2.3.

2 - Types and Purposes of Reading

Comprehension is i increased stress from reading genres and goals.

Regardless of the category, each goal will be determined. While reading or right
after. Furthermore, Clarke and Silberstein (1979) emphasize the importance of
having as many classroom activities that are as similar to real-world experiences as
possible. Since language is a tool for communication, techniques and resources
should put more emphasis on the content than the delivery system. So reading
should serve the same functions in the classroom and in everyday life.

There are four broad reading genres, and as a result, four reading goals
(Clarke and Silberstein, 1979, notwithstanding the fact that the writers' terminologies
differ slightly. The four methods are (1) skimming (to get the gist of the author), (2)
scanning (to get a specific fact or piece of information), (3) intensive or thorough
reading (to get a comprehensive understanding of a reading text, in this case,
reading for detail), and (4) critical reading (to assess information to see how it fits
into one's own system of beliefs). These reading methods can also be referred to as
reading strategies because they are used to gather relevant data and choose the
best tactics for a reading assignment.

However, it is anticipated that understanding the many reading genres and

purposes, as well as putting the tactics into practice, will greatly aid students in
improving their reading abilities.

2.3.3 – Cognitive Reading Skills

Having a reading goal is essential for effective reading. In this instance, the
reader is aware of the purpose of the writing. By having the student concentrate on
a specific cognitive capacity, one method of defining the goal of reading is to draw
their attention to that talent. Those who are engaged in reading education have
proposed numerous lists of cognitive skills, but they all include the majority of the
following (Greenwood, 1981: 89):

1. to anticipate both the format and the content;

2. to recognize and retain the major idea or ideas;
3. to recognize and recall particular details;
4. to anticipate both the format and the content;
5. to identify the primary idea(s);
6. to recognize and recall specific details;
7. to recognize the relationship between the main idea(s) and its (their) growth
(example, lists, etc.);
8. to keep track of a progression, such as events, illustrations, or phases of
an argument;
9. to follow a sequence, such as events, illustrations, or phases of an
argument;
10. to infer from the text (read between the lines);
11. to make conclusions; and
12. to identify the writer's intention and perspective.

A taxonomy of reading microskills has been put up by Brown in Mueller &

Tiffany (n.d.) in relation to the aforementioned reading abilities. The taxonomy gives
a general overview of the skill processes that students must master in order to
become proficient readers. The taxonomy of reading microskills includes the
following:

1. Differentiate between the distinctive Orthographic and grapheme English linguistic

trends.
2. Keep passages of language from varying short-term lengths memory.
3. Processing written material quickly sufficient speed for the job.
4. recognize a basic vocabulary, and the analysis of word order patterns, and their
importance
5. understanding grammatical terms systems, (such as classes, verbs, etc.
agreement of tenses, pluralization), elliptical shapes and rules.
6. Realize that a specific meaning may be expressed in various ways. grammar
structures.
7. Understand cohesive devices in textual communication and its function in
indicating the connection clauses in between and between.
8. Know the rhetorical structures of textual communication and their meaning in
terms of interpretation.
9. Understand the communicative based on the functions of written texts to shape
and objectives.
10. Use background information to infer implicit context.

11. Use the details of events, thoughts, etc. to infer relationships between them,
determine causes and effects, and identify things like the main idea, a supporting
notion, new information, generalizations, and exaggerations.
12. Differentiate between implicit and actual meanings.
13. Recognize references that are culturally distinctive and interpret them in light of
the relevant cultural schemata.
14. Create a toolbox of reading techniques and put them to use, including skimming
and scanning, spotting discourse markers, deducing word meanings from context,
and activating schemata for text interpretation.

Additionally, it is implied in the lists that writing skills and reading

comprehension skills are strongly intertwined, particularly when it comes to
understanding how the material is organized. The two main language abilities here
reinforce one another.

