THE INFLUENCE OF USING RCRR (READ, COVER, REMEMBER, RETELL) STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE OF MA NURUL ISLAM AIR BAKOMAN TANGGAMUS IN THE ACADEMIC YEAR 2021/2022

MASFUPAH, Maman (2022) THE INFLUENCE OF USING RCRR (READ, COVER, REMEMBER, RETELL) STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE OF MA NURUL ISLAM AIR BAKOMAN TANGGAMUS IN THE ACADEMIC YEAR 2021/2022. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research aimed to know whether there was a significant influence of using the RCRR (Read, Cover, Remember, Retell) strategy towards students’ reading comprehension in narrative text at second semester of the tenth grade of MA Nurul Islam Air Bakoman Tanggamus in The Academic Year 2021/2022. Based on the preliminary research, students’ reading score was below average. This research used the RCRR (Read, Cover, Remember, Retell) strategy to solve the students’ difficulties in finding the main idea and difficulty comprehending the text. A quantitative approach was used in this research by using an experimental with a quasi�experimental design. The population of this research was the tenth grade of MA Nurul Islam Air Bakoman Tanggamus. The samples were taken in two classes, X IPS 1 and X IPS 2. 28 students’ for the experimental class (X IPS 2) and 28 students for the control class (X IPS 1); thus, the total of the samples was 56 students. The RCRR (Read, Cover, Remember, Retell) strategy was used in the experimental class, while the control class used the Lecture, Question, and Answer Model. The treatments were held in 3 meetings. In collecting the data, this research used a test for the instruments; a pretest was given with multiple-choice questions. Then the treatment was carried out. After that, the students were given a post-test. Based on the data analysis by using SPSS (Statistical Package For Social Science) version 26, the result of this research showed that Sig. value = 0.001 and α = 0.05. So H0 was rejected, and Ha was accepted because of Sig. ˂ 0.05. It could be concluded that students' reading comprehension ability increased by looking at the pretest (54.64) and post-test (80.71) scores. There was a significant influence because when using the RCRR strategy, not only asked to read but also given steps to make it easier to understand the content of a narrative text, and the students could deliver the main idea using their words. Keywords : Narrative Text, RCRR (Read.Cover, Remember, Retell), Reading Comprehension

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