THE USE OF READ, COVER, REMEMBER, RETELL (RCRR) IN IMPROVING STUDENTS’ READING COMPREHENSION AT SMA NEGERI 1 TONDANO

Marcella Damima; Paula Hampp; Sanerita T. Olii

doi:10.36582/jotell.v2i7.6638

Authors

Marcella Damima Universitas Negeri Manado
Paula Hampp Universitas Negeri Manado
Sanerita T. Olii Universitas Negeri Manado

DOI:

https://doi.org/10.36582/jotell.v2i7.6638

Keywords:

RCRR, reading, comprehension, improving

Abstract

This research focus on the use of Read, Cover, Remember, Retell (RCRR) in improving students' reading comprehension at SMA Negeri 1 Tondano. The research sample consisted of 31 students at class XI IPA 6. A quantitative research method was used, employing a Pre-Experimental Design form of one group pre-test and post-test design. The instrument used in this research was a multiple-choice test consisting of 25 items. Data were analyzed using mean score formula to see significant differences between the pre-test and post-test scores. The results showed that there was a significant difference between pretest and posttest scores. The result of students’ pre-test was 41,48 and the post-test was 71,61. The different score between pre-test and post-test was 30,13. The result of this research is indicate that mean score of post-test was higher 30,13% more than pre-test. This shows that the use of the RCRR method is effective in improving students' reading comprehension at SMA Negeri 1 Tondano. In addition, students report that the RCRR helps them to focus more and understand the text better. In conclusion, this research recommends that the RCRR method be used as an alternative learning in teaching reading especially reading comprehension in schools.

References

Andries, F., Hammp, P., Rombepajung, P., & Lengkoan, F. (2019, November). The Application of Special Self-Made Word Card for Vocabulary Teaching Particularly Irregular Verbs. In International Conference on Social Science 2019 (ICSS 2019) (pp. 969-971). Atlantis Press.

Fatimah, K. The Use Of Read Cover Remember Retell In Improving The Eight Grade Students Reading Comprehension At Mts Nurul Huda Mangunsari Lumajang In The 2017/2018 Academic.

Hampp, P. L., Kumayas, T. A., & Lengkoan, F. (2021). Synthesizing grammar and structure problems faced by Indonesian TOEFL participants. Jurnal Pendidikan Bahasa Inggris undiksha, 9(1), 64-68.

Hatch and Farady, 1982. Research Design and Statistic for Applied Linguistics.University of California Los Angels, New House: Plenum Press.

Hikmah, N., Olii, S. T., & Tuerah, I. J. (2019). The Readability Level of Reading Texts in the English Textbook Entitled When English Rings a Bell for the Seventh Grade Junior High School. 368–376

Kasiha, G., Hampp, P., & Kumajas, T. (2022). The Use Of Small Group Discussion Technique To Improve. Jotell, 1(6), 687–696.

Kumayas, T., & Lengkoan, F. (2023). The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98-105.

Liando, N. V. F., & Tatipang, D. P. (2023, January). On Looking Scrambled Game in English Spelling Teaching. In Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (pp. 630-637). Atlantis Press.

Liando, N. V. F., Tatipang, D. P., & Wuntu, C. N. (2023). First Language Interfere in EFL Classes: Revealing Students’ Perspectives and Teachers’ Reasons in ELL. REiLA: Journal of Research and Innovation in Language, 5(1), 77-88.

Putri, M. (2019). Students’ability In Reading Comprehension. Ensiklopedia Social Review, 1(3), 268-270.

Relawati, E., Hidayat, D. N., & Susilo, A. (2020). Applying Read, Cover, Remember, Retell (RCRR) Strategy to Foster Students’ Reading Comprehension of Descriptive Text. Jurnal Studi Guru dan Pembelajaran, 3(1), 31-38.