Education Achievment: Journal of Science and Research Volume 5 Issue 2 July 2024 Journal Homepage:
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php/jsr The Effect of Using Read Cover Remember Retell (RCRR) Strategy Towards StudentsAo Reading Comprehension on Narrative Text in UPT SMP Negeri 1 Padang Gelugur Nurhalimatussakdiah1.
Irwandi2.
Syahrul3.
Widya Syafitri4 1,2,3,4 Universitas Islam Negeri Sjech M.
Djamil Djambek Bukittinggi.
Indonesia Corresponding Author:
tussakdiahnurhalima@gmail.
ABSTRACT
ARTICLE INFO
Article history:
Received 25 March 2024 Revised 16 April 2024 Accepted 01 May 2024 Key Word How to cite Doi This research was aimed at finding out the effect of using (RCRR) strategy towards studentAos reading comprehension on narrative text at the ninth grade of UPT SMP Negri 1 Padang Gelugur.
The rationality of this research was based on the studentsAo problems in reading Firstly, the studentsAo achievements on reading comprehension narrative text was still low.
Secondly, the strategy taken by the teacher in class was monotonous.
Thirdly, the srtudents had difficulties on comprehending the detailed information on narrative text.
This research employed quantitative method.
In this research, the researcher used purposive sampling.
The population of this research was the IX grade students at UPT SMP Negeri 1 Padang Gelugur.
The research instrument of this research was reading test, which were tested for pre-test and post-test session.
In this research, the researcher used descriptive and inferential statistic to analyzed the The result of the research indicated that was significant effect of using RCRR strategy towards studentsAo redading comprehension.
can be seen from p-value which was smaller than the alpha value.
,000<0,.
It is concluded that, using RCRR strategy gave significant effect towards studentsAo reading comprehension on narrative text.
Reading Comprehension.
Narrative Text.
Read Cover Remember Retel (RCRR).
Strategy.
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License INTRODUCTION Reading is one the important skills for students.
Reading skillinfluences significantly on the studentsAo academic achievement.
As SyaAoban and Reflinda argue reading is and activity with correlates the students with the written text to get the meaning (Reflinda, dkk, .
It is proven that the higher the studentsAo reading comprehension, the higher the knowledge they have.
Thus the interest in reading and reading skills students need to be grown as early as possible, so that the students can understand the role and function of reading.
According to Linse, reading is a set skills Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 205-212 that involves making sense and deriving meaning from the printed word.
In order to read, we must be able to decode .
ound ou.
the printed word and also comprehend what we read )Linse.
There are two primary purposes of reading comprehension, which are reading to find gist information and reading to find detail information.
Firstly, reading to finding gist information.
One of the most common reasons for reading is to get the general idea of a passage.
Secondly, reading to find detail information.
The ability to find detail information is closely related with finding the gist information.
The students have to know the differences between the main points and supporting details.
The students also must be able to decide what points is more important.
One of the genre texts that must be learned by students in Junior High School is narrative text.
Narrative text must be learned by students since it can attract readersAo interest through interesting stories.
Based on the English syllabus for the students of Junior High School, there must be mastered by the students in comprehending the narrative text In the proces of studentsAo reading comprehension, the students must be able to comprehend the detail information on narrative text.
One of the strategies that can be applied for studentsAo reading comprehension is Read.
Cover.
Remember and Retell (RCRR) strategy.
According to Jessica.
Read.
Cover.
Remember and Retell is a strategy for students during a whole-class, teacher-led discussion and then conducted in a one-on-one format as partners read the same text together Jessica Hathaway .
Read.
Cover.
Remember.
Retel (RCRR) strategy has some advantages for students on reading comprehension.
Brumer and Macceca state that some advantages of Read.
Cover Remember and Retell (RCRR) strategy involve alternating between understanding and summarizing or explaining.
Firtstly,Read.
Cover Remember and Retell (RCRR) strategy can reduce the opportunity that one participant is simply a passive recipient seem likely to be better for both motivation and Secondly.
Read.
Cover Remember and Retell (RCRR) strategy making students has an opportunity for giving mutual support and stimulation.
Thirdly.
Read.
Cover Remember and Retell (RCRR) strategy gives stimulus to the studentsAo to become active in learning process.
Fourthly.
Read.
Cover Remember and Retell (RCRR) strategy also motivates the students to share the information or express their story each others.
Fifthly.
Read.
