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Using Read Cover Remember Retell (RCRR) in Teaching Reading Comprehension

机译：在教学阅读理解中使用读取封面记住Retell（RCRR）

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Based on English syllabus curriculum 2013, the students at second grade of SMPN 16 Pekanbaru should be able to have reading comprehension on recount text. In this research, the researcher used Read Cover Remember Retell (RCRR) to teaching reading comprehension recount text at the second grade of SMPN 16 Pekanbaru. This research aimed to find out the differences between the students taught by Read Cover Remember Retell (RCRR) strategy and the students taught without using Read Cover Remember Retell (RCRR) strategy in terms of reading comprehension recount text. The method of this research was quasi-experimental research. The population was the second-grade students of SMPN 16 Pekanbaru which amounted 240 students. The sample of this research was VIII 2 (40 students) as an experimental class and class VIII 1 (42 students) as the control class. The technique of collecting data was test. The technique of analyzing data use T-test, U-Mann Whitney and N-gain. After conducting this research, it was found that the result of n-gain average score of experimental class (0.526) was higher than N-gain average score of control class (0.335). It meant that improvement of experimental class better than control class. In conclusion, there is positive effect of using Read Cover Remember Retell (RCRR) strategy on students reading comprehension of recount text at the second grade of SMPN 16 Pekanbaru.
机译：基于英语教学大纲课程2013年，学生SMPN 16北干巴鲁的二年级应该能够对验票文本阅读理解。在这项研究中，研究人员使用的读取覆盖在SMPN 16北干巴鲁的二年级记住语音评（RCRR）教学阅读理解各显神通文本。这项研究的目的是找出通过读取覆盖教过的学生之间的差异记住语音评（RCRR）战略，而无需使用读取覆盖记得在阅读理解各显神通文本条款语音评（RCRR）策略，教过的学生。这项研究的方法是准实验研究。人口是SMPN 16北干巴鲁的二年级的学生这相当于240名学生。本研究的样品是VIII 2（40名）作为实验类和VIII类1（42名学生）作为控制类。收集数据的技术是测试。分析数据的技术使用T-检验，U-曼惠特尼和N-增益。在进行这项研究后，我们发现，实验班（0.526）的正增益平均得分的结果比控制类（0.335）将N-增益平均得分越高。这意味着实验班的改善比控制班好。总之，存在使用读取覆盖记得在学生SMPN 16北干巴鲁的二年级读书各显神通文本的理解语音评（RCRR）战略的积极作用。

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