Feby Syafitri, The Influence Of Using Listen-Read-Discuss ...85 THE INFLUENCE OF USING LISTEN-READ-DISCUSS (LRD) STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION ON REPORT TEXT OF THE ELEVENTH GRADE OF SMK SWASTA PAB 2 HELVETIA

The purpose of this research was to see evidance about improvement of the students’ reading comprehension by using LRD strategy. LRD strategy was used to solve students’ problem in comprehending text. Based on Manzo and Casale LRD strategy was a strategy that can helps the students more effective in reading process, because it was a strategy that makes the students active, motivated and comprehend text. This research was experimental research in quantitative approach. The sample of this research were eleventh grade students of Smk Swasta PAB 2 Helvetia, which consisted of 64 students divided into two classes, the experimental group and the control group as sample consisting of 32 students in each class. The experimental group was taught using LRD strategy, while the control group was taught using conventional method. The data was obtained using pre-test and post-test. Pre-test was given to both groups before treatment and post-test was given after treatment. Then, the instrument used to collect data was multiple choices in the form of English text. To analyze the data, researcher used t-test. The significance value calculated 0.000 is smaller than 0.05 (P-value = 0.000 < 0.05). Based on the results of calculations, tobserved 4.175 and ttable value (0.05) 1.699. We know that tcount is higher than ttable (tcount > ttable) = (4,411>1,686). This means, that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that LRD strategy significantly influences students' reading comprehension in second grade students at SMK Swasta PAB 2 Helvetia. The benefit of this research was LRD strategy help students’ to be active and more undestand in learning English. It is hope that, students can improve their ability in reading text. Keyword: LRD Strategy, Report Text, Reading Comprehension Abstrak : Tujuan dari penelitian ini adalah untuk melihat bukti peningkatan pemahaman membaca siswa dengan menggunakan strategi LRD. Strategi LRD digunakan untuk menyelesaikan masalah siswa dalam memahami teks. Berdasarkan Manzo dan Casale, strategi LRD merupakan strategi yang dapat membantu siswa lebih efektif dalam proses membaca, karena merupakan strategi yang membuat siswa aktif, termotivasi dan memahami teks. Penelitian ini merupakan penelitian eksperimental dengan pendekatan kuantitatif. Sampel dalam penelitian ini adalah siswa kelas XI Smk Swasta PAB 2 Helvetia yang terdiri dari 64 siswa yang terbagi dalam dua kelas, kelompok eksperimen dan kelompok kontrol sebagai sampel yang terdiri dari 32 siswa di setiap kelas. Kelompok eksperimen diajar menggunakan strategi LRD, sedangkan kelompok kontrol diajar dengan metode konvensional. Data diperoleh dengan pre-test dan post-test. Pre-test diberikan pada kedua kelompok sebelum perlakuan dan post-test diberikan setelah perlakuan. Instrumen yang digunakan untuk mengumpulkan data adalah pilihan ganda berupa teks bahasa Inggris. Untuk menganalisis data, peneliti menggunakan uji-t. Nilai signifikansi yang dihitung 0,000 lebih kecil dari 0,05 (P-value = 0,000 <0,05). Berdasarkan hasil perhitungan diperoleh thitung 4,175 dan nilai ttabel (0,05) 1,699. Kita tahu bahwa thitung lebih tinggi dari ttabel (thitung > ttabel) = (4,411> 1,686). Artinya, hipotesis alternatif (Ha) diterima dan hipotesis nol (Ho) ditolak. Dapat disimpulkan bahwa strategi 86. MELT Journal, Vol 5, Issue 1, June 2020 ISSN:2528-0287 LRD berpengaruh signifikan terhadap pemahaman membaca siswa kelas XI di SMK Swasta PAB 2 Helvetia. Manfaat dari penelitian ini adalah strategi LRD membantu siswa menjadi aktif dan lebih paham dalam belajar bahasa Inggris. Harapannya, siswa dapat meningkatkan kemampuannya dalam membaca teks. Kata kunci: LRD Strategi, Teks Laporan, Pemahaman Membaca.


