[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589020-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589020-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-use-of-read-cover-remember-retell-rcrr-strategy-in-improving-students-reading-comprehension-ability","The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students’ Reading Comprehension Ability","","Reading is presented as a key English skill for second-language learners, especially in Indonesia where students face structural, pronunciation, and vocabulary differences. This study investigates whether the Read, Cover, Remember, and Retell (RCRR) strategy produces a significant improvement in students’ reading comprehension compared with conventional teaching. Using a quantitative experimental design with pre-test and post-test, results show higher achievement in the experimental group (40.27 to 73.47) and 68% positive student responses toward RCRR.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-use-of-read-cover-remember-retell-rcrr-strategy-in-improving-students-reading-comprehension-ability/589020/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-use-of-read-cover-remember-retell-rcrr-strategy-in-improving-students-reading-comprehension-ability/589020.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this study?","Question",{"text":63,"@type":64},"The study aims to determine whether there is a significant difference in students’ reading comprehension ability when taught using the RCRR strategy versus a conventional method.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the students taught in the experimental and conventional groups?",{"text":68,"@type":64},"The experimental group was taught using the RCRR (Read, Cover, Remember, and Retell) strategy, while the conventional group was taught using conventional teaching methods.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings about reading comprehension improvement?",{"text":72,"@type":64},"The experimental group showed a significant improvement from a mean pre-test score of 40.27 to a mean post-test score of 73.47, and students gave a 68% positive response to the RCRR strategy.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589020,1792190449,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Acuity (4)2, 153-176  \nThe Use of Read, Cover, Remember, Retell (Rcrr) Strategy in Improving Students’ Reading Comprehension Ability  \nMarlin Steffi Marpaung & Risnawaty Sinaga Corresponding author Marlin ([marlin.marpaung@unai.edu](marlin.marpaung@unai.edu))  \nUniversitas Advent Indonesia  \nAbstract  \nReading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students’ reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The experimental group was taught using RCRR strategy while the conventional group was taught using conventional method. This study used quantitative research method and experimental design by using pre-test and post-test. The study was designed to find out the answer of the following questions: Are the students have same level of ability before the treatment? Is there a significant difference on students’achievement in reading comprehension between the experimental and conventional group? What is the students’ response toward Read, Cover, Remember and Retell (RCRR) strategy?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students’ achievement in reading comprehension with mean score of pre-test was 40.27 and mean score of post-test was 73.47. The result of the questionnaire toward the students’ responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teachers, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve the students’ reading comprehension ability.  \nKeywords: RCRR (Read, Cover, Remember, and Retell), Conventional, Reading Comprehension  \nIntroduction  \nAs an international language English plays an important role and must be understood by everyone in this world. In Indonesia English is not their first language, therefore, they have difficulty in learning English.“Indonesian students often experience problems when learning English because English differs from Bahasa Indonesia (the Indonesian language) in its structure, pronunciation, and vocabulary”(Katemba, 2019) . Further Morrisson (2014) stated that “English is a difficult subject because it is not the first or second language for them”. So English is a difficult lesson to be understood by them. English language has four skills; listening, speaking, reading and writing and also English has a vast vocabulary, though counting how many words of any language is impossible. In dealing with today's modern  \nAcuity (4)2, 153-176  \nera, students are required to read a lot and be able to understand English texts so that they are not left behind in the development of science and they are required to achieve academic and social success (Lacina, Bauml, & Taylor, 2016) .  \nReading is very important for the students in schools, from elementary level to senior high school or vocational high school level. As it is stated in Permendiknas no. 23 Year 2006, the aim of reading in the curriculum is to make the students are able to comprehend the meaning of written language, both interpersonal and transactional. Reading is language, and language is made up of words. Words reflect experiences according to Gerald (2009). Reading can also be defined as the process in which readers learn something from what they read and involve it in the academic context as a part of education (Grabe, 2009) . As reading is included in learning, the readers try to grasp the texts being read by interpreting, synthesizing, evaluating, and selecting the important information. Three basic definitions of reading have driven literacy programs in the United States (Foertsctr","cbCaiaqZajlwAosh","https://ap.wps.com/l/cbCaiaqZajlwAosh","pdf",749173,23,"English","# Abstract\n# Introduction\n## Background of the study","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study aims to determine whether there is a significant difference in students’ reading comprehension ability when taught using the RCRR strategy versus a conventional method.\"},{\"question\":\"How were the students taught in the experimental and conventional groups?\",\"answer\":\"The experimental group was taught using the RCRR (Read, Cover, Remember, and Retell) strategy, while the conventional group was taught using conventional teaching methods.\"},{\"question\":\"What were the key findings about reading comprehension improvement?\",\"answer\":\"The experimental group showed a significant improvement from a mean pre-test score of 40.27 to a mean post-test score of 73.47, and students gave a 68% positive response to the RCRR strategy.\"}]","The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students’ Reading Comprehension Ability | PDF",1792066391,58]