Let’s Listen-Read-Discuss: Improving Reading Comprehension

International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 1, June 2024, pp. 64-75 ISSN 2686-0120 (print), 2686-5106 (online) 64 http://journal.univetbantara.ac.id/index.php/ijelle/index Let’s Listen-Read-Discuss: Improving Reading Comprehension Ni Putu Sintya Krisnayanti1, Ni Wayan Krismayani2, Ni Luh Putu Dian Sawitri3 a,b,c Faculty of Teacher Training and Education, Universitas Mahasaraswati Denpasar, Indonesia 1 *; ; *Corresponding Author Received June 2, 2024; accepted June 25, 2024; published June 31, 2024 KEYWORDS ABSTRACT This study used classroom action research to investigate if the L-R-D method may improve reading comprehension in the VIII class at SMPN 4 Kuta Utara. There were two sessions per cycle of this two-cycle classroom action research methodology. Preand post-tests, as well as a questionnaire, were employed by the researcher as data collection tools. The pre-test results from the first reflection were used as the foundation for this investigation. The results demonstrated the students' persistent struggles with reading comprehension and their inability to discriminate between references, textual meaning, specific information, and general information. After taking the pre-test (58.9), cycle one post-test (72.8), and cycle two post-test (81.4), the respondents' mean scores showed a substantial improvement. Additionally, the results of this study indicated favourable attitudes about the application of the L-R-D approach. The results of the questionnaire indicated that 46.08% agreed, 2.77% agreed, 0.28% disagreed, and 0% strongly disagreed, with 50.85% highly agreeing. The L-R-D technique may improve the reading comprehension of eighth-grade students at SMPN 4 Kuta Utara, according to the study's findings. improving l-r-d strategy reading comprehension This is an open-access article under the CC– BY-SA license 1. Introduction One of the most important skills students should acquire is reading. This is due to the fact that reading skills allow students to increase their vocabulary, practice pronouncing words correctly, and enhance their spoken English (Agung et al., 2022; Huang, 2010; Krismayani & Menggo, 2022). Reading is more than just learning words and comprehending them; it's also about making connections between what you've read so far and the content you already know (Longlong et al., 2017; Mustikasari, 2020; Tawali, 2021). Then, having good reading skills improves your chances of developing personally and succeeding professionally. (Wilkinson et al., 2016) Thus, having good reading skills will enable students to comprehend the reading text's content or context. (Krismayani, 2022). The ability to comprehend what a text or piece of information is about is known as reading comprehension. According to (Duffy, 2009) reading comprehension is the reader's prior knowledge of the world affects their ability to comprehend what they read. Students who read comprehension exercises are better able to understand each sentence in the text by building meaning. Because reading comprehension is a complex task requiring cognitive skills and abilities, it goes beyond simply understanding the meaning of the text to encompass broad learning, success in education, and employment (Oakhill,Jane, Kate Cain, 2015). Therefore, a teacher's role in the teaching and learning process is necessary to support students in developing their reading comprehension. The previous statement suggests that teaching reading comprehension to students correctly is necessary. The process of deriving meaning and information from a text is known as reading comprehension. Understanding the context of the information presented in a text is known as reading comprehension. Throughout the teaching and learning process, the students attempted to decipher the text's meaning and doi :10.32585/ijelle.v6i1.5270 65 International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 1, June 2024, pp. 64-75 ISSN 2686-0120 (print), 2686-5106 (online) pinpoint its central idea. When the reader is knowledgeable, the text will automatically make sense to them and they will understand its point. For the reader to comprehend the book and convey the terms, they need to read with a more modern vocabulary. Comprehending tasks aid students in understanding each sentence in the book more thoroughly by helping them develop meaning. Reading comprehension is a challenging task requiring cognitive abilities and capacities, in addition to being a means of comprehending text content and broader learning for success in the worlds of school and job (Burns, 2010). Therefore, if students are to improve their reading comprehension, the teacher's engagement in the teaching and learning process is crucial. One of ways to improve reading comprehension is through genre. It is types of text based on social functions. There are many types of text to improve reading comprehension. One of them is recount. Recount texts are those that describe someone's past action, story, or activity. Recount text is texts that retells historical events typically do so in the chronological sequence in which they occurred (Reichenbach et al., 2019; Wilkinson et al., 2016). The objective of a recount text is to provide the author with a written account of events and personal experiences. Recount texts also entertain readers and give information about the author's experiences. There are three generic structural parts in recount text: orientation, events and reorientation (Reichenbach et al., 2019). The most common learning challenge that students have is understanding the text and identifying the four aspects of reading comprehension which are general and specific information, textual meaning and textual reference. Based on initial observations made by the English teacher at SMPN 4 Kuta Utara, it seemed that the students were having difficulty with reading comprehension. Because of this, students needed the teacher's assistance to distinguish between general and specific information, textual meaning and references in the reading. It might occur because most of students only read the assigned content without researching or considering its meaning. Teachers usually require that students read aloud from a text in front of the class, but they rarely ever give students the opportunity or encourage them to check up the text's meaning— instead, they only concentrate on teaching them how to read what they are reading correctly. Then, the teacher invited the class to answer to a question regarding the passage they had read. The students needed helps in understanding the text. Therefore, teachers should use appropriate strategies in improving students' reading comprehension. When it comes to learning activities, the cooperative learning model places a substantial emphasis on students communicating with each other in multiple small groups. Collaborative learning involves students in small (...truncated)