The Backgroud of the Study
Reading is one of the most important skill in learning English education and the process of learning language besides writing, listening and speaking because the main goal to any reading activity is to know more science concepts and knowing the language especially comprehending or understanding. Reading is that the basic of skill in learning English. By reading, students' have more effective required to understand the text to get the information. They do not understand every words in a sentence or paragraph, but they must understand the informational message the author wants to convey. The imbalance proportion of teaching reading to students makes the students find some difficulties in reading, likewise the students in SMK Swasta PAB 2 Helvetia. The result of students' reading skills especially the students of the eleventh grade in SMK Swasta PAB 2 Helvetia was still far from being satisfactory. Based on the conducting teaching practice progress and observation in that classroom, the aouthor found that in the most of the students of class XI there are problems: (1) The students have difficulties in comprehending text because of their minimum knowledge of vocabulary. (2) The students had problem to find the main idea information and meaning of words in the text. So it makes students' confused and lazy to read the text.
(3) Some of the students cannot identify the generic structures in the text. (4) The students had difficulty to determine the referent of pronoun. (5) The students low score for English from the minimum standard value. (6) The most of students are not interest and feel bored to the material and topic English text. However typically it's become troublesome if the reader doesn't comprehend the text. To be a fun activity and also the purpose of reading get knowledge and information of the text, it's want a particular strategy from the teacher to do learning English.
The researcher used one strategy in reading comprehension namely Listen-Read-Discuss (LRD) strategy. According to Manzo and Casale (1985:372), LRD is a comprehension strategy that build students prior knowledge before they read a text. During the first stage, students listen to the teacher presenting the content of their reading through a lecture, often paired with a graphic organizer. Next, students' discuss their understanding of the text on their own. Finally the students' in their small group or large group. LRD strategy is the process where students' lesson information about the concept of LRD strategy, build students' prior knowledge, and then have a discussion reflecting on the similarities and differences of the information they learned to the information they read.
Based on the explanation above, the author interested in conducting a research entitled "The Influence of using Listen-Read-Discuss (LRD) Strategy towards Students' Reading Comprehension on Report Text of the Eleventh Grade of SMK Swasta PAB 2 Helvetia".

The Problem of The Study
Based on the investigated on the background of the study above, the problem was formulated as following: "Does the application of LRD strategy significantly influence the students' reading comprehension on report text at the eleventh grade students' of SMK Swasta PAB 2 Helvetia".

The Scope and Limitation of the Study
This study is limited the problems to see improvementof students' reading comprehension through LRD strategy which is applied in the second grade students' of SMK Swasta PAB 2 Helvetia. And the focused of this research is report text.

The Significance of the Study
The finding of the research are expected to be useful for:

Theoritical Significance
The result of the research can be useful to improve students' reading comprehension and can be used as a reference for English teacher in order to improve students' reading skills.
improve students' reading skills.

Practical Significance
a. The students who are expected to learn more about reading skill and get motivation in improving their reading skill.
b. The next researcher will get reference about LRD strategy towards students' reading comprehension on report text.
c. The result of the research will give clear description and information to the English teacher of SMK Swasta PAB 2 Helvetia about the influence of using LRD strategy towards students' reading comprehension on report text.

Reading Comprehension
Reading comprehension is the process of finding a variety of information to make understand of the text. Lems (2009:170) stated that the reading is an envolving interaction between the text and the background knowledge of the reader. Reading comprehension is the ability to construct meaning from a given written text. the meaning refer to the contextual meaning of the text, conceptual meaning and the relational meaning of the text and the prior knowledge of the reader.

Listen-Read-Discuss (LRD) Strategy
According to Manzo and Casale (1985:372), Listen-Read-Discuss (LRD) is a comprehension strategy that build students prior knowledge before they read a text. LRD strategy is the process where students learn information about the concepts of LRD strategy, get more active lessons, build students prior knowledge, and then have a discussion reflecting on the differences or similarities of the information they learned to the information they read.
The Procedure Teaching Reading Comprehension of Report Text Using LRD Strategy: There are some steps of teaching reading comprehension of report text by using LRD strategy, are follow as: 1. The teacher prepares the material about report text. The teacher also prepares about how to deliver the material through ask about background knowledge of the students about the material. And teacher also given them interested to reading text.
2. The teacher shown the summary of the text to the students by using graphic organizer.
3. The students listened explanation of the teacher about report text the form a story.
After that, the students read a report text which is also read by the teacher. And teacher divides the students into a small group. Each group consists of 3-4 students. 4. The teacher and the students discussion about the material to read by students. Then, it meets about teacher explanation and the students' comprehension about report text they have read.
5. The last, in discussion groups the students also discuss about their difficulties that they found in read a report text the form a story.

