<![CDATA[This research aimed to reveal (1) how the Cued retell strategy can improve the students’ reading comprehension, (2) to describe the classroom situation when Cued retell strategy is implemented to teach reading comprehension, and (3) to find out the advantages and disadvantages of the implementation of Cued retell strategy to teach reading comprehension to the eleventh graders of SMA Negeri 5 Pontianak. The research used Classroom action Research and was carried out in two cycles with three meetings in Cycle 1 and two meetings in Cycle 2. There were two kinds of data collection during the research, quantitative and qualitative data. The instrument for collecting the quantitative data was reading comprehension test in multiple-choice, while for qualitative data, gathered through observation sheet and field note to obtain the class situation during the implementation of the Cued retell strategy and reflection sheet to guide the reflecting phase in the end of each cycle. The result of the research showed that (1) cued retell strategy was able to improve students’ reading comprehension; (2) cued retell strategy was able to improve classroom situation, in terms of students’ motivation, participation and interaction; and (3) there were some advantages and disadvantages of implementation of Cued retell strategy to teach reading comprehension]]>
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