This study is aimed to the effect of REAP toward students’ reading comprehension. To know the students’ reading comprehension taught with and without using Read, Encode, Annotate and Ponder (REAP) of the tenth grade students of MA Darul Ihsan Samarinda. To know the significant effect of using Read, Encode, Annotate and Ponder (REAP) toward reading comprehension of the tenth grade students of MA Darul Ihsan Samarinda. The design of this study was quasi experimental. Homogeneous population was all the tenth grade students in Darul Ihsan Samarinda consist of 108 students. Two classes were used as the sample of tenth grade students namely class X IPA 1 as the experimental class and class X IPA 2 as the control class. 27 students in experimental class taught with Read, Encode, Annotate and Ponder (REAP) and 27 students in control class taught without REAP. Pre-test and post-test were conducted to collect the data by giving test that consists of 50 multiple choice items. The treatment conducted in 8 meeting. The data analyzed used T-test by using SPSS version 26. The researcher used T-test in order to find out the significant difference on reading comprehension before and after being taught by Read, Encode, Annotate and Ponder (REAP). The findings of this study showed that, in experimental class the mean score in pre-test was 62.15 and in control group 67.04. It also showed that the result of Sig. 2-tailed was lower than significant level (0.000 < 0.05). Another T-test computation was used in order to see the significant effect between control class and experimental class. The post-test mean score of experimental class was 77.56 and in control class was 69.48. It also showed that the result of Sig. 2-tailed was lower than significant level (0.008 < 0.05). Thus based on the result of the two T-tests above it can be concluded that the Ho was rejected and Ha was accepted. By looking at the analysis of the research findings, it can be concluded that the effect on reading comprehension between experimental and control class which taught with and without Read, Encode, Annotate and Ponder (REAP) seemed to be significant. It meant that reading comprehension which taught by Read, Encode, Annotate and Ponder (REAP) was better than reading comprehension taught without REAP. Using REAP strategy made students follow each steps to improve their reading comprehension in recount text.
Keyword: Experimental Study, Read, Encode, Annotate and Ponder (REAP), Reading Comprehension.