2. RENI VIDHI ASTUTI
1288203003
THE EFFECT OF TEACHING REPORT TEXT
IN READING COMPREHENSION THROUGH
LISTEN READ DISCUSS (L-R-D) STRATEGY AT
SMA 2 KOTO BARU CLASS XI IPA
3. Background of the Problem
the teacher explains that their difficulty in learning
English come from student that is learning about
reading.
And the students always difficult to memorize the
content of text, for example learning report text
while teacher explain the material students
understand but after the teacher get finished explain
it the students still confuse with the material.
4. lack of vocabulary because English seldom to use in
daily activity student in there, students said that lazy to
learn more about English because English is difficult to
understand and the word and pronunciations English is
more different, and the students lazy to read dictionary
because bored.
And the last difficult to understanding of the text the
students confuse the specific where is narrative text or
report text or descriptive text.
5. Identification Of The Problem
In this time, the researcher wants to state the
problem of the researcher in the result of the test
that is given both of experiment class and control
class. Does the effect of teaching reading by listen
read discuss strategy increase student’s ability to
understanding reading.
6. Limitation Of The Problem
About Reading comprehension of the context Is the
score of the listen read discussing strategy better the
limitation of this study is about the use listen read discuss
strategy in order to get understanding to the students for
students to learn reading.
The researcher will use experiment class and control
class. Then the researcher compare the result of the pretest
and posttest that giving before and the last meeting.
7. REVIEW OF RELATED LITERATURE
The Nature Of Reading
Robert Karim (1980) defines that reading is as a thinking
process instructing the ideas of the authors.
• Component Of Reading
Phonemic awareness
Phonics
Vocabulary development
Reading fluency
Reading comprehension strategies
8. The Concept of L-R-D Strategy
Benefit of L-R-D strategy :
LRD is a powerful tool for engaging struggling readers in classroom
discussions. Since the content is initially covered orally, students unable
to read the entire text on their own are able to gain at least a surface
level of understanding about the reading.
Those students lacking prior knowledge about the content gain it
during the listening stage, allowing them to more easily comprehend
the text during the reading stage.
9. Steps in the L-R-D
1. Review the reading selection, and prepare a
brief, organized overview that points out the basic
structure of the material, relevant background
information, important information to look for, and
generates interest in the topic..
2. Present the summary orally to students.
10. 3. Have students read the textbook version of the same
material. Students will then be empowered to read material with
which they now have greater familiarity (infused Prior
Knowledge, if you will).
4. Discuss the material students have now heard and read
(prepped for). Begin the discussion with the information and
ideas students were directed to look for.
11. hypothesis
From the above statement can be made the hypothesis that:
HO = No significant effect on student learning reading
comprehension using a text report LRD strategy in high
school 02 New Koto XI IPA .
Ha = There is a significant influence on student learning
reading comprehension using a text report LRD strategy in high
school 02 New Koto XI IPA
12. EXPERIMENTAL DESIGN
In his research, the researcher conducted an experimental design
research. An experiment is defined as james dean brown (2002:211)
“ a situation in which one observes the relationship between two
variable by deliberately producing a change in one and looking to
se whether this alteration produces a change in the other.
13. Experimental Class
An experimental class is the class in a scientific experiment
where the experimental procedure is performed. This class is
exposed to the independent variable being tested and the changes
observed and recorded.
Control Class
A control class is a class separated from the rest of the
experiment where the independent variable being tested cannot
influence the results. This isolates the independent variable's effects
on the experiment and can help rule out alternate explanations of
the experimental results.
14. . RESEARCH INSTRUMENT
TestArikunto (2006:150) explains that the test is a sequence of practice questions
frequently used to measure the skills, knowledge, smart, or individual class talent.
Instrument tests in this study are a few options.
Pre test Before researchers for teaching the use of LRD, researchers gave the
test to students.
Pretest was given at baseline, before treatment is executed for both the control
and experimental classes with similar questions related to the topic.
Pretest is given to know that the samples (control and experimental class) have
the same ability
15. THANKS FOR YOUR ATTENTION
.Post test Posttest gives the experimental class and class
control. That is given to determine the ability of the students in
the English vocabulary.
Posttest given to class and grade control experiment after
treatment received. Experimental class is through LRD strategy
and control classes without going through LRD strategy. Stocking
of outstanding students to read English can be calculated by
using this strategy
