i
Improving the Student Reading Comprehension through Listen- Read- Discuss (L-R-D) Strategy at the Tenth Grade of MA Asy-
Syafiiyah Goak in Academic Year 2021/2022
By
Yogi Nata Kusuma NIM. 180107170
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM 2022
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IMPROVING THE STUDENT READING
COMPREHENSION THROUGH LISTEN-READ- DISCUSS (L-R-D) STRATEGY AT THE TENTH GRADE OF MA ASY-
SYAFIIYAH GOAK IN ACADEMIC YEAR 2021/2022 Thesis
Presented as partial requirements at State Islamic University of Mataram for the attainment of the Sarjana Degree in English
Education Department
By
Yogi Nata Kusuma NIM. 180107170
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATIOEN FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2022
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APROVAL SHEET
Thesis by: Yogi Nata Kusuma, NIM: 180107107 entitled “improving the Student Reading Comprehension Through Listen Read Discuss (LRD) Strategy at the tenth-grade of MA Asy-Syafiiyah Goakin Academic Year 2021/2022”, this sarjana thesis has been approved to be tested
Approved on:__________________
Advisor I,
Dr. Yek Amin Aziz, S.Pd., M.Pd.
NIP. 19800826007101003
Advisor II,
Dr. Ika Rama Suhandra, M.Pd.
NIP. 197808222007101001
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ADVISORS’ OFFICIAL NOTE
Mataram,________________
__2022 Case: SarjanaThesis Examination
Honorable
Dean of Education and Teacher Training Faculty in Mataram
Assalamu’alaikum, Wr. Wb.
Respectfully, after making guidance, direction, and correction, we argue that this sarjana thesis from:
Name of Student: Yogi Nata Kusuma NIM : 180107107
Department : English Language Education
Title :Improving the Student Reading Chomprehension through Listen-Read-Discuss (LRD) Strategy at the Tenth Grade of MA Asy- Syafiiyah Goak in Academic Year 2021/2022.
Has fulfilled the requirements for submission in the sarjana thesis munaqasyah session of Education and Teacher Training Faculty State Islamic University of Mataram. Therefore, we hope that this sarjana thesis will be tested soon.
Wassalamu’alaikum, Wr. Wb.
Advisor I,
Dr. Yek Amin Aziz, S.Pd., M.Pd.
NIP. 19800826007101003
Advisor II,
Dr. Ika Rama Suhandra, M.Pd.
NIP. 197808222007101001
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STATEMENT OF AUTHENTICITY The undersigned below:
Name : Yogi Nata Kusuma NIM : 180107107
Department : English Language Education Faculty : Education and Teacher Training
States that sarjana thesis entitled“Improving the Student Reading Comprehension through Listen-Read- Discuss (L-R-D) Strategy at the Tenth Grade of MA Asy-Syafiiyah Goak in Academic Year2021/2022” is her own writing and is true and correct that there was no others work or statement that is referred in the references. All cited works were quoted in accordance with the ethical code of academic writing.
Mataram,________________
__2022 I stated,
Yogi Nata Kusuma Materai 10.000
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RATIFICATION SHEET
Sarjana Thesis by: Yogi Nata Kusuma, NIM: 18010710 Improving the Student Reading Comprehension through Listen-Read- Discuss (L-R- D) Strategy at the Tenth Grade of MA Asy-Syafiiyah Goak in
Academic Year 2021/2022 has been maintained in front of the examiner English Language Education Faculty of Education and Teacher Training State Islamic University of Mataram at the date
of,________________________2022
The Board of Examiners Dr. Yek Amin Aziz, S.Pd, M.pd
(ChairmanAdvisor I)
Dr. Ika Rama Suhandra, M.Pd (Secretary Advisor II)
Dr. Hj. Nurul Lailatul Khusniyah, M.Pd (Examiner I)
Najamuddin, S.Pd, M.Hum (Examiner II)
Approved by,
Dean of Education and Teacher Training Faculty
Dr. Jumarim,M.H.I.
NIP. 197612312005011006
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MOTTO
Be confident, be brave and believe in yourself show what you are going to be and allah with you Allah created you because you are khalifah for yourself.
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DEDICATION
“I dedicate this thesis to my almamater, all my teachers and lectures, my mother Sarmini and my father Hadi kusuma atmaja, my family, and my friends.”
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ACKNOWLEDGMENTS Bismillaahirrahmaanirrahiim,
The first of all, the researcher would like to express her sincere thanks to almighty Allah SWT who has given health, blessing, guidance and inspiration to the writer in finishing this thesis with the title This thesis is arranged or made to fulfill one requirement to get the serjana degree of education in English Language Department of State Islamic University of (UIN) Mataram. The researcher realizes that he cannot complete this thesis without the guidance,Improving the Student Reading Comprehension through Listen-Read- Discuss (L-R-D) Strategy at the Tenth Grade of MA Asy-Syafiiyah Goak.
advice, suggestion, support and encouragement for many people during the writing on this thesis. In this chance, the researcher would like to thank to:
1. Dr. Yek Amin Aziz S,Pd., M.Pd as the first advisor and Dr. Ika Rama Suhandra, M.Pd. as the second advisor who already guided and advised patiently during the arrangement of this final project.
2. Dr. Ika Rama Suhandra, M.Pd as the head of English Education Department and Kasyfur Rahman, M.Pd, as deputy head of English Education Department, who always guided me to write this thesis with right book guidance.
3. The dean of Education and Teacher Training Faculty, Dr. Jumarim, M.HI.
4. Prof Dr. H. Masnun Tahir, M.Ag, the Rector of State Islamic University of Mataram for giving permission and approving to carry out this thesis of serjana.
5. All lecturers in English Education Department of Education and Teacher Training Faculty for valuable knowledge, and advice during the years of my studies.
6. H. Irwan, S.Pd, M.Pd. as headmaster of MA Asy-Syafiiyah Goak who has given permission of doing the research.
7. Jupri, S.Pd. as English teacher of MA Asy-Syafiiyah Goak and all teachers who have given permission and support to the researcher for doing this research.
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8. All my friends in English Department (C Squad TBI C 2018). Thank you for your support and motivation.
