KEEFEKTIFAN MODEL COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) DALAM PEMBELAJARAN MEMBACA INTENSIF TEKS ESAI

Abstract

Abstrak

Penelitian ini dilatarbelakangi oleh pentingnya kemampuan membaca intensif dalam kehidupan dan pembelajaran pada siswa. Data menunjukkan bahwa siswa di Indonesia memiliki minat membaca rendah, hal ini menunjukkan pula kemampuan memahami teks yang rendap. Hal tersebut dialami pula oleh siswa kelas XI IPA 2 SMA Laboratorium Percontohan UPI. Di sisi lain, penerapan model pembelajaran (strategi) diharapkan dapat membantu siswa untuk mempermudah memahami wacana. Cognitive Academic Language Learning Approach merupakan salah satu strategi yang dapat membantu siswa untuk meningkatkan kemampuan berbahasa. Penelitian ini menggunakan metode eksperimen semu untuk membuktikan keefektifan penggunaan model CALLA dalam membaca intensif teks esai yang diterapkan pada siswa kelas XI IPA 2 SMA Laboratorium Percontohan UPI sebanyak 27 siswa. Hasil penelitian menunjukkan peningkatan kemampuan siswa yang signifikan dalam membaca intensif teks esai. Signifikansi didapat dari hasil perhitungan uji-test rata-rata nilai posttest dan pretest sebesar sig. 0,029 yaitu lebih kecil dari α (0,05). Jadi, terdapat perbedaan yang signifikan antara sebelum dan setelah diterapkan model pembelajaran CALLA pada pembelajaran membaca intensif teks esai.

Kata kunci: membaca intensif, CALLA, model pembelajaran, teks esai, eksperimen.

Abstract

This research was motivated by the importance of intensive reading skills in the life and learning of students. The data shows that Indonesian students have low rate of reading interest, which also indicates limited ability to understand texts. Among them are students of class XI IPA 2 in Laboratorium Percontohan High School in UPI. However, it is expected that the application of the learning model (strategy) can help students understand discourses more easily. Cognitive Academic Language Learning Approach (CALLA) is a strategy that can help students improve their language skills. This study used a quasi-experimental method to prove the effectiveness of CALLA model in reading essays intensively as it was applied to 27 students of class XI IPA 2 in Laboratorium Percontohan High School in UPI. The results showed a significant increase in students' ability in intensive essay-reading. The level of significance of 0.029 was obtained from the results of the calculation of the average posttest and pretest scores, which is smaller than α (0.05). In other words, a significant difference was confirmed before and after the application of CALLA learning model in learning reading essay intensively.

Keywords: intensive reading, CALLA, learning model, essay, experiment