Cover Remember and Retell (RCRR) strategy use reading aloud its lead the students to focus on reading compehension.
Based on the explanation above, it is important to Explore Read.
Cover Remember and Retell (RCRR) strategy because it can fulfill the expectation of reading comprehension.
The research on the effect of using Read Cover Remember Retell (RCRR) strategy towards studentsAo reading comprehension on narrative text was based primarly on three reasons.
Firstly, the studentsAo achievements on reading comprehension narrative Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 205-212 text was still low.
This fact can bee seen from score of reading comprehensionon narrative text below:
Table 1.
Score of reading comprehension on Narrative Text No KKM Category Total/students Ou75 Complete O75 Incomplete Total students Source: English teacher in UPT SMP Negri 1 Padang Gelugur From the analysis document above, it can be seen that the studentsAo achievements on reading comprehension narrative text was still low.
Most of studentsAo score towards reading comprehension on narrative are below the KKM.
Secondly, the strategy taken by teacher in class was monotonous.
In learning process teacher just gave the reading text and then asked the students to read aloud, translate the difficult words and answer the questions.
It is make the students feel bored in reading activity.
The students stated that when they listened to the teacherAos explanation in classroom they understood, but after they back to their home they do not remember the teacherAos explanation about narrative text.
Thirdly, the students had difficulties on comprehending the detail information on narrative text.
Based on the view above, since the Read.
Cover.
Remember.
Retell (RCRR ) strategy has been recommended by the experts to be used for teaching reading, but its effect is still questionable.
RESEARCH METHODE
The methodology of this study is quantitative.
In this study, used quasiexperimental research.
Population of this research were class IX in UPT SMP Negeri 1 Padang Gelugur.
The researcher used purposive sampling technique.
The sample of this research is IX1 and IX3.
The research instrument of this research used reading test.
Test is conducted twice, they are pretest and posttest.
The test will set based on the goal of teaching and learning that would be achieved.
In order to make that test become the valid and reliable test, the researcher use the validity and reliability of the test.
Validity is to which a test measure what it should measure.
Arikunto states that .
a test can be said as a valid test if it measures what is intended to measure and the instrument is called as a valid instrument when it can give the true description about the data based on the reality or fact.
This research used construct and content validity.
Reliabilty is the stability of test score from one day to another day, from one score to another If the test give the current result as the same as the previous test that has been Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 205-212 The researcher gave pre-test and post-test to both experimental and control The data analysis is aimed to test hypothesis of the research.
RESULT AND DISCUSSION
Findings The Normality Test Table 2.
Test Normality Tests of Normality KolmogorovSmirnova
KODEKELAS
Statistic NILAI ShapiroWilk Sig.
Statistic Sig.
PRETEST
CONT
POSTTEST
CONT
0,163
0,055
0,879
0,004
0,181
0,019
0,880
0,004
PRETEST
EXP
0,169
0,020
0,922
0,023
POSTTEST
EXP
0,169
0,020
0,922
0,023
Lilliefors Significance Correction Based on of Kolmogorov-Smirnov test output result on SPSS as in table above.
The normality test result was found in pretest of experiment class 0,020 and for post-test experimental class was 0,020.
While in pretest control was found 0,055 and posttest control was found 0,019.
Based on the explained above that all of the data in the experiment and control class was higher than 0,05 so it can be concluded that all of the data were normally distributed.
Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 205-212 The Homogeneity Test Table 3.
Test Homogeneity Test of Homogeneity of Variance Levene Statistic NILAI Sig.
Based on Mean
3,014
0,025
Based on Median Based on Median and with adjusted df Based on 2,297 0,066 2,297 74,240 0,076 3,029 0,043 Based on the result, it can be seen that the significant value of pretest experiment was 0,076 and posttest the experiment class was 0,043 and pretest of control class was 0,025 and posttest 0,066.
So it can be concluded that the value was higher than 0,05.
means that Ha was accepted or the data was homogeneous.
Testing Hypothesis Therefore, to find out whether read cover remember retell ( RCRR) has significant effect in students reading comprehension scores, the researcher tested the result of the posttest by using the independent sample T-test in the SPSS 26 program.
The result were as follows:
Table 4.
Result of analyzing independent T-test Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 205-212 If the significant value was less than or equal to 0,05, then the null hypothesis (H.
was accepted.
This means that there was significant difference in achievement between students reading comprehension by using (RCRR).
Based on the independent test above, the result of posttest in both of classes showed that the obtained significant value or sig .
is 0,000.
