creators_name: Dwi , Rahmadianti
creators_id: 2323042024
type: thesis
datestamp: 2025-06-02 02:15:34
lastmod: 2025-06-02 02:15:34
metadata_visibility: show
title: INCORPORATING RCRR (READ, COVER, REMEMBER, RETELL)
STRATEGY AND SMALL GROUP DISCUSSION TO ENHANCE
STUDENTS’ READING COMPREHENSION
ispublished: pub
subjects: 370
subjects: 407
full_text_status: restricted
abstract: Reading is an essential skill that enables individuals to acquire information,
communicate, and enhance their literacy. This study aimed to find out why students’
reading comprehension has significant improvement after being taught through the
original RCRR (Read, Cover, Remember, Retell) Strategy and those who are taught
with an incorporated RCRR (Read, Cover, Remember, Retell) strategy with Small
Group Discussion. It also aimed to identify which aspect of comprehension improves
most and how does this incorporating strategy contribute to enhancing students’
perception in comprehension from literal comprehension to interpretative
comprehension.
This study used a mixed method, quantitative with quasi-experimental design and
qualitative. The research was conducted at the first grade of SMA N 10 Bandar
Lampung. The researcher used two classes, experimental and control class which in
experimental class used the incorporation of RCRR strategy and Small Group
Discussion while the control class used the original RCRR (Read, Cover, Remember,
Retell) Strategy. The result of independent sample t-test showed that there was a
statistically significant improvement of students’ reading comprehension achievement
between the experimental and control classes with the significant level on both classes
is below 0.05. the mean score of experimental class (85.99) is higher than control class
(76.53). It also revealed t-value (3.501) is higher than t-table (1.997). In addition, the
incorporation of RCRR (Read, Cover, Remember, Retell) Strategy and Small Group
Discussion also had a statistically significant effect of five aspects of reading
comprehension especially on detail information aspect. It is revealed from the gain
from the mean of pre-test and post-test with the significance levels of less than 0.05.
Furthermore, the findings indicate that the incorporating RCRR (Read, Cover,
Remember, Retell) significantly enhances students’ ability to comprehend the text.
Therefore, it is recommended that educators adopt this strategy to improve reading
comprehension in a collaborative learning environment.
Keywords: RCRR Strategy, Small Group Discussion, Reading Comprehension
date: 2025-04-24
date_type: published
pages: 2147483647
institution: UNIVERSITAS LAMPUNG
department: FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
thesis_type: masters
citation:   Dwi , Rahmadianti  (2025) INCORPORATING RCRR (READ, COVER, REMEMBER, RETELL) STRATEGY AND SMALL GROUP DISCUSSION TO ENHANCE STUDENTS’ READING COMPREHENSION.  Masters thesis, UNIVERSITAS LAMPUNG.   
document_url: http://digilib.unila.ac.id/87824/1/ABSTRAK.pdf
document_url: http://digilib.unila.ac.id/87824/2/TESIS%20FULL.pdf
document_url: http://digilib.unila.ac.id/87824/3/TESIS%20TANPA%20BAB%20PEMBAHASAN.pdf