ii ABSTRACT
THE APPLICATION OF MODIFIED LRD (LISTEN-READ-DISCUSS) IN TEACHING READING THROUGH ONLINE CLASSROOM
By:
Widaty Prayoga Ningrahayu
This research was aimed at finding out whether there was a different increase of students’ reading comprehension between students taught by using original Listen-Read-Discuss (LRD) and those taught by using modified Listen-Read- Discuss. Additionally, it was aimed at finding out what aspect of reading improves the most after being taught through the original and modified Listen- Read-Discuss strategy, and the students’ perception toward the implementation of both techniques in relation to reading comprehension achievement. The population of this research was the first grade students of SMAN 16 Bandar Lampung in the academic year 2020/2021. The research was conducted to 34 students in experimental class and 35 students in control class. To collect the data, the researcher administered perception questionnaire and reading test. After gathering the data, they were analysed quantitatively.
From the analysis, it was found that there was a significant difference of students’
reading comprehension between students taught by using original Listen-Read- Discuss and those taught by using modified Listen-Read-Discuss. The result revealed that the value of sig. (2 tailed) is 0.002 which is lower than p value (0.005). It implies that there was a significant difference in students’ reading comprehension that were taught using original LRD technique and the modified one. In addition, it was found that after receiving the treatments, the most
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improved aspect of reading in control class was finding specific information; on the contrary, the most improved aspect of reading in experimental class was determining reference. The last finding of this research was most of the students had positive perceptions toward the techniques however there was no correlation between students’ perception and their reading comprehension achievement. In accordance with the findings, modified Listen-Read-Discuss left positive perception on students and it is more effective to teach reading comprehension especially in teaching determining reference.
Keywords: reading comprehension, modified Listen-Read-Discuss, Listen-Read- Discuss, perception.
