THE APPLICATION OF CALLA METHOD TO IMPROVE READING COMPREHENSION ON NARRATIVE TEXT FOR THE STUDENTS OF SMP

Abstract

Abstract: The research wanted to observe how the process of teaching narrative text through CALLA method and how CALLA method can improve the students’ reading comprehension on narrative text, the research design of this study is Classroom Action Research (CAR) applying Kemmis and Taggat theory (1988) consisting of four steps in each cycle, those are planning, acting, observing, and reflecting. The result of the analyses showed that the students’ reading scores in cycle 1 increased than the reading scores in pre test. In pre test, there were 18 students (58%) who got bad scores, 7 students (23%) who got enough scores, 6 students (19%) who got good score. In the test of cycle I, there were 13 students (42%) who got bad scores, 6 students (19%) who got enough scores, 10 students (32%) who got good scores, and 2 students (7%) who got very good scores. In the test of cycle II, there were no students (0%) who got bad scores, 3 students (10%) who got enough scores, 23 students (74%) who got good scores, and 5 students (16%) who got very good scores. Thus, the teacher did not need to continue to the third cycle. On the other words, CAR stopped at the second cycle because CALLA method has yielded the improvement on the students’ reading comprehension skill. Key words: CALLA method, Narrative text. Abstrak: Penelitian ini ingin menemukan bagaimana proses mengajar bacaan narrative bahasa Inggris melalui metode CALLA dan juga ingin mengotahui bagaimana metode CALLA dapat meningkatkan kemampuan siswa dalam memahami bacaan narrative bahasa Inggris. Penelitian ini adalah penelitian Tindakan Kelas dengan menerapkan teori Kemmis dan Taggat yang terdiri dari 4 langkah pada setiap siklusnya, yaitu: perencanaan, pengajaran, observasi dan refleksi. Hasil analisis menunjukkan bahwa nilai membaca siswa pada siklus1 meningkat dibandingkan dengan nilai pada pre test. Berdasarkan nilai pre test, ada 18 siswa (18%)yang mendapat nilai yang jelek, 7 siswa (23%) mendapat nilai cukup, 6 siswa (19%) mendapat nilai baik. Berdasarkan nilai pada siklus 1, ada 13 siswa (42%) mendapat nilai yang jelek, 6 siswa (19%), mendapat nilai yang cukup, 10 siswa (32%) mendapat nilai baik dan ada 2 siswa (7%)mendapat nilai sangat bagus. Berdasarkan pada hasil tes di siklus 2, tidak ada yang mendapat nilai jelek, 3 siswa (10%) mendapat nilai cukup, 23 siswa (74%) mendapat nilai baik, dan 5 siswa (16) mandapat nilai sangat baik. Dengan demikian tidak perlu lagi di lakukan siklus 3, karena metode CALLA telah terbukti dapat meningkatkan kemampuan siswa dalam memahami bacaan naratif bahasa Inggris. Kata kunci: metode CALLA, bacaan naratif.