May goodness deeds of various parties get a double reward from Allah Almighty and hopefully this scientific work will give benefit to the universe. Aamiin
Mataram, _____________________2022 Researcher,
Yogi Nata Kusuma
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TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
APPROVAL SHEET ... iii
ADVISORS’ OFFICIAL NOTE ... iv
STATEMENT OF AUTHENTICITY ... v
ENDORSEMENT SHEET ... vi
MOTTO ... vii
DEDICATION... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENT... xi
LIST OF TABLES... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
ABSTRACT ... xvii
CHAPTER I INTRODUCTION A. Background of Research ... 1
B. Subject of Action ... 5
C. The Statement of Problem ... 5
D. Objective of Research ... 5
E. Significance of Research ... 6
1. Theoretical Significance ... 6
2. Practical Significance ... 6
CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 7
B. Theoretical Bases ... 10
1. Listen Read Discuss (LRD) strategy ... 10
a. Definition of the Listen Read Discuss (LRD) strategy ... 10
b. LRD strategy Steps ... 12
c. Advantages and Disadvantages of (LRD) strategy ... 13
2. Reading Ability ... 15
a. Definition of Reading ... 15
b. Definition of Reading Ability ... 15
c. Purpose of Reading ... 16
d. Benefit of Reading ... 18
e. Types of Reading ... 19
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f. Reading process ... 22
g. Factors Afecting Reading Ability ... 24
h. Assessment of Reading ... 26
i. Reading chomprehension………27
C. Hypothesis ... 27
CHAPTER III RESEARCH METHOD A. Setting of Research ... 28
B. Object of Research ... 28
C. Design of Research ... 29
D. Planning ... 30
E. Taking Action ... 30
F. Observing ... 32
G. Reflecting ... 32
H. Instrument of Research ... 32
I. Indicator of Success... 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 39
B. Discussion ... 61
CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusion ... 63
B. Suggestions ... 64 REFERENCES
APPENDICES BIOGRAPHY
xiii
LIST OF TABLES
Table 2.1 Assessment of Reading Ability……… 26
Table 3.1 Teachers’ Activity………..33
Table 3.2 The interpretation of teachers’ score Activity……….………34
Table 3.3 Studets’ Activity………... 34
Table 3.4 The interpretation of students’ score Activity………35
Table 3.5 Creteria of Assessment………...36
Table 3.6 The intrepretation of students’ score………..37
Table 4.1 Teachers’ Activityin cycle 1………...43
Table 4.2 The interpretation of teachers’ score Activity in cycle 1...44
Table 4.3 Studets’ Activityin cycle 1………..…..45
Table 4.4 The interpretation of studets’ score Activity in cycle 1….46 Table 4.5 Students’ score in pra-cycle reading skill……….……47
Table 4.6 Students’ score in test of cycle 1……….………….50
Table 4.7 Teachers’ Activity in cycle 2………..54
Table 4.8 The interpretation of teachers score activity 2……….……55
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Table 4.9 Students’ activity in cycle
2……….……56
Table 4.10 The interpretation of students’ score activity 2…………..57
Table 4.11 Students’ score in test of cycle
2……….……….58
Table 4.12 percentage of students’
score………..………..60
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LIST OF FIGURE
Figure 3.1Design of Classroom Action Research from Kemmis, S., &
McTaggart,, 29
LIST OF APPENDICES
Appendix 1 List of Subject Appendix 2 Lesson Plan Cycle I Appendix 3 Lesson Plan Cycle II Appendix 5 Pra-Cycle Test Appendix 6 Test I
Appendix 7 Test II
Appendix 8 Documentation
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IMPROVING THE STUDENT’S READING COMPREHENSION THROUGH LISTEN-READ- DISCUSS (L-R-D) STRATEGY AT
THE TENTH GRADE OF MA ASY-SYAFIIYAH GOAK IN ACADEMIC YEAR
2021/2022 By:
Yogi Nata Kusuma NIM 180107107
ABSTRACT
This study concerns with Listen Read Discuss (LRD) to improve students reading chomprehension. It aimed to promote students’ reading chomprehension through (LRD) strategy. Using Classroom Action Resarch (CAR) design, this study collected the data through pre- and post- tests, observations, and documentations. The tests was used to measure the students’ achievement in reading comprehension, while observations and documentations were used to reveal the process of the students’ reading chomprehension through LRD strategy. It involved a total of 30 tenth grade students of of MA Asy-Syafiiyah Goak, Central Lombok. The results revealed that LRD strategy promoted the students’ reading skills.
It was evidenced by the substantial improvement in each cycle throughout the study, from the average of 47 before the implementation of the learning strategy to 81 after the second circly. It indicates that the use of LRD strategy was effective in promoting the tenth-grade students’ reading comprehension at MA Asy Syafiiyah Goak, Central Lombok.
Keywords: Reading chomprehension, Listen Read Disscuss (LRD) Strategy
xvii صخلم
( ةشقانملاو عامتسلاا ةينقتب ةساردلا هذه قلعتت DRL
ىدل ةءارقلا تاراهم نيسحتل )
بولسأ مادختساب بلاطلا ىدل ةءارقلا تاراهم نيسحت وه ةساردلا هذه نم ضرغلا ناك .بلاطلا ( عامتسلااو ةءارقلا ةشقانم DRL
يفصلا يئارجلإا ثحبلا ةساردلا هذه يف ةثحابلا تمدختسا .)
