THE EFFECT OF USING LISTEN-READ-DISCUSS (LRD) STRATEGY AND STUDENTS’ PRIOR KNOWLEDGE ON THE STUDENTS’ READING COMPREHENSION OF THE SECOND YEAR STUDENTS AT MA DAARUN NAHDHAH THAWALIB BANGKINANG
| Main Author: | Dian Pariska, |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://repository.uin-suska.ac.id/2484/1/FM.pdf http://repository.uin-suska.ac.id/2484/2/BAB%20I.pdf http://repository.uin-suska.ac.id/2484/3/BAB%20II.pdf http://repository.uin-suska.ac.id/2484/4/BAB%20III.pdf http://repository.uin-suska.ac.id/2484/5/BAB%20IV.pdf http://repository.uin-suska.ac.id/2484/6/BAB%20V.pdf http://repository.uin-suska.ac.id/2484/7/EM.pdf http://repository.uin-suska.ac.id/2484/ |
Daftar Isi:
- The main objective of this study was to investigate students’ reading comprehension in report text after being taught by using the LRD (listen-read-discuss) strategy and students’ prior knowledge of second year students at MA.Daarun Nahdhah-Tb Bangkinang. The design of this research is 2x2 factorial design. There was a tryout before the test, then it was continued by validity and reliability test. The total population is 198 students of MA.Daarun Nahdhah-Tb Bangkinang. This research applied a cluster random sampling technique to get samples. The total sample is 80 students. The sample is divided into two groups; the experimental group and the control group. Then, in experimental group the students divided into two levels, they were the students with higher prior knowledge and students with lower prior knowledge. The data were analyzed using the independent sample t-test method to find out whether there is significant difference between the experimental groups taught by using LRD strategy as a treatment, and the control group taught conventionally. The research results, the writer found that significant probabilities was lower than 0.05 (< 0.05) in independent sample t-test, it mean that there is significant different on students’ reading comprehension in post test of both classes. Besides, effect size was also used to find how far LRD strategy and Students’ Prior Knowledge gave effect to students’ reading comprehension. the value of eta square of students’ reading comprehension in experimental group were 0.17 (17 %), the value of eta square of students’ reading comprehension with higher prior knowledge were 0.41 (41 %) and the value of eta square of students’ reading comprehension with lower prior knowledge were 0.61 (61 %). It showed the effect size was large effect toward students’ reading comprehension. In other words, there is significant effect of LRD strategy and students’ prior knowledge on reading comprehension of second year students at MA. Daarun Nahdhah-Tb Bangkinang. Keywords: LRD (Listen-Read-Discuss) strategy, Students’ Prior Knowledge, Reading Comprehension.