The Use Of Read , Cover , Remember And Retell Strategy On Students ’ English Reading Comprehension

This research was aimed to find out whether there was significant effect of using read, cover, remember and retell (RCRR) strategy on students’ English reading comprehension. The design was a quasi-experimental research. The sample consisted of 60 students; 30 students for experiment group and 30 students for control group. The instrument was reading test which comprised 30 multiple choice (4 options) question with r=0,86 .The research finding were as follows; 1). RCRR strategy affected students’ reading comprehension in whole reading comprehension RCRR strategy affected students’ reading comprehension in various aspect of reading comprehension, 2). RCRR strategy affected the students’ reading comprehension in the aspect of finding main idea, 3).RCRR strategy affected the students’ reading comprehension in the aspect of making inference, 4).RCRR strategy affected the students’ reading comprehension in the aspect of understanding vocabulary and determining reference. However, RCRR strategy did not affect the students’ reading comprehension in the aspect of identifying specific information. Further study is recommended for medical school.


Introduction
Reading is one representative of important skill in education. It can not be separated from other skills of language learning besides writing, speaking and listening. Brindley (2005) states that reading plays as particularly important role in education. Not only does our education system demand a lot of reading in the process of learning, it also tends to use the capacity to read fluently as an indicator of more general intellectual ability. This tendency to assess intellect through reading is misplaced but prevalent and therefore cannot be ignored. It is part of the function ascribed to literacy, albeit one we need to resist and reform. According to Duffy in Djunaidi (2009) states that reading is not a random process. It is a system a set of

Jurnal Al-Lughah Volume 19 Edisi 1 Tahun 2020
Wieke Wido Wati 78 conventions we use to interpret and make sense of text. Through reading you can understand the information you have read.
Reading is a tool to get information. It can be done not only in classroom but also outside, as far as we can get new concept. Harmer (2010) states that there are two kinds of reading: extensive (involve reading for pleasure) and intensive reading (takes place usually in classrooms). According to , reading is the process of interpreting the written symbols. On the other hand, if the students have a good ability in reading, they will have a better chance to succeed in their study.
Because reading is not just an activity read something but reading for comprehending the passage we read, according to Tierny in Mahdavi (2005) reading comprehension is specifically the basic goal of ESL/EFL students to gain an understanding of the world and of themselves, enabling them to think about and react to what they read. From those researchers above, they proved that RCRR is suitable strategy which can be applied in classroom. Therefore, the researcher conducted a research to know whether there is any significant effect of students' reading comprehension before being taught by using RCRR strategy and after being taught using RCRR strategy.

Reading Comprehension Strategies a) RCRR Strategy
RCRR strategy is vehicle for increasing the knowledge and understanding of the participant in a collaborative context. It means the students can get their comprehension through this strategy. So, the students can improve their ability in comprehending the text.
According to Serravallo (2015), the RCRR strategy slows down the reading process and forces children to focus on remembering the content of the passage. In addition according to Macecca (2014) the "RCRR activity is an effective approach to help readers at all grade levels who think that good reading is reading quickly and as result do not understand what they have read".
RCRR Strategy is one of strategy to learn in a cooperative learning environment. The students will study in pairs or small group. It motivates the students to express their comprehension of the text.
There are some effective RCRR strategy involve alternating between understanding and summarizing or explaining. This strategy can reduce the opportunity that one participant is simply a passive recipient seem likely to be better for both motivation and learning. The success of students assigned to learner-teacher will then be a measure for evaluating the success of learner-teacher. It will make the learners responsible for both teaching to and learning each other.

Procedure of Teaching Reading By Using RCRR Strategy
In this research, the researcher use this following steps in teaching learning of reading comprehension activity in the classroom, they are read, cover, remember, and retell as follows; a. First step Read. This step asks a reader to read only as much as her or his hand can cover about a certain topic.

b. Second steps
Cover. The reader tries to use her or his hand to cover up the part of story that you just read. This step will help reader in next step.

Advantage and Disadvantage
Mita (2019) states the use of RCRR strategy brings so many benefits, such as; a) Make students comfort in learning and enjoy with the material because the students must discussion about the material with other student and can exchange their ideas and make it easy to find solution and understand.
b) Can reduce the opportunity that one participant is simply a passive recipient seem likely to be better for both motivation and learning (gives stimulus to the students to become active learning).
c) Students will read with a different level of attention and concentration knowing that they will have to say back what they learned without reading it from the text. Highlighting also helps ELLs break large amounts of information into manageable units that are easily located within the text.

The Procedure of Teaching by Using Highlighting Strategy
Here are the procedure in highlighting strategy (Lapp, Flood, & Farnan:1996)  As you underline, develop basic guidelines with the students for selectively highlighting selections.these canbe helpful when students are working independently. Pauk (1989) states that the five Rs consist of Record, Reduce, Recite, Reflect and Review;

C).The Five Rs of Note-Taking
Record: During the lecture, write all meaningful information legibly.
Reduce: After the lecture, write a summary of the ideas and facts using key words as cue words. Summarizing as you study helps to: Clarify meanings and relationships of ideas

Reinforce continuity
Strengthen memory retention

Prepare for exams in advance
Recite: To study properly, you must recite all the information in your own words without looking at our notes or the text.
Reflect: Think about your own opinions and ideas as you read over your notes. Raise questions, then try to answer them creatively. Record original ideas in your notebook and review them regularly. Use your creative ideas when answering exam questions, in classroom discussions, and when writing papers.