بولسأك ءارجإ مت .تانايبلا عمج يف تاودأك قيثوتلاو تارابتخلااو تاظحلاملا مادختساب يثحب
( ةينقت قيبطت ديدحتل تاظحلام DRL
رابتخلاا مادختسا مت امنيب ملعتلاو سيردتلا ةيلمع ءانثأ )
تناك .اًيباتك اًرابتخا نوثحابلا مدختسا ةساردلا هذه يفو ةءارقلا تاراهم يف بلاطلا ليصحت سايقل ه تاعوضوم لا فصلا بلاط نم ةساردلا هذ
r Ma Asy-Syafiiyah Goak نم فلأت يذلا
30
هذه جئاتن ريشت .تانايبلا ليلحتو باسح يف ةيمكلاو ةيعونلا تانايبلا ليلحت ثحابلا مدختسي .اًبلاط ( ةينقت نأ ىلإ ةساردلا DRL
نم كلذ ةظحلام نكمي .ةءارقلا ىلع بلاطلا ةردق نيسحت اهنكمي )
ئاتن ةقلحلا امهو ، ةساردلا هذه يف ناترود كانه .ةرود لك يف ةريبكلا ةدايزلا ج 1
ةرودلاو 2
. .يناثلا رابتخلاا يف81 و61 ةميقب1 رابتخلاا ةجيتن ،58 يه ةرودلاب مايقلا لبق ةجيتنلا ةجيتن
.ةءارقلا تاينقت ةشقانمو ، عامتسلااو ، ةءارقلا ىلع ةردقلا :ةيحاتفملا تاملكلا
xviii
ABSTRAK
Penelitian ini berhubungan dengan teknik Listen Read Discuss (LRD) untuk meningkatkan kemampuan membaca siswa. Tujuan dari penelitian ini adalah untuk meningkatkan pemahaman membaca siswa dengan mengguankan setrategy Listen Read Discuss (LRD) Dalam penelitian ini, peneliti menggunakan penelitian tindakan kelas sebagai metode penelitian dengan menggunakan pengamatan , tes dan dokumentasi sebagai instrumen dalam mengumpulkan data. Pengamatan di lakukan untuk mengetahui penerapan teknik (LRD) selama proses belajar mengajar sedangkan tes di gunakan untuk mengukur pencapaian siswa dalam kemampuan membaca dan pada penelitian ini peneliti menggunakan tes tulis. Subjek penelitian ini adalah siswa-siswi kelas sepuluh Ma Asy Syafiiyah yang terdiri dari 30 siswa. Hasil dari penelitian ini menunjukkan bahwa (LRD) setrategy dapat meningkatkan kemampuan membaca siswa. Ini bisa dilihat dari hasil peningkatan yang signifikan dari setiap siklus. Ada dua siklus dalam penelitian ini yaitu siklus 1 dan siklus 2. Hasil nilai sebelum melakukan siklus yaitu 47, hasil test 1 dan 81 pada test ke 2. Artinya, kemampuan membaca siswa meningkat dan sukses dengan menerapkan teknik (LRD) pada kelas sepuluh di Ma Asy Syafiiyah Goak Lombok tengah.
Kata Kunci: Kemampuan membaca, Tekinik Listen Read Discuss (LRD)
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1
CHAPTHER I A. Background of Research.
Reading is one of the four language skills, namely listening, speaking, reading, and writing.1Of these four skills, reading skills are one of the most influential skills in the process of improving one's abilities. Through reading, a person can explore their talents and potential and train concentration to get meaning from writing. Dalman in Anggaraeni and Alpian said that reading is an activity or cognitive process that aims to find various information contained in writing.2 According to Anggraini and Alpian, reading is an activity to obtain information which is then processed so that it becomes knowledge for the reader.3Thus, from some of the above definitions, it can be understood that reading is an activity carried out by someone to get a specific goal in the form of meaning or information from writing.
Reading is not only done by students, but every teaching staff to other professions who are involving the fieldnon-formal also can do reading activities.
Reading skills require an optimize mental weakness of students related to cognitive activities to understand the content of reading in detail. It means the students wereable to understand the main ideas of writing quickly and accurately, especially in English Learning which requires teachers to have creativity in teaching. On the other hand, the teacher should be able to create a variety circumstance which leads to the achievement of educational goals. However, the students are faced with problems that require more understanding and concentration on the presentation of the material presented by the teacher in English learning. This results in learningtend monotonous so that which creates a lack of student interest in English Learning.
1Lorena Manaj Sadiku, The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour, European Journal of Language and Literature Studies,Vol. 1, Nr. 1, April 2015, p. 29.
2 Sri Wulan Anggraeni dan Yayan Alpian, Membaca Permulaan dengan Teams Games Tournament (TGT), (Jawa Timur: CV Qiara Medika, 2019), p. 2.
3 Arwijati Wahjudi, interaktive Post-Reading Activities That Work, Bahasa dan Seni, Vol. 38, No. 1, Februari 2010, p. 88.
2
Based on the results of interviews conducted with several students of MA Asy-syafiiyah Central Lombok, information was obtained that reading English text is often considered a confusing and tedious activity which results in students being easily bored when learning processbecause they are required to understand English text both from the perspective of masterygrammar to communication skills.
The English teacher is less varied in presenting the material so that students are less interested, especially in reading and understanding the contents of the English text.4 This was reinforced by the class teacher who said that there were still many students who got low scores, this was due to a lack of interest and the dominance of students who thought English was difficult.5
A quality teacher is a procedure who can realize the learning process and outcomes according to the demands of the curriculum. In the learning process, choosing the right technique will make it easier for teachers to convey teaching objectives. This is also supported by the teacher's ability to implement learning techniques because it will affect the learning outcomes of students.6 In the 2013 curriculum, teachers act more as motivators, facilitators and, moderators for students.7Therefore, to optimize this role, teachers able to apply the Listen Read Discuss ( LRD) strategy in the learning process. The LRD strategy stands for listen read discuss which means listening, reading and discussing.
The LRD is the corret strategy that is used by teacher to teach reading, because the first step taken by the teacher is to explain the text to students before students continue to read it so that they will indirectly increase their understanding by having discussions.8
4Desi and friend, Interview, 18 March 2022.
5 Khairul Paridi, Interview, 10 March 2022.
6 Rahmah Johar dan Latifah Hanum, Strategi Belajar Mengajar, (Sleman:
DEEPUBLISH, 2016), p. 106.
7 Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application of Authentic Assessment in EFL Reading Class, METHESIS, Vol 1, No.
2, October 2017, p. 112.
8 Sophia Haryati Sirait, Asriani Hasibuan and Srimaharani Tanjung, The Effect of Using Listen Read Discuss Strategy on Students' Reading Comprehension of Descriptive Text (A Study At Ninth Grade of SMP Negeri 2 Angkola Selat in 2020/2021 Academy Year, Jurnal Liner, Vol. 3, No.3, October 2020, p. 94.
3
According to Manzo and Casale in Simbolon , listen read discuss is an understanding strategy that shapes student understanding priorities before reading a text.9 According to Julie and Emanuel listen in Adianti and Mauludin, listen read discuss is a literacy strategy that can help students understand the text.10From some of the above meanings, it can be concluded that the listen read discuss technique is a flexible technique that teachers can use in teaching to shape students' understanding in understanding the reading text. This means that through listening to students will get provisions before reading, then when reading students will find it easier to get ideas and facts from a reading text, so that later students will be able to conduct group discussions by comparing their findings with other students. Thus, the presence of the listen read discuss technique can help students improve their reading ability.
