first-year SMA Nurul Falah students in understanding narrative text.
Rammang-rammang is the largest kart mountain range in Indonesia and the third largest in the world after Madagascar and China. Rammang-rammang is part of the Bantimurung Bulusaraung National Park. It is said that this area was earlier named by the local residents as Rammang-Rammang because of the clouds or fog that always fell, especially in the morning or when it rained. It is held asura day which falls on the 10th of Muharram in the Islamic calendar.
The sunset marks the end of the procession, the Tabuik was brought to a shore and then floated out to sea. Due to the topography of the region, Kediri is called a cold town by the locals. The cigarette factory dominates the town's economy and employs the majority of the female workforce.
The bird park is about twelve kilometers from the city center, and it is easy to get there by bus or taxi. This mosque was found on the banks of the Kuin River, near Kampung Kraton, which was destroyed by the Dutch colonialists.
CONCLUSIONS AND SUGGESTIONS
Conclusion
Based on findings of research data showed that the t-test value for reading comprehension focused on literal (main idea and supporting detail) with t-test value was 16.928>1.7302 and interpretive (comprehension of vocabulary) with t-test 23.384 > 1.7302. Thus, it can be concluded that there was a significant effect of using Read, Cover, Remember, Retell (RCRR) strategy on students' reading comprehension through descriptive text terms of literal and interpretive comprehension at tenth grade in MIA Phytagoras class, students at SMA Negeri 2 Pangkep. In this research, the researcher found that Read, Cover, Remember, Retell (RCRR) strategy was appropriate for teaching reading.
There were some points that the researcher took to the benefits of using RCRR strategy, such as helping the students to be more active in the class, giving them the opportunities to participate in discussions with their friends take, it also helps them to understand and comprehend the indicator of reading itself. . The novelty of this research was limited to the student's literal comprehension focus on main idea and supporting detail, interpretive comprehension focus on understanding vocabulary.
Suggestion
