Promoting Student Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy In SMP Nurul Jadid Al Islami

Nadzari, Muhammad Rizqi (2026) Promoting Student Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy In SMP Nurul Jadid Al Islami. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

Text Muhammad Rizqi Nadzari T20196059.pdf Download (2MB)

Abstract

Keywords: Promoting Students’ Reading; Reading Comprehension; Listen–Read–Discuss (LRD)
Reading comprehension is one of the essential skills in learning English; however, many students still face difficulties in understanding texts due to limited vocabulary, lack of background knowledge, and low reading motivation. To address these challenges, teacher need to apply effective learning strategies that can support students in comprehending reading materials. One of the strategies that can be used is the Listen–Read–Discuss (LRD) strategy. Therefore, this study focused on investigating the implementation of the Listen–Read–Discuss (LRD) strategy in promoting students’ reading comprehension at SMP Nurul Jadid Al-Islami Jember.
This study was guided by two research questions: (1) How is the implementation of the Listen–Read–Discuss (LRD) strategy in promoting students’ reading comprehension at SMP Nurul Jadid Al-Islami Jember? and (2) How does the Listen–Read–Discuss (LRD) strategy promote students’ reading comprehension at SMP Nurul Jadid Al-Islami Jember? The significance of this study is expected to provide theoretical and practical contributions to English language teaching, particularly in the use of innovative strategies to improve students’ reading comprehension, classroom participation, and learning motivation.
This research employed a descriptive qualitative research design. The study was conducted at SMP Nurul Jadid Al-Islami Jember. The participants of the study consisted of eighth-grade students and an English teacher. Data were collected through classroom observations, interviews, and documentation. The collected data were analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing.
The findings revealed that the implementation of the Listen–Read–Discuss (LRD) strategy was carried out through three stages: listening, reading, and discussion. The strategy successfully promoted students’ reading comprehension by helping them activate prior knowledge, understand vocabulary, identify main ideas, and engage actively in classroom discussions. Furthermore, students showed increased motivation, participation, and confidence during the learning process. In conclusion, the Listen–Read–Discuss (LRD) strategy proved to be an effective strategy for promoting students’ reading comprehension at SMP Nurul Jadid Al-Islami Jember.

Actions (login required)

View Item