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The Effectiveness of Listen-Read-Discuss and Contextual Redefinition Strategies in Teaching Reading Comprehension to EFL Learners with Different Levels of Motivation

English Education Journal · Vol. 11 No. 3 (2021) · hlm. 444–451

DOI
10.15294/eej.v11i1.47311
ISSN
2087-0108, 2502-4566
Terbit
2021-09-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze how effective the listen-read-discuss (LRD) strategy and contextual redefinition (CR) strategy in teaching reading comprehension to EFL learners with different motivation levels. This paper explained the result of experimental research on reading comprehension skills to students with high and low motivations at SMP Islam Nudia Semarang. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 40 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: LRD and CR strategies. Test and questionnaire were used to collect the data in this study. The data was analyzed using ANOVA to prove the hypotheses. The result showed a significant difference between LRD and CR strategies to teach reading comprehension to students with high and low motivations. The Contextual Redefinition (CR) strategy effectively teaches reading comprehension to high and low motivation levels than the Listen-Read-Discuss (LRD) strategy. Based on ANOVA analysis, there were no interaction among the LRD and CR strategies, students' motivation, and teaching reading comprehension.

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  • State University of Semarang
  • Universitas Islam Negeri Maulana Malik Ibrahim
  • Sriwijaya University
  • Universitas Islam Negeri Sumatera Utara
  • Institut Agama Islam Negeri Kendari
  • Politeknik Bumi Akpelni
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Januarius MujiyantoState University of Semarang5
Sri Wuli FitriatiState University of Semarang5
Rudi HartonoState University of Semarang2
Aunur RofiqUniversitas Islam Negeri Maulana Malik Ibrahim2
Tien RafidaUniversitas Islam Negeri Sumatera Utara2
Rusydi AnandaUniversitas Islam Negeri Sumatera Utara2
Erise AnggrainiSriwijaya University2
Siti HerlindaSriwijaya University2
Chandra IrsanSriwijaya University2
Jelly Milinia Puspita SariSriwijaya University2
Harman HamidsonSriwijaya University2
Supriyanto SupriyantoInstitut Agama Islam Negeri Kendari1
Renggi VrikaState University of Semarang1
Martinus Mau AtiAfiliasi tidak diketahui1
Atika FitriyaniState University of Semarang1
Djoko SutopoState University of Semarang1
Nunung FitriyaniAfiliasi tidak diketahui1
Dwi Anggani Linggar BharatiState University of Semarang1
Ali Akbar RafsanjaniPoliteknik Bumi Akpelni1
Maria Herlina Wiwin Yuniarti Meo NeluState University of Semarang1
Nindya Septarica Happy gusnarAfiliasi tidak diketahui1
Moh Shofi ZuhriState University of Semarang1
Diyana SulistyaniState University of Semarang1
Muhamad Rifqi BakhtiarState University of Semarang1
Zulfa SakhiyyaState University of Semarang1
Jarwanto JarwantoState University of Semarang1
Royhan NaufaldiState University of Semarang1
Tan Agung HaryonoState University of Semarang1
Shinta Puspita SariState University of Semarang1
Hermin WijayantiState University of Semarang1
Eka KurniawatiState University of Semarang1
Waro Satul AuliyakUniversitas Islam Negeri Maulana Malik Ibrahim1
Umi SumbulahUniversitas Islam Negeri Maulana Malik Ibrahim1
Nuril Ika FajriyahUniversitas Islam Negeri Maulana Malik Ibrahim1
M. Aunul HakimUniversitas Islam Negeri Maulana Malik Ibrahim1
Burhanuddin SusamtoUniversitas Islam Negeri Maulana Malik Ibrahim1
Dwi Hidayatul FirdausUniversitas Islam Negeri Maulana Malik Ibrahim1
Iffaty NasyiahUniversitas Islam Negeri Maulana Malik Ibrahim1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Effectiveness of Listen-Read-Discuss and Contextual Redefinition Strategies in Teaching Reading Comprehension to EFL Learners with Different Levels of Motivation</dc:title>
	<dc:creator>Aulia Rohman, Isa</dc:creator>
	<dc:creator>Suwandi, Suwandi</dc:creator>
	<dc:description xml:lang="en-US">This study aims to analyze how effective the listen-read-discuss (LRD) strategy and contextual redefinition (CR) strategy in teaching reading comprehension to EFL learners with different motivation levels. This paper explained the result of experimental research on reading comprehension skills to students with high and low motivations at SMP Islam Nudia Semarang. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 40 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: LRD and CR strategies. Test and questionnaire were used to collect the data in this study. The data was analyzed using ANOVA to prove the hypotheses. The result showed a significant difference between LRD and CR strategies to teach reading comprehension to students with high and low motivations. The Contextual Redefinition (CR) strategy effectively teaches reading comprehension to high and low motivation levels than the Listen-Read-Discuss (LRD) strategy. Based on ANOVA analysis, there were no interaction among the LRD and CR strategies, students' motivation, and teaching reading comprehension.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2021-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/47311</dc:identifier>
	<dc:identifier>10.15294/eej.v11i1.47311</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 11 No 3 (2021): September 2021; 444-451</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/47311/19426</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 English Education Journal</dc:rights>
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