Review:
Before reading or studying new material, take ten minutes to quickly review your older notes. Skim over the main ideas and details. Review enhances your retention of old material while adding new material to your memory.

D. PQRST Strategy
PQRST is one of strategies that can lead the students reading comprehension. PQRST is one of strategies that can lead the students reading comprehension. It is suggested by Thomas and Robinson (1982) cited in Malia as an instructional strategy, PQRST strategy helps students to cope their problem in reading

Preview
Preview, or view in advance, the reading title and any subheadings (smaller titles within the reading) or art (photographs, drawing, etc.) that accompany the reading. Read the glossary, a list of specialized words and their definitions, if one is provided.When you preview a chapter you develop a framework to fill in as you read.
Previewing allows you to access how difficult a chapter is. So you can allot an appropriate amount of time for studying it. Previewing also encourages you to read actively. By asking questions, predicting textbook content, and hypothesizing about the main idea, you are participating in a conversation with the author. As an example of how questioning can enhance and direct your reading, complete the following exercise.

Question
Question is asking what you already know about the subject and what you need to find out, then turn headings into questions and you predict the answer to your question.

Read
Read means asking and answering the questions you develop in the preview and question stage, and relating the text information to what you already know as you are reading. In this step, you are think and link new information to your existing knowledge or experience. This help new information transfer into your long term memory.
The used of reading are (1) Recognizing topics, finding main ideas and supporting details, and recognizing organizational patterns are part of the reading essentials.
(2) Developing critical thinking skills such as making predictions, drawing conclusions and contrasting fact vs. opinion are also addressed.

State
State is means use whatever format to suits you to summarize and make notes.
Creativity in making a notes is useful to make your study time more enjoyable and keep your mind engaged, therefore increasing the effectiveness of the reading session.
Here are the steps of make the notes: 1) Write answers to your questions. 2) Make a structured list of your key points. 3) Make a mind map. 4) Put the main points into your own word.
Test is a variety of methods to test yourself on the new material. This steps is used to measure the understanding the readers by giving a test. It is a challenge for the English teachers to teach reading comprehensively. It is not an easy job. The teacher should consider an appropriate technique to be applied to support their students in learning reading comprehension.

E. SQ4R Strategy
This strategy provides an opportunity for students to study systematically, effectively and efficiently. According to Wong (2013) that SQ4R is a six-step system for reading and comprehending textbook chapters: survey, question, read, record, recite, and review. SQ4R is based on SQ3R; a fourth "R" has been added to the system to remind students to take notes. As with any approach, skipping anyone step weakens the system. To gain the most benefit from this system, use all six steps shown; 1) Survey the chapter to get an overview.
2) Write Questions for each heading and subheading.
3) Read the information, one paragraph at a time.
4) Select a form of note taking to Record information.
5) Recite the important information from the paragraph.

Research Methodology
In this study, the researcher used the quasi-experimental research design specially chose non-equivalent group pre-test -post-test design. There were two groups as experimental group and control group. Creswell (2005) states that "an experimental design is done when we want to establish possible cause and effect of independent on influence of dependent variables."

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In a quasi experimental research, there are two variables use; they are independent and dependent variables. The researcher used two groups; experimental and control group. Experimental group was a group that uses RCRR strategy in teaching learning process, while control group using selective highlighting strategy.
Before the treatment, a pretest for each group has given by the researcher in order to see the level of students' qualifications. After the treatment, a post test has given to both groups in order to know the students' reading comprehension scores. The design of experimental as follow:

Jurnal Al-Lughah Volume 19 Edisi 1 Tahun 2020 Wieke Wido Wati
There was no difference in reading comprehension between experiment and control group before the treatment using RCRR strategy. However, there was a significant difference on students' reading comprehension after the use of RCRR strategy. In other words, the use of RCRR strategy was generally effective to improve students' reading comprehension at State Institute of Islamic Studies Bengkulu, English study program. Overall post-test result in three aspects of reading for finding main idea, making inference and understanding vocabulary and determining reference there was significant difference between the two classes. However, there was no significant difference for the aspect of identifying specific information. In addition reading comprehension by using RCRR is believed to improve students' reading abilities. Yulimariza (2013) stated that Read, Cover, Remember, Retell strategy can increase students' motivation in learning English, especially reading and it can make them think more active and critical in understanding the text. Anita (2013) concluded that strategy can also improve students reading comprehension. It is known that using Read, Cover, Remember, Retell strategy in improving students' reading comprehension ability will give good effects to the students.

Conclusion
There were two conclusion of this research, which was about the effectiveness of using RCRR (Read, Cover, Remember, Retell) at State Institute Of Islamic Studies Bengkulu.
1) RCRR strategy affected students' reading comprehension in whole reading comprehension 2) RCRR strategy affected students' reading comprehension in various aspect of reading comprehension, namely; a) RCRR strategy affected the students' reading comprehension in the aspect of finding main idea.
b) RCRR strategy affected the students' reading comprehension in the aspect of making inference.
c) RCRR strategy affected the students' reading comprehension in the aspect of understanding vocabulary and determining reference.