2.3.4 - The Variables involved in Comprehension

Shrum & Glisan (1994:114-116) review some research findings on the

variables involved in comprehension. According to them, there are six variables that
affect comprehension, both oral and written. The first variable is the importance of
context and background knowledge in understanding input. The degree to which the
reader is able to merge input with previously acquired knowledge structures or
schemata, determines how successful he or she will be in comprehending. This
linking of new and existing knowledge helps the reader make sense of the text more
quickly.

The second variable is the degree to which the reader uses strategies such
as guessing in context. Prediction of forthcoming input is one characteristic of native
readers’ processing. Many studies support the claim that learners who interact with
text through strategies such as predicting, skimming, scanning, and using
background knowledge comprehend much better than those who fail to use these
strategies.

The third factor is the task's nature or the reason for reading. The kind of
strategy needed depends on the type of task. Extensive and intensive reading styles
have various goals and requirements.
In addition, the skills needed for extensive reading, which is typically done for
enjoyment, include the capacity to comprehend primary ideas, locate specific
information, and read swiftly. On the other hand, intensive reading, which is typically
reading for information, calls on the capacity to read for specifics, comprehend
implication, and follow relationships of thought across the text.

The fourth factor has to do with how much text is provided for comprehension.
Students are often given shorter, edited books to read at the beginning level.
studying and processing Word-for-word processing techniques are more frequently
used in shorter texts since the Greater attention to detail is possible thanks to
memory demands. Despite the fact that they demand more top-down processing,
longer texts may be easier for kids to understand because they are more unified and
captivating to them.
 The kind of written content that is being provided is the fifth element in the
comprehension process. The ease of the grammatical constructions and the
vocabulary's familiarity have traditionally been used to assess the difficulty of texts.
This might be because comprehension tests focus more on vocabulary and grammar
than on how well students interact with the text's message. However, actual
investigations showed that reading texts with strange language and vocabulary does
not dramatically alter comprehension. When choosing texts, teachers may want to
give more weight to other aspects including the text's quality in terms of factual
consistency and coherence, as well as the learners' motivation and background
knowledge.

The way new language is handled is the sixth comprehension-related factor.

It is known that using vocabulary lists with definitions offers little to aid the reader in
expanding their vocabulary or improving their reading comprehension. It will be more
successful if new terms are introduced in relation to the text's themes and discourse
rather than by their definitions from dictionaries. Instead, the teacher links text
material to reader background knowledge through pre- and post-reading discussion.

Therefore, the instructor should take into account the following factors in order
for students to interpret written materials well: (1) Information about the student's
history, (2) techniques used by students in the comprehension assignment, (3) the
goal of reading or the nature of the task, (4) the length of the text, (5) the type of text,
and (6) how new vocabulary is treated. The debate has gone over the nature of
reading, schema theory, reading comprehension, and the factors that affect reading
comprehension. The three models of reading—Bottom-Up, Top-Down, and
Interactive—are briefly explained while examining the nature of reading. The
Schema Theory then supports what was said in the section on the nature of reading.

Finally, three topics have been covered in order to review reading

comprehension: The History of Reading Instruction, Types and Purposes of
Reading, and Cognitive Reading Skills. The last factors in comprehension are (1)
the significance of context and background knowledge in understanding input, (2)
the extent to which the reader applies techniques to understand the text, and (3) the
purpose for which the reader is reading. (4) The length of the text presented for
understanding, (5) The sort of written material presented, (6) How to handle the
language, and (7) The nature of the work or reading.

The researcher wishes to assist individuals engaged in the development of

reading materials as well as the teaching of reading comprehension by broadening
their knowledge and understanding.

