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All Journal Klasikal: Journal of Education, Language Teaching and Science
Lilih Insyirah
English Education Department, Graduate Program, Universitas Negeri Makassar, Makassar, 90222, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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STRATEGIES IN TEACHING READING COMPREHENSION: LISTEN-READ-DISCUSS AND CONTEXTUAL REDEFINITION IN INSTRUCTING READING UNDERSTANDING Lilih Insyirah; Murni Mahmud; Munir Munir; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1295

Abstract

This study compared the effectiveness of the Contextual Redefinition Strategy (CRS) and the Listen-Read-Discuss (LRD) strategy in improving students’ reading comprehension of narrative texts. Conducted at SMKN 2 Selayar with X TKJ as experimental class 1 (CRS) and X TKR as experimental class 2 (LRD), the research employed quantitative analysis using paired and independent sample t-tests with SPSS 23. The results showed a significant difference in reading comprehension between the two groups, with CRS demonstrating greater effectiveness (Sig. = 0.000 < 0.05). CRS supported vocabulary acquisition and encouraged contextual prediction, leading to deeper understanding. In contrast, while LRD promoted active participation, it lacked explicit vocabulary instruction, which may have limited its impact. These findings align with prior studies, confirming that CRS is more effective in enhancing reading comprehension, particularly due to its focus on vocabulary development and contextual learning.
Co-Authors Muh Tahir Munir Munir Murni Mahmud