%A 1923042017 WIDATY PRAYOGA NINGRAHAYU
%T THE APPLICATION OF MODIFIED LRD (LISTEN-READ-DISCUSS) IN
TEACHING READING THROUGH ONLINE CLASSROOM
%X This research was aimed at finding out whether there was a different increase of
students? reading comprehension between students taught by using original
Listen-Read-Discuss (LRD) and those taught by using modified Listen-Read-
Discuss. Additionally, it was aimed at finding out what aspect of reading
improves the most after being taught through the original and modified Listen-
Read-Discuss strategy, and the students? perception toward the implementation of
both techniques in relation to reading comprehension achievement. The
population of this research was the first grade students of SMAN 16 Bandar
Lampung in the academic year 2020/2021. The research was conducted to 34
students in experimental class and 35 students in control class. To collect the data,
the researcher administered perception questionnaire and reading test. After
gathering the data, they were analysed quantitatively.
From the analysis, it was found that there was a significant difference of students?
reading comprehension between students taught by using original Listen-Read-
Discuss and those taught by using modified Listen-Read-Discuss. The result
revealed that the value of sig. (2 tailed) is 0.002 which is lower than p value
(0.005). It implies that there was a significant difference in students? reading
comprehension that were taught using original LRD technique and the modified
one. In addition, it was found that after receiving the treatments, the most improved aspect of reading in control class was finding specific information; on
the contrary, the most improved aspect of reading in experimental class was
determining reference. The last finding of this research was most of the students
had positive perceptions toward the techniques however there was no correlation
between students? perception and their reading comprehension achievement. In
accordance with the findings, modified Listen-Read-Discuss left positive
perception on students and it is more effective to teach reading comprehension
especially in teaching determining reference.
Keywords: reading comprehension, modified Listen-Read-Discuss, Listen-Read-
Discuss, perception.
%D 2022
%I TEACHER TRAINING AND EDUCATION FACULTY
%L eprints67532