2.4 - Teaching Reading Comprehension

A teacher's guideline for assisting students in quickly understanding a

material is to teach reading comprehension. Teaching reading comprehension is a
multi-faceted, extremely complex process that involves interaction between students
and teachers, according to Klingner, Vaughn, and Boardman (2007:8). According to
Harmer (2008: 99), a teacher who wants to teach reading comprehension needs to
take into account a number of factors, including the students' motivations for reading,
their reading abilities, and the reading principle. Akil (1994) separated the three
stages of comprehension:

a. Literal level refers to information and are implied rather than expressed
ideas that are expressed precise in the precise.
text. c: Applied Level
b. Interpretive level refers to the
process of determining concepts that

Reading the lines, reading in between the lines, and reading beyond the lines
are the three stages of understanding, according to Anderson (1969). Literal
meaning, or the first level, refers to what the author actually said. The second level
is known as interpretation; it deals with what the author intended to say, and the final
level is known as inference and generalization; it deals with what generalizations
would be drawn.

In addition, Penny (2004) asserts that there are three key concepts for
teaching reading comprehension: take advantage of the reader's prior knowledge,
develop a broad vocabulary, and teach for comprehension. Therefore, if the pupils
are able to use the aforementioned concepts, the objectives of teaching reading
comprehension have been accomplished. The success or failure of reading text
comprehension depends on a variety of variables. Reader, text, and activity are three
categories into which these variables might be divided.

Catherine (2002: 11) divides reading comprehension into three parts. First,
the reader, who is responsible for understanding the text, followed by the text itself,
the text that needs to be understood, and third, the activity, or the tasks that need to
be completed in the classroom in order to understand the text. The reader doing the
comprehending is one of the first aspects affecting comprehension. He or she should
be capable of reading and understanding the text. The reader's abilities, including
their sight-word vocabulary, decoding skills, prior knowledge, level of intelligence,
and memory capacity, all have an impact on how well they comprehend. The written
material itself, or the text, is an another 23 component that affects understanding.

Every case of effective or poor comprehension depends on the complexity

and density of the concepts, the rate at which the ideas are expressed, and the
vocabulary used to communicate in the text. Furthermore, depending on the degree
of complexity of the text's elements or the language used in it, it may be tough or
simple to understand. Third, by doing some tasks to understand, the reader is said
to be engaging in an activity. Because motivation and interest in the subject matter
affect comprehension, reading engagements as a relationship between the reader
and the material also come into play.
 In summary, key determinants of comprehension include the reader, the text,
and the activity. To put it another way, a successful reader must possess a variety
of skills, including the ability to comprehend complex textual or linguistic features
(such as genre, syntax, sentence structure, and vocabulary), as well as the
motivation and purpose for reading as well as good word recognition, fluency, and
superior memory intelligence for remembering and connecting to prior knowledge.

2.4.1 - Report Text

Reading includes a variety of fascinating text formats for the process of Report
texts are used in classroom instruction and learning. Because this book will be used
to implement these strategies, the author has chosen to just describe report content.
A report is a piece of writing that provides information. It is the outcome of meticulous
observation and research (Jullie Alemi : 2008). Grace agreed and stated in her
handbook that a report text is one that provides details on something to describe
how things are, such as a man-made object, an animal, or a plant.

It is therefore evident that the report language discusses how certain things
are done and frequently makes reference to natural phenomena, animal behavior,
and scientific objects. Reports are typically written after thorough observation.

Additionally, the aim of a text report is to provide a truthful account of

something, someone, someplace, or the same action after conducting research and
gathering information (Perry and Ron; 2001). And, the general report text structure
is as follows: (a) General classification (introduce the report's subject, such as the
class or subclass). (a) Identification: This section describes the portion, qualities,
behavior, habit, way, or survival of the phenomenon under discussion. As stated by
before, the signs of a report text are that the students can recognize the specific
details in the text, explain the primary idea of the text, explain the 25 meanings and
references of words in the text, and be able to draw a conclusion.
 The students know and understand about the report language if they can
comprehend the aforementioned signs. The following is an example of report text:

In the example of report text above, absolutely it has the language feature of report
text, they are:
a. The use of general nouns
b. The use of relating verbs
c. The use of behavioral verbs
d. The use of technical terms.
e. Using simple present tense
 In summary, a report text is a piece of writing that provides information about
a subject, including a general description.

