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THE USE OF READ, COVER, REMEMBER, RETELL (RCRR) STRATEGY IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY

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iii ABSTRACT THE USE OF READ, COVER, REMEMBER, RETELL (RCRR) STRATEGY IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY Risnawati Sinaga ID 1521008 Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there any significant difference on students’ reading comprehension through Read, Cover, Remember and Retell (RCRR). The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The conventional group was taught using conventional method while the experimental group was taught using RCRR. This study used quantitative research method and experimental design by using pre-test and post-test. This study was designed to find out the answer of the following questions: Is there any significant difference on students’ achievement in reading comprehension between the experimental and conventional group? Are the students had same level of ability before the treatment? What is the students’ response toward Read, Cover, Remember and Retell (RCRR)?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students’ achievement in reading comprehension with mean score of pre-test was 40.27 and mean score of post-test was 73.47. The result of the questionnaire toward the students’ responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teacher, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve students’ reading comprehension. Keywords: RCRR (Read, Cover, Remember, and Retell), Conventional, Reading Comprehension