2-tailed significant showed that 0,000<0,05.
It means that alternative hypothesis was accepted and null hypothesis was rejected.
It can be concluded that there was significant effect of using RCRR of students score in reading comprehension who were taught by used RCRR.
In other words.
Ha was accepted and Ho was rejected.
Discussion Reading is one the important skills for students.
Reading skillinfluences significantly on the studentsAo academic achievement.
It is proven that the higher the studentsAo reading comprehension, the higher the knowledge they have.
Thus the interest in reading and reading skills students need to be grown as early as possible, so that the students can understand the role and function of reading.
According to Linse, reading is a set skills that involves making sense and deriving meaning from the printed word.
In order to read, we must be able to decode .
ound ou.
the printed word and also comprehend what we read.
One of the strategies that can be applied for studentsAo reading comprehension is Read.
Cover.
Remember and Retell (RCRR) The finding of the research shows that (RCRR) was an effective strategy for students on reading comprehension.
It was clear from the comparison between the mean score post-test of experimental class and control class.
The mean score post-test at experimental class was 83,28 was higher than the mean score post-test of control class was 45,36.
Based on testing the hypothesis Ha was accepted and Ho was rejected.
means that there are significant effect of using (RCRR) on students reading According to Jessica.
Read.
Cover.
Remember and Retell is a strategy for students during a whole-class, teacher-led discussion and then conducted in a one-on-one format as partners read the same text together.
According to Dahler.
Read.
Cover.
Remember and Retell is good for students in learning reading comprehension.
Students could be more active in the class because this strategy could help students to understand the text.
The students read the text that has instructed on this strategy.
Therefore, the students could not fell bored and lazy.
This strategy help students to add the vocabulary contained in the text because in this trategy provides students with opportunities, not only to read but also to remember the essence of the text they have read.
The students were not lazy master understanding of the reading for themselves but they also able to share their understanding with her or his partner.
Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 205-212 Brumer and Macceca stated some advantages of Read.
Cover Remember and Retell (RCRR) strategy involve alternating between understanding and summarizing or .
Read.
Cover Remember and Retell (RCRR) strategy can reduce the opportunity that one participant is simply a passive recipient seem likely to be better for both motivation and learning.
Read.
Cover Remember and Retell (RCRR) strategy making students has an opportunity for giving mutual support and stimulation.
Read.
Cover Remember and Retell (RCRR) strategy gives stimulus to the studentsAo to become active in learning process.
Read.
Cover Remember and Retell (RCRR) strategy also motivated the students to share the information or express their story each .
Read.
Cover Remember and Retell (RCRR) strategy use reading aloud so the students will be focus.
Based on the explanation above, it is important to Explore Read.
Cover Remember and Retell (RCRR) strategy because it can fulfill the expectation of reading comprehension.
To sum up, the use of (RCRR)was an effective strategy that can be used by the teacher in teaching English especially in teaching reading comprehension.
In other word, it means that the (RCRR) is useful strategyand can help the teacher and students achieve the aim of teaching learning process, especially in teaching and learning reading comprehension.
It can be concluded that the (RCRR) is useful strategy in helping the students to improve their reading comprehension.
CONCLUSION
Based on finding and discussion of the research about the Effect of Using Read Cover Remember Retell Strategy Towards StudentsAo Reading Comprehension on Narrative Text in UPT SMP Negri 1 Padang Gelugur, the researcher concluded that:
There is significant effect from experimental class after taught by (RCRR) on students reading comprehension.
It can be seen in from their post-test between experimental and control class.
The score of experimental class was higher than control class.
The use (RCRR) in teaching reading comprehension is better than using (RCRR) in teaching reading comprehension.
It is proved by the data of post-test of both classes where the mean score of experimental class.
Read Cover Remember Retell (RCRR) Strategy gives better result Towards StudentsAo Reading Comprehension on Narrative Text at the Ninth Grade students in UPT SMP Negri 1 Padang Gelugur because in RCRR strategy can activate cognitive, afective and metacognitive abilities.
In conclusion, there is significance effect of using (RCRR) on students reading comprehension at ninth grade UPT SMP Negri 1 PadangGelugur.
This conclusion gathered not only from the experts and previous research ideas, but from the empirical data that had been found by the researcher.
Education Achievment : Journal of Science and Research
Volume 5 Issue 2 July 2024
Page 205-212
REFERENCES