2.5 - The Nature of Prior Knowledge of Vocabulary and Grammar

2.5.1 - Prior knowledge Definition

Prior knowledge or previous knowledge refers to all of the Readers' own

experiences as well as knowledge they have acquired elsewhere are all considered.
According to Adams (2012), a reader's prior knowledge of the grammar and
vocabulary is referred to as prior knowledge. The written text is given life and is made
more relevant in the reader's imagination using this understanding. Swales (1990, p.
19) asserted that previous knowledge should be made up of two basic elements:
"our assimilated direct experiences of life and its myriad activities, and our
assimilated verbal experiences and contacts. By using the students' existing
knowledge, teachers can assist the students in making the transition from the
unfamiliar.

2.5.2 - Prior Knowledge of Vocabulary

One of the language components that is crucial to language development is

vocabulary. Definitions of the vocabulary would be provided in the next paragraph
from various sources. According to Napa (1991), vocabulary is one of the elements
of language and a language cannot exist without words. Since speakers cannot
convey meaning or interact with one another without vocabulary, it can be inferred
that vocabulary is a word-based part of the language that gives it meaning. One of
the key skills that language learners need to master is vocabulary. According to
Penny (2000:60), a person's knowledge of words can be thought of as their
vocabulary. To put it another way, this vocabulary aids language learners in making
sense of reading texts. Without language expertise, pupils will find it challenging to
comprehend the content.
 Passive and active vocabulary are the two categories that Haycraft (2001:44)
divides the vocabulary into. He identified the terms in the active vocabulary as those
that belong in speaking and writing. The words used to understand a text while
reading or listening are then referred to as passive vocabulary.

The kids' mastery of vocabulary is a crucial component of learning to read.

Making sure that children can build sentences while expressing their ideas and
thinking is highly helpful. In addition, it is obvious that vocabulary is a crucial reading
skill, according to Nation (1990). The 28 kids must master vocabulary because it is
an essential component of reading success.

Then again According to Polly (2005:39), pupils who have a strong vocabulary
are more likely to meet higher language proficiency criteria, which in turn makes it
easier for them to continue learning about the world throughout their lives. Students
who lack a strong vocabulary, however, find learning to be more challenging. Poor
vocabulary skills are a barrier for pupils since they slow down and interfere with their
ability to acquire a language quickly.

The argument made above is reinforced by Wainwright (2006: 33), who also
asserted that vocabulary is a key component of reading and that the more words
one knows, the simpler it is to understand what they are reading. Students find it
challenging to learn any news or information that is provided in any printed document
without vocabulary.

Nation (1990) asserts that language use is a crucial reading ability. The pupils
must become proficient in vocabulary since it will aid them in reading. Because of
this, it is impossible for children to comprehend without developing your vocabulary.
It is obvious that pupils need a strong vocabulary to overcome the challenges of
learning English, particularly to comprehend reading materials.
 In English, there are several kinds of vocabulary. Specifically, Fries (1974:45)
divides English words into four groups:

a. Content words:
The words in a content contain the names of items or things that are
concrete nouns (such as "dog," "motorcycle," and "box"), action
associated with those things (such as "drive," "hit," and "push"), and
attributes of those things (such as "charming," "beautiful," "heavy," and
"tall") (carefully, here, now).

b. Function words:
These words are those that are used to express the relationship between
grammar and structure. Auxiliaries, article (a, an, the), conjunction (and,
nevertheless, but), and others (do, does, did).

c. Substitute words:
Function words, also known as indefinites, are words that substitute for
complete words from classes of words by representing specific actions or
individual entities (anybody, anyone, somebody, and everybody).

d. Distributed words:
Distributed words, such as any, either, and neither, are ones that vary in
usage based on grammatical factors such as the presence or absence of
a negative.

