The research was conducted in order how the Listen-Read-Discuss strategy improves students’ reading comprehension of recount text. This research was done by using classroom action research. It was carried out with tenth-grade students of SMA Negeri 2 Sungai Raya in the academic year of 2021/2022. The subject of this research was the science IPA 3 class which consist of 36 students. The instruments used to collect the data were field notes, and reading tests. To analyze the data, the researcher used qualitative and quantitative data. In qualitative data, the researcher analyzed the data by data reduction, data display, and drawing conclusions. In quantitative data, the researcher analyzed the data from the test which was calculated by the mean score in each cycle.
Based on the result of qualitative data, the finding of this research showed that during the teaching and learning process by Listen-Read-Discuss, the student’s improve and reading activity in were classrooms was improved. The field note showed that the student’s performance was improved from the first cycle to the second cycle. Furthermore, the result of quantitative data showed that the students’ mean score of reading comprehension in the first cycle and the second cycle improve reading comprehension.
Furthermore, the factor also influences improving students' reading comprehension through Listen-Read-Discuss strategy is an internal factor consisting of difficulties to understand main ideas, factual information, vocabulary, identifying references, identifying inferences. Based on the result of the research in this case, the author recommends to teachers that teachers should make better and more creative ways in applying techniques to teach reading skill. It can overcome students' difficulties in understanding longer reading materials texts and improve students' understanding of the material being taught.

Key words: Reading Comprehension, Listen-Read-Discuss, Classroom Action Research.