Report Text
Report text is part of genres in reading. Knapp and Watkins (2005: 105) also said that an information report is a factual text that provides information about different phenomena in our life. It is used as a way to gain better understanding of factual information about a variety of different phenomena.
Based on the experts above, the researcher concluded that report text is a text that presents accurated information on the scope of human life. This text from the result of something observations, analyzes, and systematically from the author's perspective. Its the steps of consists of generic structures includes; the title, general classification, and then description in the end of report text. Then, the report text about factual report.

Research Design
In this research, researcher was conducted at SMK Swasta PAB 2 Helvetia. The researcher selected two classes, first class as a control class and second class as an experimental class. The researcher used pre-test and post-test group design. The researcher used quantitative research and experimental research design which used pre-test, treatment and post-test. The researcher given clearly, the design pattern can be seen table 1 below: The experimental group was given the treatment. In experimental group, the students were given pre-test to know their reading comprehension of report text before treatment and post-test after treatment by using LRD strategy. The pretest and post-test will be conducted for control and experimental class. The treatment is expected to given good significance influence to reading comprehension. Meanwhile, in control group the students were taught by using convensional method.

The Population of Research
Arikunto (2006: 130) assumed that a popilation is a set (collection) of all elements processing one or more attributes of interest. The population of this research is all the students at the XI grade students' of SMK Swasta PAB 2 Helvetia. The total numbers of the XI grade students were 100 students and each class is consisted of 32 students.  The researcher selected the sample by choosing only two classes. They were divided into two groups: experimental group is treatments by using LRD strategy, and the control group was taught by using conventional method. In this research, the researcher took two classes as the sample of the research, one class as the experimental class and one class as control class. Experimental class is XI RPL 2 and control class is XI RPL 1.

Research Intruments
The researcher gave the instruments in this research used multiple choices on report text. The researcher collected the data by given test, namely: pre-test and post-test in reading.
Pre-test and post-test would be gave to the control group and expereimental group. The test consist of 20 questions which is 45 minutes for time allocation.
There were two research instruments to collect the data and to take the required information such as: The pre-test was conducted in classes XI RPL 1 and XI RPL 2. The pre-test was given before the treatments. It was done by reading comprehension the report text based on the provided topics. The researcher gave pre-test to the students in control class (XI RPL 1) and the experimental class (XI RPL 2) to measure their reading comprehension report text before treatment. In pre-test the students asked to answer reading comprehension test in form multiple choices about report text based on the provided topics that consist of 20 questions 45 minutes for time allocation.

Post-test
The post-test did after the students in control class (XI RPL 1) and the experimental class (XI RPL 2) were given the treatment. It was to know the students' reading comprehension report text after they are taught by using LRD strategy. In LRD strategy used experimental class (XI RPL 2). Meanwhile, control class (XI RPL 1) learns to use conventional method. It was administered after treatment given to measure the influence of using LRD towads students' reading comprehension of report text. In the post-test the students also asked to answer reading comprehension test in form of multiple choices about report text based on the provided topics that consist of 20 questions and 45 minutes for time allocation.

Data
This research was aimed to know whether there is significant influence of using LRD strategy toward students' reading comprehension on report text at the second semester of the eleventh grade at SMK Swasta PAB 2 Helvetia. The total number of the sample was 64 students, two classes were chosen as control group and experimental group. Pre-test and post-test for the experimental group and the control group aimed to find out students' reading comprehension. The data of students' reading comprehension who were taught by LRD strategy were obtained from pre-test and post-test of XI RPL-2 asexperimental group and XI RPL-1 as control group taken from the sample each of this classes (32 students). The data can be seen from the tables below:  showed that the value of mean score it was categorized significance effect. It indicates that the application of LRD strategy was improved in teaching reading comprehension on report text.

The Result of Normality Test
The function of normality test is to know the data distributed normally or not.
Normality distribution test is a test to measure whether our data has a normal distribution, so it can use in a parametric statistic.   The homogeity test score showed the pre-test and post-test were 0.662, these score was higher (>) than 0.05 which means that these data had homogeny distribution data.

Research Findings
There are two classes used as research subjects. The first class is XI RPL-2 as the experimental group and the second is XI RPL-1 as the control group. The total of both classes is 64 students. They were chosen by sampling techniques. The experimental group applied the using LRD strategy toward reading comprehension on report text. Meanwhile, the control group was given conventional techniques based on reading text.
Before and after giving the treatment to the two class, the researcher conducted a test to get the student's reading ability score. Both the control and experimental group were given two types of tests. They were pre-test, before giving the treatment, and post-test, test after conducting the treatment. After getting the pre-test and post-test scores from experimental and control group, researchers made essay test value of students. In making categorization of the value of students' reading ability. In the Section, the researcher divides categorization into four main parts. They are the pre-test category of the experimental group, the category post-test experimental group, control group pre-test category, and control group post-test category. The concluded that the finding of the research can be known that the mean of students' reading comprehension scores before taught by using LRD strategy is (63.62) and the mean of students' reading comprehension after being taught by using LRD strategy is (86.91). it means that students' can improve and significant effect after used LRD strategy in experimental group (XI RPL 2).