Based on the aforementioned views, it can be said that vocabulary is a

collection of words that are employed in interpersonal communication and contain
practical concepts, knowledge, and meaning. It is challenging for a learner to study
and use the language if they haven't mastered a sizable 30 amount of vocabulary. It
implies that acquiring new words is very helpful, especially when reading. People
acquire ideas at a faster rate when they learn more words. People can efficiently
converse with one another as a result. and if the kids have a large vocabulary, they
may find it easy to understand the content.

The researcher employed content terms (nouns, verbs, and adjectives) in this
study.

2.5.3 - Prior Knowledge of Grammar

One of the parts of language is grammar. If the language is to be employed,

one must master the pattern of shape and arrangement by which the words are put
together. Anyone who speaks a language must be familiar with its grammar.
According to River (1969:78), it is more efficient to create utterances based on the
fundamental structures they create new utterances. It is obvious that grammar plays
a crucial part in reading; if readers are aware of the rules, they will be better able to
understand what is being read.

There are several benefits to learning grammar, one of which is that it

enables one to comprehend the elements that give sentences and paragraphs their
clarity, intrigue, and precision. It describes the many kinds of words and word groups
that make up English sentences. It enables us to comprehend that all dialects and
languages adhere to grammatical rules.

English lessons for high school students differ from those for students in
lower grades. Senior high school students should receive a more thorough education
in English, with an increased focus on proper sentence construction. Grammar
concepts like the past tense, present tense, and present continuous tense should be
mastered by students. Other than that, as this is a step-in learning English as a
second language, students should be able to recognize adjective clauses, verbs,
and other adverb connectors.
 There are three grammar points that should be mastered by senior high school
students:

1. Subject-verb agreement must be presented; singular subjects must match

singular verbs, and plural subjects must match plural verbs. The third person
simple present is the only verb form that is impacted by this rule, but because
students use this verb form so frequently in their studies, it is crucial that they
learn the subject-verb agreement rule as soon as feasible.

2. Correct word class (noun, verb, adjective, and adverb): According to what
they are accomplishing in the sentence, words must be utilized in their correct
form. A word must be in noun form if it is being used as a subject or an object,
in adjective form if it is being used to describe a noun, and in adverb form if it
is being used to qualify a verb.

3. Verb tense consistency: It implies that all verb tenses must be same. Stick to
the present tenses, for instance, when describing something that is currently
happening, and the past tenses, when describing something that occurred in
the past. Simple, continuous, and perfect present tenses are used in the
present. the past simple, past continuous, and past perfect tenses.

According to Harmer (1999), understanding grammar allows for virtually

limitless language inventiveness. Grammar knowledge is crucial because it can
serve as an advance organizer, and knowledge of the regularities can act as a
machine to generate potentially large numbers of novel sentences. Advance
organizer is important in the acquisition process because learners who are familiar
with grammar instinctively organize and take attention of the input presented to them.

Rendering to Larsen-Freeman (2001:251), grammar is about form, and

giving students rules is one approach to teach form. However, grammar is about
much more than form, and teaching it can still be accomplished by merely giving
students rules. Additionally, Richard and Renandya (2002:145) claim that one of the
most contentious topics in language teaching is the place of grammar.

The writer infers that grammar is a crucial skill to acquire from the phrase
above. Grammar and language are inextricably linked because without a solid grasp
of grammar, students will not be able to master the language. The study of language
forms and structures is a component of grammar. It indicates that if pupils wish to
create a sentence with a decent structure, grammar is the aspect they need to have
a strong grasp of. By studying grammar, kids may more easily comprehend how to
organize their sentences and compositions.

As said by Fromkin and Rodman (1983:12), in order to comprehend the

nature of language learners, one must also comprehend the nature of the
internalized, unconscious set of rules that make up every language's grammar.
Because of this, grammar is crucial for those wishing to learn a new language.