Many researchers that have used this strategy on listen read discuss was conducted by Shirath at all, with the objective"The Listen Read Discuss (LRD) Model in Dokkai Learning".11 The results of the research conducted indicate that applying the listen read discuss (LRD) model has a positive impact in improving the reading ability Dokkai text which is marked by differences in the results of the pretest and thepost testwhich indicates an increase in comprehension of reading the Dokkai text after applying the listen read discuss(LRD) model. Based on the research results presented, the relevance of this research lies in the implementation of the Listen Read Discuss (LRD) strategy which can improve students' reading skills of Dokkai text.
Based on the results of interviews conducted with several students of MA Asy-syafiiyah Central Lombok, information was obtained that reading English text is often considered a confusing and tedious activity which results in students being easily bored when
9 Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application..., p. 113.
10 Martina Napratilora, A. Comparison Between Save The Last Word For Me And Listen-Read-Discuss(LRD) Strategies On Students' Reading Comprehension At SMPN 1 TELUK PINANG, Indonesia Journal Of Learning Education And Counseling, Vol. 1, No. 1, September 2018, p. 71.
11 Eliza Fauziah Shirath, Aep Saeful Bachri dan Dedi Sutedi, Model Listen Read Discuss (LRD) dalam Pembelajaran Dokkai,JAPANEDU, Vol. 1, No.1, April 2016.
4
learning process because they are required to understand English text both from the perspective of masterygrammar to communication skills.
The English teacher is less varied in presenting the material so that students are less interested, especially in reading and understanding the contents of the English text.12 This was reinforced by the class teacher who said that there were still many students who got low scores, this was due to a lack of interest and the dominance of students who thought English was difficult.13
A quality teacher is a teacher who can realize the learning process and outcomes according to the demands of the curriculum. In the learning process, choosing the right technique will make it easier for teachers to convey teaching objectives. This is also supported by the teacher's ability to implement learning techniques because it will affect the learning outcomes of students.14 In the2013 curriculum, teachers act more as motivators, facilitators and, moderators for students.15Therefore, to optimize this role, teachers able to apply the Listen Read Discuss ( LRD) strategy in the learning process. The LRD strategy stands for listen read discuss which means listening, reading and discussing.
From the description above, this research is interesting and important to do to get an overview of “The Implementation of Listen- Read-Discuss (LRD) Technique to increasethe students’Reading Ability at the tenth-grade of MA Asy-Syafiiyahin Academic Year 2021 /2022”.
12Desi and friend, Interview, 18 March 2022.
13 Khairul Paridi, Interview, 10 March 2022.
14 Rahmah Johar dan Latifah Hanum, Strategi Belajar Mengajar, (Sleman:
DEEPUBLISH, 2016), p. 106.
15 Triubaida Maya Adianti and Lutfi Robby Ibrahim's research (2017), with the title: “The Use of Listen Read Discuss Strategy and Reading Motivation Toward The Student's Reading Comprehension”.15The purpose of this study was to determine the effect of using listen read discuss and students' reading motivation on student reading comprehension Ashar Mauludin, Students’ Responses on the Application of Authentic Assessment in EFL Reading Class, METHESIS, Vol 1, No. 2, October 2017, p. 112.
5 A.Subject of Action
The subject of action is cases or people included in the research.16 In this study, the subjects of this study were students of class X IPA 1MA Asy-Syafiiyah, amounting to 34 people, consisting of 20 female students and 14 male students.
B.The Statement of Problem
Based on the background of research above, the statement of problems is how to know improve the students’ reading chomprehension through Listen Read Discuss (LRD) strategy can improve students’ reading comprehension at the tenth grade of MA Asy-Syafiiyahin academic year 2021/2022?
C.Objective of Research
The objective of research is to find out whether or not reading chomprehension through (LRD) strategy can improve students’ reading comprehension at tenth grade of MA Asy-Syafiiyahin academic year 2021/2022.
D.Significant of Research
The researcher expects that this research can provide some significance to the quality of the teaching and learning English as follow:
1. Theoretical
This research is expected to contribute to the development of knowledge, especially in relation to teach reading especially by using the Listen Read Discuss (LRD) strategy.
2. Practical
a. Teachers/Lecturers
This research is expected to help teachers in improving the quality of the English teaching and learning process, especially in improving reading skills.
b. Students
16 Bambang Prasetyo, Metode Penelitian Kuantitatif, (Jakarta: Raja Grafindo Persada, 2005), p. 158.
6
This research is expected to encourage students to develop text reading skills and to motivate students to learn English, especially in reading skills.
c. Researchers
This research is expected to increase knowledge and insight and provide information to other relevant researcherstechnique which is effective in improving reading skills.
7
CHAPTHER II
E. Review of Related Literature 1. Reviewof Previous research
In this research, there are relevant researches so that can be used as a comparison. Relevant research in this research, among others:
a. Mariani's research (2019), with the objective: "Implementation Of LRD (Listen, Read, Discuss) Strategy Learning For Increasing Reading Skills and Student Achievement on Discussion Text Material in Class XII IIK 3 Madrasah Aliyah Negeri 1 Banjarmasin Academic Year 2019/2020".17The purpose of this study was to improve reading skills and student achievement in discussion text material through the application of the LRD strategy. The method used in this study used a classroom action research design (CAR) which consisted of two cycles with four stages, namely planning, action, evaluation and reflection. The participant used was students of class XII IIK-3 MAN 1 Banjarmasin, totaling 37 students consisting of 18 female students and 19 male students. The instruments used were observation and tests. The results showed that by implementing the listen, read, discuss (LRD) strategy there was an increase in student learning outcomes, this was indicated by the increase in student learning outcomes in each cycle. The equation is in the independent variable and the dependent variable, namely both using the strategy of listen, read, discuss (LRD) and reading ability. While the difference in this study lies in the number of dependent variables using two dependent variables, namely reading skills and student achievement, while the research of researcher uses one dependent variable, namely reading ability.
