Judul Skripsi: The effect of read, cover, remember, retell (RCRR) strategy on students' reading skill through narrative text at SMA Negeri 3 Barru” (Pre-experimental research at eleventh grade of SMA Negeri 3 Barru). Strategy on student's reading skill through narrative text at SMA Negeri 3 Barru” (Pre-experimental research at eleventh grade of SMA Negeri 3 Barru). The effect of the Read, Cover, Remember, Retell (RCRR) strategy on students' reading skills through narrative texts at SMA Negeri 3 Barru (pre-experimental research in class XI MIPA 2 SMA Negeri 3 Barru.
From the results of the analysis, the researcher indicates that the results of the experimental class mean post-test score (78.50) is higher than the mean value of the pre-test (52.25) obtained by students in the experimental class, so H0 is rejected and Ha1 is acceptable. For the blessing and mercy of the researcher during the processing until the completion of the thesis. In writing this thesis, the researcher finds many difficulties, so the researcher realizes that the thesis has many flaws and weaknesses.
The researcher would like to say many thanks to the people who give encouragement, advise, suggest and help. The researcher realizes that many people have given their help and helpful suggestion for the completion of this thesis.
INTRODUCTION
- Problem of the Research
- Objective Statement
- Significance of the Research
- Scope of the Research
Students' reading ability showed that the students' ability of junior high school in reading is still low. So, the researcher wants to research on reading through with Read, Cover, Remember, Retell (RCRR) Strategy to know how the high score and how the low score of the student's in SMA Negeri 3 Barru. In this research, the researcher focuses only on one of the strategies, namely Read, Cover, Remember, Retell (RCRR).
Based on the preliminary description, the author researches on “The Effect of Using Read, Cover, Remember, Retell (RCRR) on Students' Reading Proficiency at SMA Negeri 3 Barru. Improve Read, Cover, Remember, Retell (RCRR) strategy students' reading skill at eleventh grade of SMA Negeri 3 Barru. Whether or not Read, Cover, Remember, Retell (RCRR) strategy improves students' reading skill at eleventh grade of SMA Negeri 3 Barru.
The research result provides teachers, students, libraries, and subsequent researchers with empirical evidence of the effect of implementing the Read, Cover, Remember, Repeat (RCRR) strategy on students' reading proficiency and benefits. The limitations of the problem in this research focused on the use of Read, Cover, Remember, and Retell (RCRR) in narrative text for student's reading skill in SMA Negeri 3 Barru.
REVIEW OF RELATED LITERATURE
Pertinent Ideas
Conceptual Framework
Rocco & Plakhotnik in (2009), state that the conceptual framework as a type of manuscript, a conceptual framework connects the concept, empirical research and related theories to advance and systematize knowledge about related concepts or issues. Based on the above conceptual framework, this thesis is a kind of pre-experimental research, with the title read cover strategy of remembering and retelling, focusing on reading skills and for texts that use narrative texts. In the One-Group Pretest-Posttest Design, the dependent variable is measured as a group before (pretest) and after (posttest) will be treated.
After the treatment to be given to the group, the results before and after the treatment were compared.
Hypothesis
Research Design
The post-test is administered at the end of the session to see if there is an improvement in the student's reading skills after teaching them reading skills through the RCRR strategy.
Population & Sample
Students will then receive a post-test at the end of their studies. Considerations are Read, Cover, Remember, and Retell strategies on students' reading skills in reading texts in the teaching and learning process. The purpose of this research was to determine whether there are differences in the importance of students' reading skills using the Read, Cover, Remember, Retell (RCRR) strategy.
The result of data findings showed that teaching reading with Read, Cover, Remember, Retell (RCRR) strategy could improve students' reading skill. From the table above, it can be seen that the mean reading skill score of the students was 52.25 and was rated as fairly good. Then, the lowest score was 30, which meant that the lowest score that students got was 30, and the highest score was 75, which meant that the highest score that students got was 75.
Based on the table above, it shows that there were 2 (10%) students' classified advertisements as good, 15 (75%) students were classified as fairly good and 3 (15%) students were classified as fair. Based on the table above, it showed that there were 6 (30%) students classified ads as excellent, 13 (65%) students were classified as. Read, Cover, Remember, Retell (RCRR) strategy was effective in improving students' reading skill through narrative text.
Because there were significant differences between the pre-test and post-test scores in reading skills, it showed that the Read, Cover, Remember, Retell (RCRR) strategy was effective in improving students' reading skills through narrative text. Since pre-test and post-test scores on reading skills differ significantly, it suggests that the Read, Cover, Remember, Retell (RCRR) strategy is effective in improving students' reading skills through narrative text. Then the teacher must also monitor the student, as it is very important to support the student's knowledge.
They are suggested to apply the strategy to different levels of students because each school has a different level of students. Other researchers should be creative and innovative to modify strategy activities in using the Read, Cover, Remember, Retell (RCRR) strategy to improve student achievement in reading skills. Because the man is angry with his daughter b. Because her daughter ate her father's lunch c. Because a strong earthquake was approaching d. Because a great disaster will come.
Research Variabel
Research Instrument
Instruments will be used to facilitate this investigation and to collect the data or information important to find the outcome of this investigation, pre-test and post-test will be used, and both samples will be purchase the same instruments. Students are given a multiple choice test by the teacher on narrative text using Read, Turn. The test consists of 2 types of narrative text, each text has 10 multiple choice questions and a total of 20 items.
Data Collection Procedur
2 Researcher given a narrative text reading test to the students and think about the events that happened from the text, the text is the story of Lake Toba and Sura & Baya. The students themselves decide the ending of the story and retell it in front of the class in their own language.
Data Analysis Technique
Percentage of improvement X2 : total score of posttests X1 : total score of pretests. In calculating the test value to show the significance between the post-test and the pre-test, the researcher will use the SPSS formula.
FINDINGS & DISCUSSION
Discussion
In this part, the researcher presented discussion of Read, Cover, Remember, Retell (RCRR) strategy in reading skill based on findings. This correlated with Marpaung (2019) who researched in The Use of Read, Cover, Remember, Retell. RCRR) Strategy to Improve Students' Reading Comprehension at SMPN 10 Cimahi. Using Read, Cover, Remember, Retell (RCRR) strategy to improve students' reading comprehension ability.
Applying Read, Cover, Remember, Retell (RCRR) strategy to promote students' reading comprehension of descriptive text. Using Read, Cover, Remember, Retell (RCRR) strategy to improve students' reading comprehension ability. One day, while the man was fishing, he caught a large golden fish in his trap.
Kemudian dia menyuruh putrinya untuk lari ke atas bukit karena bencana besar akan datang. Siswa diminta menganalisis struktur teks, unsur kebahasaan, dan fungsi sosial serta mengerjakan serangkaian pertanyaan dari teks naratif dalam bentuk tertulis. Suatu hari, ketika lelaki itu sedang memancing, dia menangkap seekor ikan emas besar di perangkapnya.
Then she told her daughter to run up the hills because a huge disaster was coming.
CONCLUSION & SUGGESTION
Suggestion
Siswa diminta menganalisis struktur teks, unsur kebahasaan dan fungsi sosial serta mengerjakan beberapa soal dari teks naratif dalam bentuk lisan. Setiap kelompok diminta membuat ilustrasi gambar berdasarkan judul yang diberikan guru (dalam bentuk poster dan dilengkapi dengan struktur teks, unsur kebahasaan dan fungsi sosial) untuk digunakan sebagai pekerjaan rumah.