Consistent with the preceding statement, grammar contains some

principles that students can use to construct sentences out of a collection of words.
Students who can correctly employ grammar are considered to have good English.
Also, reading comprehension is greatly influenced by grammar, which plays a
significant part in the learning of English. A student who wants to receive a text
message must be aware of how the text is formatted in order to fully comprehend
what the writer intended. If they struggle with grammar, they will also struggle with
reading comprehension.

The use of broad nouns, relating verbs, technical terminology, and the
usage of the simple present tense are the areas where prior knowledge of grammar
is concentrated in this study.

a. General Nouns:
General nouns are words used to name general items rather than specific
ones. Ex: Jeans >< Levis, Hunting dog >< My dog
 b. Relating verbs:
Relating verb involve states of being and having. They are used to identify
something or to assign a quality to something (attributive). Ex: is, am, are,
have, look, seem, etc.
c. Technical terms:
It is a word that has a specific meaning within a specific field of expertise. Ex:
about “music” means that in the text should explain about all of the terms of
music.
d. Simple Present Tense:
It is the one we employ when an action is currently occurring or when it occurs
frequently. The present simple tense is made from of Depending on the
person, you can either use the root form or terminate it with -s or -es.

2.6 - The Nature of Listen – Read – Discuss (LRD) strategy

2.6.1 – The definition of listen – read – discuss (LRD) strategy

Students can grasp texts by using the listen-read-discuss method. The

instructor offers the students a brief lesson. The students then read the paragraph
that the teacher had just mentioned. The facts the students read and the teacher's
lecture are discussed by the class after reading. The pupils can utilize their existing
knowledge with the aid of this method.

According to Jennifer Hamilton's paper, the listen, read, and discuss

method of teaching reading content is effective because it allows pupils to hear the
teacher lecture first before beginning to read. The students draw on their past
knowledge of the text in this step. because the content is addressed prior to reading,
the discussion then includes the problem readers.

Tarek Elabsy (2013) also backed up Jennifer Hamilton's assertion,

saying that struggling students who have trouble reading proficiently on their own
benefit from this practice because they utilize their existing knowledge by listening
to the teacher's presentation of the subject. For deeper understanding, the teacher
wants the pupils to read, debate what they read with one another, and listen to his
or her presentation. Therefore, the teacher should choose subjects that the pupils
are unfamiliar with in order to ensure their interest.

Another expert who makes a similar claim is Alvermann, who claimed

that the listen-reading-discuss (LRD) technique is a strategy that encourages
students to take an active role in their education. The kids can receive training here
to become better readers, speakers, and listeners. First, the instructor gives a lecture
on a chosen section of the material. The students then read that section in order to
contrast the lecture with the printed material. Following the lecture and reading, the
students and the teacher debate it. (1987; Alvermann).

2.6.2 – The advantages of listen-read-discuss (LRD) strategy

Based on the aforementioned expert view, the researcher draws the

conclusion that the listen-read-discuss (LRD) method is a suitable teaching and
learning strategy for reading since it demands students to actively engage in reading.
Additionally, if the teacher provides some background information on the subject
before reading, it is a fantastic approach for pupils who lack background knowledge
to learn more about it.

Therefore, employing the listen-read-discuss method has many advantages.

One of these advantages is that it helps students to access their prior knowledge.
Then, it can enhance both weak and proficient students' reading comprehension and
content learning. It encourages debate in the classroom and aids pupils in
understanding the oral material delivered. There are three advantages to utilizing
this method, according to Manzo and Rasinski (1985). The first is that it is an
effective tool for enticing struggling readers, particularly L2 learners.
Because the first pages of the text are read aloud, learners who are unable to read
the text independently are nonetheless able to get at least a cursory comprehension
of it. Second, pupils who had no prior understanding of the subject matter can pick
it up during the listening phase, which will make it easier for them to understand the
text during the reading phase. Third, this strategy provides effectiveness in reading
instruction and learning.