17 Mariani, Implementation Of LRD (Listen, Read, Discuss) Strategy Learning For Increasing Reading Skill and Student Achievement on Discussion Text Material in Class XII IIK 3 Madrasah Aliyah Negeri 1 Banjarmasin Academic Year 2019/2020, Jurnal PTK dan Pendidikan, Vol. 5, No. 2, Juli-Desember, p.16.
8
b. Robby Ibrahim's research (2017), with the title: “The Use of Listen Read Discuss Strategy and Reading Motivation Toward The Student's Reading Comprehension”.18The purpose of this study was to determine the effect of using listen read discuss and students' reading motivation on student reading comprehension of descriptive texts. The method used in this study is an experimental method with a two-half factorial design. The participants used were 52 students of SMK 2 Pekanbaru class II, consisting of 26 students in class II.1 and 26 students in class II.2 who were selected by cluster random sampling. The instruments used were tests and questionnaires.
The results showed that applying the listen, read, discuss (LRD) strategy can have a significant effect on reading comprehension of descriptive texts compared to discussion strategies. This can be seen from the average value of students' reading comprehension from both classes which indicates an increase in reading comprehension after the implementation of the LRD strategy. The equation is in the independent and dependent variables, namely both using the strategy of listen, read, discuss (LRD) and reading ability. While the difference in this study lies in the number of independent variables that use two dependent variables, namely the strategy to listen, read, discuss (LRD) and reading motivation, while the research of researchers uses one dependent variable, namely reading ability.
c. Eliza Fauziah Shirath, Aep Saeful Bachri and Dedi Sutedi (2016) with the title: "Model Listen Read Discuss (LRD) in Dokkai Learning".19The purpose of this study was to describe the effectiveness of using the listen read discuss (LRD) model in Dokkai learning for level I students of the Japanese language education department. The method used in this study is an experimental method with a pretest-posttest control group design research design. The participants used were all level I
18 Robby Ibrahim, The Use of Listen Read Discuss Strategy and Reading Motivation Toward The Student's Reading Comprehension, ELT Lectura: Jurnal Pendidikan, Vol. 4, No. 2, Agustus 2017.
19 Eliza Fauziah Shirath, Model Listen Read Discuss…., p. 9.
9
FPBS UPI class Cand B students who were selected by random sampling. The instruments used were questionnaires and pretest-posttest. The results of the research conducted show that applying the listen read discuss (LRD) model has a positive impact in improving the ability to read Dokkai text which is marked by differences in the results of the pretest and the post- test which showed an increase in comprehension in reading the Dokkai text after the Listen Read Discuss (LRD) model was applied. The equation is that the independent variables both use to listen, read, discuss (LRD). While the difference in this study lies in the dependent variable, namely Dokkai learning, while the research researcher uses one dependent variable, namely reading ability.
F. Theoretical Bases
a. Listen Read Discuss (LRD) strategy
1) Definition of the Listen Read Discuss (LRD) strategy
Listen Read Discuss (LRD) strategy as cited by Roby Ibrahim in his journal entitled “The Use of Listen Read Discuss Strategy and Reading Motivation toward the Students Reading Comprehension” was developed in 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 is an appropriate strategy to teach reading, here the 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.
Furthermore LRD is a comprehension strategy that builds students prior knowledge before they read a text, during reading and after reading by listening the teachers short lecture, reading a text selection, and discussing. This strategy can help the students synthesize the authors thought
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in their own word, thus influence their comprehension so as to enable learning and remembering what they read.20
According to Manzo and Casale, Listen Read Discuss (LRD) strategy is one teaching strategy for the teacher and learning strategy for the students more active in comprehending material. It means that Listen Read Discuss (LRD) strategy can help the students to comprehend about text and students can discuss make students exchange ideas to their friends in small group.Moreover Listen read discuss meets these requirements for teachers and students. It meets about the teacher explanation and students comprehension.21
In addition, Kenna state that LRD strategy is a strategy especially designed for struggling readers.22It means that LRD (listen read discuss) is strategy by students’ difficulty to read the text.Based on the definition above, the researcher assumes that LRD (listen read discuss) strategy is the strategy that build students‟ background knowledge in comprehend the text.
The listen read discuss (LRD) is the right strategy that teachers use in teaching reading, because the first step taken by the teacher is to explain the text to students before students continue to read it so that they will indirectly increase their understanding by having discussions.23 According to Adianti and Mauludin, listen read discuss is an understanding strategy that shapes student understanding priorities before reading a text.24 According to Julie and Emanuel listen in Napratilora, listen read discuss is a literacy strategy that can help students understand the text.25From
20 Robby Ibrahim, The use of Listen……, p. 14.
21 Manzo & Casale, Listen Read Discuss, A Content Reading Heuristic, (Journal of Reading, 1985), p. 28.
22 Mc Kenna, Teaching Through Text: A Content Literacy Approach To Content Area Reading (3rd ed), (New York: Guildford, 2002), p. 94.
23 Sophia Haryati Sirait, The Effect of Using...,p. 94.
24 Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application of Authentic..., p. 114.
25 Martina Napratilora, A. Comparison Between ……, p. 71.
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some of the above meanings, it can be concluded that the listen read discuss technique is a flexible technique that teachers can use in teaching to shape students' understanding in understanding the reading text. This means that through listening to students will get provisions before reading, then when reading students will find it easier to get ideas and facts from a reading text, so that later students will be able to conduct group discussions by comparing their findings with other students.
2) LRD strategy Steps
According to Ce-Cein Manzo's book, the procedure for using the listening-read-discussion strategy in his journal is as follows:26
a) Listening
Listening means that the teacher presents information to students about the text that students will read. 1) The teacher delivers the theme or title of the reading text. 2) The teacher give a lecture or audio recording about the text that they will be read.
b) Reading
Read means that the teacher asks students to read the text . The content of the text must be similar to the material presented while it is still in the "listening" part of the lesson. 1) The teacher asks students to read the reading text. 2) The students mark the important things that are found in the reading.
c) Discussion
Discussion means that the teacher leads a class discussion about the material being discussed. 1) The students are dividedinto groups of each group consisting of six or seven students. 2) The students discuss the main points or ideas of the reading text. 3) The teacher asks for volunteers to present the result of their discussion
26Manzo& Rasinki,T.V, Listen-Read-Discuss: A Content Reading Heuristic, Journal of Reading, 1985, p. 28.