Discussion
From the data analysis and result of this research, the objective of this study is to know if there was an effect applying Listen-Read-Discuss (LRD) strategy in teaching reading of second grade students' at SMK Swasta PAB 2 Helvetia. And based on the data analysis there is any significant difference between students' reading comprehension before and after being taught by using LRD strategy. In overall, every students feel difficult when they comprehend reading text without some strategy. Students also feel bored if the topic about reading text and they decide to cheat of task if they lazy to comprehend the text.
Therefore, the researcher used this strategy also to give a description how to discuss a new information and share it to an others and asked the students more active in the classroom.
After that, the researcher calculated the data, the finding of this research can be known that the mean of students' reading comprehension scores before being taught by using LRD strategy is (63.62) and the mean of students' reading comprehension after being taught by using Listen, Read, Discuss strategy is (86.91). Based on the mean of pre-test and posttest, it was known that mean score of post-test higher than mean score of pre-test. It means that the students' reading comprehension after taught by using LRD strategy was improved.
Because, by used strategy, students' capable of reading with greater understand a text. and students' more interactive to contribute English text and made students' enjoy with comfortable in class discussion.
In finding equations that improve students' reading skill using the same learning strategy, according to Kriswanto (2018) with the titled "The Effectiveness of Listen-Read-

Discuss (LRD) Strategy to Teach Reading Comprehension (An Experimental Study at Eight
Grade of SMP Ta'mirul Islam Surakarta". He used data analyzed t-test. He found that result of the students' mean score post-test is higher than ttable ( This similarity of research finding occurs because the results of research finding were same from the students high scores with LRD strategy. But there were different the total studnets in the sample and the English text that is on tesed on the students'. The test can also had an effect on the results of the research. The researcher gave interpretation toward "t" score with compare t-value or t-count with t-table. The researcher interpretation that t-value or tcount (4.175) with the significant value is 0.000. The score of t- After the researcher applied the strategy in reading comprehension on report text, the students got easier to comprehend the text. It supported by (Manzo and Casale, 1985) that LRD strategy helps students comprehend text. Before reading, students are expected to look at the text and listen to a brief explanation from the teacher. A guide or graphic organizer can be used to help students follow the information, more prior knowledge and comprehend the text. this LRD strategy appropriated to be used in improving the reading skill of the students' at Senior High School, because LRD strategy that helps students' to get comprehend text and more get information in English reading texts. The research findings of the thesis showed the effectiveness of LRD strategy to increase student reading comprehension. The score of pre-test and post-test the different result in reading comprehension students' of eleventh grade of RPL 2. Then, the conclusion of the LRD strategy can improve students reading comprehension. The effectiveness also supported by data analysis, analysis normality, homogeneity and independent samples t-test.

CONCLUSION
Based on the research finding, the researcher concluded that there was significant influence of listen-read-discuss (LRD) strategy towards students' reading comprehension on report text of eleventh grade at SMK Swasta PAB 2 Helvetia, and give beneficial effect in improving students' reading comprehension on report text. It means that there was a significant effect of Using LRD strategy toward reading comprehension on report text of eleventh grade at SMK Swasta PAB 2 Helvetia. Then it can be concluded that using LRD strategy was effective for the subjects of English in reading comprehension students of eleventh grade at SMK Swasta PAB 2 Helvetia.

SUGGESTIONS
In relation to conclusions some suggestions were proposed as the following: 1. The researcher suggests for the teacher can use LRD strategy, to increase reading comprehension in teaching English interestingly. Teachers must read more books about managing the students when use this strategy.
2. The researcher suggests for students, The students can understand about the contents of the text. And By using LRD strategy, the students can increase their achievement in reading. The students are suggested to be spirit and active in the classroom because LRD strategy helps the students to be active and more understand in learning English.
Hopefully, students' eleventh grade classes could increase and improve their reading skills in learning English.
3. As this research is not perfect yet, it is suggested for the future researcher to guide them in conducting the next similar project, especially on LRD strategy on teaching reading comprehension. This ready is very important because it will give some knowledge to the researcher and to know the benefits of using LRD strategy in teaching reading.