This viewpoint is also confirmed by Tarekh Elabsy, who said that this
strategy has advantages in each phase. The first step, "listen," gives pupils crucial
background knowledge and a text structure that makes it more approachable to
readers of different reading levels. With this preview, pupils are more inclined to read
and are free to concentrate on the meaning of the text rather than struggling to
understand entirely unfamiliar words and ideas. This section also serves as an
example for the reading process by showing how the teacher analyzed the text,
selected key concepts, made use of the text's organization, and summarized the
information. The second option, "read," offers time for serious reading. If done in
pairs, it gives struggling readers extra support and a chance to talk. The final option
is "discuss," which gives pupils the chance to express their thoughts and utilize the
text to back them up. Students should gradually take on more of the discussion's
leadership roles. (1985; Tarekh Elabsy).

Also., it is not overstated to suggest that this approach is ideal for

boosting pupils' reading comprehension in the classroom given the fact that so many
kids still struggle to comprehend text. As a result, the students lack the knowledge
necessary to comprehend the topic at hand and identify its essential idea. The
students occasionally need to use conversation to further their understanding.
Through discussion, the students can exchange information about the subject,
examine key passages from the text, and discuss and analyze problems with
partners or the class as a whole.

2.6.3 - Teaching Procedure of Listen-read-discuss (LRD) strategy

Manzo and Casale (1985) claim that a straightforward alternative to this

strategy exists. Students are better prepared for reading simply by altering the order
of traditional education. Observe how this method speeds up the instructions in the
procedures below and allows for several repetitions of the information. The steps in
this plan of action are:

1. First, choose a section of the text to read.

2. Second: Deliver the data from that section of the text in a well-structured
lesson for between 5 to 15 minutes.
3. Third, assign pupils to read the same information as it appears in the book.
Since they just listened to an overview, they will now be reading.
4. Fourth, hold a discussion about what the pupils have just read and heard.
Three inquiries. The discussion of the text is helped by the questions.
1. What did you understand most from what you hear and read?
2. What did you understand least from what you heard and read?
3. What questions or through did the lesson raise in your mind about
the content and / or about effective reading and learning?

5. When they have finished, have the students set the reading aside, ask
these questions:

1. Do you understand about what you just read?

2. What don not you understand about what you just read?
3. What questions do you still have about this subject?

In one of his publications, Successful Reading Strategy for Second Language

Learners, Tarekh Elabsy said that this practice involved students listening to a
teacher deliver a brief lecture while also completing a graphic organizer to aid in
comprehension. Then the teacher gives the pupils the chance to read and have a
detailed discussion with the class about what they read. Students who struggle to
read fluently on their own gain from this practice by consolidating their existing
knowledge by paying attention to the teacher's presentation of the subject. 40
students are asked to listen to the teacher's presentation. to read and share what
they read with one another in order to grasp it better.
Additionally, the method documented the following instructions for applying the
listen-read-discuss technique in her journal:

1. Listen: During a brief lecture on the reading material chosen, the instructor
informs the class about the book they will be reading. In this instance, the
teacher tries to activate the students' prior knowledge by utilizing a graphic
organizer to structure the lecture. This stage should take between 10 and
15 minutes, and a sample visual organizer is provided below. (Figure.1)

2. Read: asks students to read a text. The content is similar with the material
presented during the “listening” portion of the lesson.
3. Discuss: the teacher, will lead a classroom discussion of the material that
was read and encourage students to reflect on any differences between
their reading of the content on teacher’s presentation.
4. Ask for volunteers to read their speeches aloud.
 2.6.4 - Operational Concept

We need an operational notion because the theoretical concept is still in its

abstract form, causing confusion and misinterpretation.

Three factors will be utilized. The first is the teacher's strategy for teaching
reading, known as the Listen-Read-Discuss (LRD) method. Students' prior
knowledge is the second factor. The third factor is how well students understand
what they read. Students' prior knowledge is a medium variable, their
comprehension of the text is a dependent variable, and the Listen- Read- Discuss
(LRD) technique is an independent variable.