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aloud in front of the class. 4) The teacher asks other students about the right answer about the main ideas of each paragraph.
3) Advantages and Disadvantages of the Listen Read Discuss (LRD) strategy
The advantages of the listen read discuss technique are as follows:
1) LRD can be used for advanced or weak readers 2) The teacher will find it easier to observe readers who are reluctant to approach the text with more confidence 3) LRD is easy to use and requires little preparation 4) LRD can help students to understand the material presented orally 5) LRD can build students' knowledge, before students read the text. 6) LRD involves struggling readers in class discussions 7) Students bring more information and enthusiasm in discussions after reading. 8) Students will be able to read by better understanding the reading first. 9) Students have more to contribute to conducting class discussions. 10) LRD is a flexible strategy that can be used in all curriculum areas with almost any text.
It can be seen that the advantages of LRD (Listen Read Discuss) startegy can build the students in reading ability for proficient or even to weak reader. It builds students prior knowledge before read the text, and comparing the information during they read the text. The last students will be engaged class discussion which builds their understanding of the text and improve student’s confidence in class discussion. In addition, that is advantages of LRD strategy, there is also disadvantage of LRD strategy is difficult to use on a daily basis because developing the teacher and the students prior knowledge is time intensive.27 It means that we can see the
27 WETAPublicBroadcasting,Listen-Read-
Discuss,AvailableReading,http://www.readingrocketsorg‟strategieslisten_read_discuss, reconed on January 15th2016.
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disadvantages about LRD the students will be confusion and difficult in to dailybasis.
b. Reading Ability
1) Definition of Reading
Reading is one of the four language skills. Reading is a process that is carried out in understanding and finding the meaning contained in a reading.28 Reading is often defined as the process by which readers understand a written message using a specific language.29 In line with that, Tarigan said that, "reading is a process that is carried out and used by a reader to get the message conveyed by the writer through the media of words or written language.30 From some of the above meanings, it can be concluded that reading is a method or process that a person does in finding and understanding the meaning or content contained in a written reading.
2) Definition of Reading Ability
The ability to read is a complex ability that is owned by a person, meaning that in reading activities a person involves his mind and mind in understanding the reading and requires physical activity in moving his eyes to read and speak writing so that it can be heard and understood by both readers and listeners.31 Reading ability is a cognitive-related ability such as memory, thought, and reasoning that a person has in reading activities.32 The ability to read is an ability that a person has in the cognitive aspect carried out in reading activities that involve memory, thought, and reasoning.
3) Purpose of Reading
28 Herliyanto, Membaca Pemahaman dengan Strategi KWL (Pemahaman dan Minat Membaca), (Sleman: DEEPUBLISH, 2019), p. 6.
29 Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application..., p. 114.
30 Herliyanto, Membaca Pemahaman..., p. 7.
31 Sri Wulan Anggraini dan Yayan Alpian, Membaca Permulaan dengan Teams Games Tournament(TGT), (Jawa Timur: Qiara Media, 2020), p. 18.
32Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application of Authentic..., p. 114.
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Reading process of a books, novel, newspaper are likely to be different when people read a sentence on the billboard on the street, these different skills frequently depend on what we are reading for In this case, the purpose is reading for pleasure. It is different when we read a textbook or a recipe. We read it because we need information. In this case, our reading is to get information.
Harmer stated there are six reading purpose asfollows Based on the type, reading has three purposes as follows:33 a) To Identify theTopic
Good readers are able to receive the topic of a written text very quickly. By the supporting of their prior knowledge, they can get an idea. This ability allows them to process of reader to read English text is to identify the topic. In this activity the reader should try to find out the topic from the text by skimming and the topic by underlying or making to a note. In this activity, the students can use their prior knowledge to help them to identify to thetopic.
b) To Predict and Guess
Readers sometimes guess in order to try to understand what written text is talked about. Sometimes they look forward, try to predict what is coming and sometimes make assumptions or guess the context from the initial glance. In this activity, the readers also use skimming technique to help them to predict or guess the text about. The aim of this an activity is to find out the implied meaning of the text.
c) Reading for Details Information
Some readers read to understand everything they are reading in details this is usually case with written instruction or description procedure. In this activity, the readers usually have some important things to find out
33 Jeremy Harmer, How to Teach English,(New York: Pearson Education Limited, 2007), p. 100.
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from the text, such answer of some questions that are given after the text. The appropriate technique for this activity is scanning because the reader must be read the whole text and find out the explanation about the details information that is written in the textdirectly.
d) Reading for Specific Information
Sometime readers want specific details to get much information. They only concentrate when the particular item that they are interested came up they will ignore the other information of a text until it comes to specific item that they are looking for. In this activity the readers use scanning, because the readers need to find out the specific details to get much information, they should read the text quickly more than once and concentrate to important item that they are look for. By doing these activity, the readers can get the specific information from the text well.
e) Reading for General Understanding
Good readers are able to take in a stream of discourse and understanding the gist of the text, without worrying too much about the detail. It means that they not often look every word, analyzing everything on the text.
In this activity, the readers use skimming they only focus to the gist of the text. After they find of the text, need to use their prior knowledge to understand it more. They do not to detail information or they do not need to look word by word and analyze everything on the text.Based on the purpose of reading above, the researcher can conclude that the purpose of reading involved are reading for main idea, reading for specific information, and whatever materials we read, we always read it on purpose.
4) Benefit of Reading
Reading has the following benefits:
1) Can relieve anxiety and anxiety 2) Can develop fluency and breadth in speaking 3) Helps to clarify ways of thinking and develop thoughts 4) Can
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increaseknowledge, improve one's memory and understanding 5) Can benefit from other people's experiences 6) Can develop his abilities well for get and respond to science as well as to study scientific disciplines and applications in life. 7) A person's confidence that will increase when reading religious books. 8) Help someone to refresh his mind and save his time from being wasted with negativity. 9) Master many words and learn various sentence models.34
5) Types of Reading
According to Harmer “There are two kinds of reading related to its purpose, those are intensive reading and extensive reading.35
a) Intensive reading
The notion intensive reading, Harmer defined that
“reading detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. In other words, studying the construction of the text which has a certain purpose by the reader can be read intensively.36Intensive reading has several characteristic. It makes intensive reading different with extensive reading. The characteristic of intensive reading is started below:
1) Usually classroombased. 2) Reader is intensively involved in looking inside thetext. 3) Students focus on linguistic or semantic detail of areading. 4) Students focus on surface structure details such as grammar and discourse makers. 5) Students identify key vocabulary.
