MUSTIKASARI, JENNY (2015) IMPROVING STUDENTS’ READING COMPREHENTION BY USING L-R-D (LISTEN-READ-DISCUSS) STRATEGY AT SEVENTH GRADE OF MTsN PILANGKENCENG IN ACADEMIC YEAR OF 2015/2016. Skripsi thesis, Universitas Muhammadiyah Ponorogo.
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Abstract
Key Words: Reading, L-R-D (Listen, Read, and Discuss) Strategy. The researcher got some problems in the teaching reading comprehension at MTsN Pilangkenceng such as the teaching and learning process was still low. The learning reading process was just still translating and doing the task individually. This learning process made the students feel bored, and there were just a few of students who paid attention to the lesson, and the other students were just listening to what the teacher say. The statements of problems of this research were: 1) Does LRD Strategy improved students reading comprehension at seventh grade of MTsN Pilangkenceng in Academic Year of 2015/2016?; (2) How can L-R-D (Listen, Read, and Discuss) Strategy Improve students’ Reading Comprehension at the seventh grade of MTsN Pilangkenceng in Academic Year of 2015/2016?. The purpose of the study of this research were: 1) To know whether the L-R-D (Listen, Read, Discuss) Strategy can Improve Reading Comprehension at the seventh grade of MTsN Pilangkenceng in Academic Year of 2015/2016. (2) How can L-R-D Improve Students’ Reading Comprehension at the seventh grade of MTsN Pilangkenceng in Academic Year of 2015/2016. The subject of this research was the students of seventh grade of MTsN Pilangkenceng in Academic Year of 2015/2016, which consisted of 35 students. The research was started on July 31st, 2015 until August 08th, 2015. This Classroom Action Research was conducted in two cycles. The researcher used three research instruments. They were: observation check list, questionnaire, and test. Based on the result of this research, the implementation of L-R-D (Listen, Read, and Discuss) Strategy can improve students’ reading comprehension in MTsN Pilangkenceng, it was seen from the improvement of students’ percentage from 54.28% in cycle I up to 100% in cycle II. The questionnaire result showed that students were interested in this strategy. It was seen from the total of questionnaire I was 60.44% and questionnaire II was 75.44%. The observation check list result showed that the students become active during teaching learning process. It was seen from the total of observation checklist cycle I was 57.14% up to 85.71% in cycle II. Finally, the researcher gives suggestion that English teachers can use L-R-D (Listen, Read, and Discuss) Strategy as alternative strategy in teaching reading. The students should practice to use English in daily activities. School also should support the teachers in developing their quality in teaching English. The next researcher can develop this strategy by using various kinds of the media to get the better result in teaching learning process.
| Item Type: | Thesis (Skripsi) |
|---|---|
| Subjects: | P Language and Literature > PE English |
| Divisions: | Departement of Teacher Training and Education > Department of English |
| Depositing User: | Editor FKIP |
| Date Deposited: | 23 Nov 2015 02:14 |
| Last Modified: | 23 Nov 2015 02:14 |
| URI: | http://eprints.umpo.ac.id/id/eprint/1439 |
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