The main objective of this research was to investigate students’ reading comprehension in report text after being taught by using the Listen-Read-Discuss (L-R-D) strategy and students’ prior knowledge to the tenth grade students at SMA Negeri 3 Sanggau in the academic year of 2018/2019. This reseacrh is a quantitative and use pre-experimental design. The total population is 192 students at SMA Negeri 3 Sanggau. This researcher applied a cluster random sampling technique to get samples. The total sample is 40 students , with X social 1 as the sample. In collecting the data, the researcher observed by using pre-test, treatment, and post-test.
The result of the experiment showed that the application of the Listen-Read-Discuss (L-R-D) strategy was effective in teaching reading comprehension to the tenth grade students’ at SMA Negeri 3 Sanggau. From the results of using the pre-test, students’ reading score only sum up to 2,336.0 with lowest score 44 and the highest score 80. After the treatment, the score of student’ reading comprehension improved. The score collected from the post-test sum up to 3,064.0 with lowest score 64 and the highest score 96. These score indicating that the application of Listen-Read-Discuss (L-R-D) strategy also gave the students strong effect and it proved by the result of the effect size calculation which is the effect size result was 2.22 is higher than 1.00. so from the score idicating Listen-Read-Discuss (L-R-D) can effect students’ reading comprehension.
From that findings it can be conclude that Listen-Read-Discuss (L-R-D) is recommended in teaching reading. So, Listen-Read-Discuss (L-R-D) is suggested to use by the teacher to increase students’ reading comprehension because Listen-Read-Discuss (L-R-D) gives significant impact in teaching reading.