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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) · pp. 444–451

DOI
10.15294/eej.v11i1.47311
ISSN
2087-0108, 2502-4566
Published
2021-09-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Collaboration network of the authors

40 authors · 87 co-authorship links · showing the 40 most connected

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Co-authorOrganisationJoint articles
Januarius MujiyantoAffiliation unknown8
Rudi HartonoAffiliation unknown5
Abdurrachman FaridiAffiliation unknown3
Sri Wuli FitriatiAffiliation unknown3
Siti HerlindaAffiliation unknown3
Sri Wuli FitriatiAffiliation unknown2
Aunur RofiqAffiliation unknown2
Tien RafidaAffiliation unknown2
Rusydi AnandaAffiliation unknown2
Erise AnggrainiAffiliation unknown2
Chandra IrsanAffiliation unknown2
Harman HamidsonAffiliation unknown2
Rosnawintang RosnawintangAffiliation unknown1
Nur AzisahAffiliation unknown1
Yuliana YulianaAffiliation unknown1
Rini MaulidhawatiAffiliation unknown1
Januarius MujiantoAffiliation unknown1
Eka FatmawatiAffiliation unknown1
Renggi VrikaAffiliation unknown1
Martinus Mau AtiAffiliation unknown1
Atika FitriyaniAffiliation unknown1
Djoko SutopoAffiliation unknown1
Nunung FitriyaniAffiliation unknown1
Isnayani Tabi'ul MursyidaAffiliation unknown1
Heny Munfa'atiAffiliation unknown1
Dwi Anggani Linggar BharatiAffiliation unknown1
Ali Akbar RafsanjaniAffiliation unknown1
Chilyatul MazizahAffiliation unknown1
Maria Herlina Wiwin Yuniarti Meo NeluAffiliation unknown1
Nindya Septarica Happy gusnarAffiliation unknown1
Moh Shofi ZuhriAffiliation unknown1
Diyana SulistyaniAffiliation unknown1
Muhamad Rifqi BakhtiarAffiliation unknown1
Zulfa SakhiyyaAffiliation unknown1
Jarwanto JarwantoAffiliation unknown1
Royhan NaufaldiAffiliation unknown1
Linda YuanaAffiliation unknown1
Sri Wuli FitriyatiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
</oai_dc:dc>