6) Students may draw picture to aid them (such as in problem solving). 7) Texts are read carefully and thoroughly, again and again. 8) Aim is to build more language knowledge rather than simply practice the skill
34Ibid, p. 26.
35 Jeremy Harmer, How to Teach English. (New York: Pearson Education Limited, 2007),p.99.
36Ibid, p.100.
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Based on the explanation above, the writer can conclude that intensive reading is reading a text that the reader must pay attention more deeply about the language features. Then, it also needs guidance to help and force the reader to understand. It means that the time for reading is usually in classroom.37
b) Extensive Reading
Extensive reading applies to texts of more than a page, up to and including professional articles, essays, technical reports, short stories and books.38After discussing the intensive reading now this term will focus the extensive reading refers to reading which students do often (but not exclusively) away from the classroom. It means that, the time for reading as usual and can be done wherever the students are beside the classroom. Therefore, to summarize, extensive reading is a kind of reading in which the reader can focus for the value of story in a book not for the specific items of the text.But here, the researcher will be explains three kinds of reading based on Brown state in his book, there are:
(1) Perceptive Reading
In keeping with the set of categories specified for listening comprehension, similar specifications are offered here, except with some differing terminology to capture the uniqueness of reading. Perceptive reading tasks involve attending to the components of larger stretches of discourse: letters, words, punctuation, and other graphic symbols. Bottom-up processing is implied.39
(2) Selective Reading
37Ibid,p.109.
38H. Douglas Brown. Language Assessment. Principles and Classroom Practices, (San Fransisco State University: Pearson Eduacation, 2004), p.189.
39 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Laguage Pedagogy, (San Fransisco State University: Pearson Eduacation, 2007), p. 189.
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This category is largely in artifact or assessment formats. In order to ascertain one‟s reading recognition of lexical, grammatical, or discourse features of language within a very short stretch of language, certain typical tasks are used: picture-cued task, matching, true/false, multiple choice, etc. Stimuli sentences, brief paragraphs, and simple charts and graphs. Brief responses are intended as well. A combination of bottom-up and top-down processing may be used.40
(3) Interactive Reading
Included among interactive reading types are stretches of language are several paragraphs to one page or more in which the reader must, in psycholinguistic sense, interact with the text. That is, reading is a process of negotiating meanings, the reader brings to the text a set of schemata for understanding it, and in take is the product of that interaction. Typical genres that lend themselves to interactive reading are anecdotes, short narratives and descriptions, excerpts from longer texts, questionnaires, memos, announcements, directions, recipes, and the like. The focus of an interactive reading is to identify relevant features (lexical, symbolic, grammatical, and discourse) within texts of moderately short length with the objective of retaining the information that is processed top-down processing is typical of such tasks.
Although some instances of bottom-up performance maybe necessary.
6) Reading Process
The reading process has the following eight aspects:
a) Sensory Aspects
The sensory aspect is the initial process in reading which relatedwith the sense of sight. This means that in
40Ibid, p. 190.
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this activity, the reader observes a series of graphic symbols used in the text.
b) Perception Aspects
The perceptual aspect is an activity to interpret sensory impressions that have entered the brain. In this activity the reader obtains and organizes visual sensory data from writing pages based on their background and individual knowledge and experience.
c) Sequence Aspects
The sequence aspect is an activity following a series of writings arranged linearly, logically and systematically according to grammatical rules. In this activity, the reader must adjust eye movements to follow the flow of the writing.
d) Aspects of Experience
The experiential aspect is one of the keys in reading so that it can give meaning in the series of writings it reads. In this activity, the reader uses an experiential background in the activity of giving meaning to a series of writings written on a printed page meaning that the background experience is used as a basis for interpreting the series of writings being read.
e) Aspect Think
In this activity, the thinking aspect is related to the mental activity of thinking. Thinking activities are very necessary in reading activities.
f) Aspects of Learning
In this activity, the learning aspect is related to the activity of remembering something that has been studied and mixing it with new ideas and facts found in the text.
g) Aspects of the Association
In this activity the association aspect is related to the activity of connecting graphic symbols with language sounds and meanings.
h) Affective Aspects
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In this activity, the affective aspect regarding the activity of focusing attention generates a hobby and fosters reading motivation while reading.41
7) Factors Affecting Reading Ability
According to Lamb and Arnold in Anggraini and Alpian, reading ability is influenced by 4 factors, namely physiological, intellectual, environmental and psychological factors.
a) Physiological Factors Physiological factors include physical health, consideration of new urology, gender and fatigue. b) Intellectual Factor Intelligence is the individual's global ability to act on purpose thinks rational and act effectively on the environment the higher a person's intelligence, the easier it is to train and learn from experience. C) Environmental Factor Environmental factors include the background and experiences of students at home as well as the socio-economic family of students.
(1) Students' Background and Experience at Home The environment can shape the child's personality, attitudes, values and language skills.
Therefore, the conditions at home are a miniature of society that will affect the adjustment of children in society.
(2) Socio-Economic Factors
According to Crawley and Mauntain, socio- economy, parents and the household environment are factors that shape the home environment of students.
This means that the higher the socioeconomic status of the students, the higher the students' verbal skills.
41 Lorena Manaj Sadiku, The Importance of Four..., p. 30.
21 (3) Psychological Factors
Psychological factors include three things, namely motivation, interest, and social maturity, emotions and self-adjustment.42
8) Assessment of reading a) Definition of assessment
Assessment is a process of collecting information related to the achievement of learning objectives that have been achieved by students which is carried out continuously to determine the increase in learning outcomes. Assessment according to the 2016 is the process of collecting and processing information to measure the achievement of student learning outcomes.
Assessment is also defined as a systematic process for collecting, analyzing, interpreting information and determining the level of success of students towards learning objectives.43
b) Assessment of Reading ability Table 1
Assessment of Reading ability.44
Reading Assessment Score
1 2 3 4
Automaticity and rapid word recognition
Search processes Vocabulary knowledge Text-structure awareness and discourse organization
42Sri Wulan Anggraini dan Yayan Alpian, Membaca Permulaan..., p. 18-19.
43 Zulpan and Ahmad Rusl, Validity and Reliability of Assessment Intruments Reading Short Functional Text In junior High School Students Class, Journal Pendidikan Vol. 1, January-Jun 2020.
44 Snow, Griffin, & Burns, An Understanding of The Principles and Uses of Assessment is Essential for All Teachers, And In Particular for Teachers of Reading, Journal of Reading Assessment, 2005, p. 357.
22 Main-ideas comprehension Recall of relevant details Inferences about text information
Summarization abilitiesc Note :
Category Score
Excellent 4
Good 3
Sufficient 2
Less 1
Formulation:
Mean= Score
Max Score× 100 9) Reading chomprehension
Reading with comprehension is variously defined both practice and theory. Reading comprehension is something defined by chomprehension test if a test says it measures chomprehension, whatever that tests happen to measures became what comprehension is supposed to entail.
Comprehension is knowledge or understanding that is result of such a process. Thingking process that depend not only a comprehension skill but also on the student’ experience, prior knowledge, and working memory, but also a language process such as basic a reading skill, decoding vocabulary, sentivity to text structure, inprencing, and motivation.
Reading comprehension is a process of making sence of written ideas meaningful interpretation and intraction with a language. Reading comprehension is best viwed as a mutlifaceted process affected by several thingking and language abilities.
Reading comprehension is a complex intellectual process involving a number of abilities. The major abilities concer word meanings and reasoning with verbal concepts.45
45Alexander, dkk, Teaching Reading,(USA: little, Brown, and company, 1977),p. 133.
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From the definition above, the researcher can conclude that reading comprehension is very importance because the reader can understand what’ he/she read through an intelectual process.
a) Skill reading comprehension
The following model adapted from nila banton smith divides the comprehension skills into four categories.
Ecah category is cumulative in that each builds on the others. The four comprehension categories are literal comprehension, interpreatation, critical reading, and creative reding.
b) I literal comprehension (Reading lines)
Literal comprehension represnt the ability to obtain a low level type of understanding by using information explicitly stated. This category requires a lower level of thingking skill then the other three levels. Answer to literal question simply demand that the pupil recall what the book says. In other word, literal comprehension is read a reading text in order to understand the explicit meaning or to understand the meaning contained in the text itself.
Therefore, literal comprehension understanging is more focused on the understanding the meaning of every word and sentence contained in the text.
c) Interpretation (Reading between the lines)
Interpretation is the text step in the hierarchy. This categories demands a higher level of thingking because the questions are concerned with answer not diractly stated in the text but suggested or implied. To answer question at the interpretive level, readers must have problem solving ability and be also to work at various levels of obstraction.
The interpretive level is the one at wich the most confiuson exists when it comes to categorizing skills. All the reading Jamalia, ‘’Using Direted Reading Thingking Activity (DR-TA) Strategy to Improve Reading Comprehension at the eleventh year students of SMA Negeri 1 suppa’’
(Unpublished : A Skripsi of Tarbiyah Departement of STAIN Parepare. 2013).
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skill in interpretation rely on the reader’s ability to’’infer’’
the answer is one way or other.46
46Dorothy Rubin, Diagnosis and Correction in reading Instruction, (New York: CBS College punlishing, 1982), p.208.
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CHAPTHER III G. Research Methods
1. Setting of Research
The research setting explains where and when the carried out and how many cycles will be carried out to improve reading skills using the Listen Read Discuss (LRD) strategy. This research took place at MA Asy-Syafiiyah, the location is in Sisik goak Village, Pringgarata District, Central Lombok Regency, NTB Province and will be carried out in the even semester in June-July of the 2021 academic year. The reason the researcher chose the location of this research is because the location is accessible for researcher's so that the researcher do the final more easily.
2. Object of Research
The object of this research is the improving the the student reading comprehension through listen read discuss of LRD strategy to improve students' reading skills.
3. Design of Research
This type of research is used in researchthis is a classroom action research (CAR). Classroom action research is research conducted with the aim of improving the quality of learning in the classroom.47 This research focuses its research object on all existing things in theclass, both physical and non-physical. This means that all the things that happen in the classroom when learning takes place. Classroom action research consists of four series of activities carried out in a repetitive cycle, namely planning, acting, observing and reflecting.48
The classroom action research design (CAR) used in this study was the Kemmis and Taggart model which consisted of four components, namely planning, action / action, observation and reflection. This research was conducted in two cycles and each cycle will be carried out in two meetings. In simple terms, the principle of
47Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas, (Bandung: PT Remaja Rosdakarya, 2014), p. 11.
48 Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengemban Profesi Guru, (Jakarta: Raja Grafindo Persada, 2011), p. 122.
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improving classroom action research according to the Kemmis and McTaggart model is carried out in the form of a cycled assessment process consisting of four stages which is described as follows:49
In simple terms, the principle of improve classroom action research according to the Kemmis and McTaggart model is carried out in the form of a cycle assessment process consisting of four stages which is described as follows:
Figure 1.
Classroom Action Research Design.50 4. Planning
In this step, the researcher makes a plan to take action based on the problems faced by students in the ability to read narrative text.
At this stage before the researcher conducts the research and also researcher explain about LRD strategy and at the same time disscuses the implementatation where the researcher and teacher made (RPP) for the smooth running of this research, researchers discuss about LRD strategy to improve reading skill, in this research whre the researchers as observers and teacher of MA Asy Syafiiyah as lecturers, in this research conducted on 8 august to 8 September 2022.
1) Conducting preliminary observations to identify problems through interviews with class X teachers. 2) Prepare a learning implementation plan (RPP) based on the syllabus that is in accordance with the Basic Competence (KD) and prepare an observation sheet. 3) Arrange reading test questions in the form of essays that will be given to students to determine the level of
49 Muhamad Anugrah, Penelitian Tindakan Kelas (Langkah-Langkah Praktis Pelaksanaan Penelitian Tindakan Kelas), (Yogyakarta: Leutika Prio, 2019), p. 56.
50 Kemmis, S., & McTaggart, R., The Action Research Reader, (Victoria:
Deakin University, 1990), p.122.
