EFEKTIVITAS PENGGUNAAN MODEL COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) DALAM KETERAMPILAN MEMBACA PEMAHAMAN TEKS SASTRA ANAK BAHASA PERANCIS

• Main Author: Kusumastuti, Muharromah Dwi (Author)
• Format: Book
• Published: 2017-01-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilatarbelakangi oleh kesulitan yang pada umumnya dialami mahasiswa dalam memahami teks sastra anak Bahasa Perancis. Tujuan penelitian ini adalah untuk mendeskripsikan: (1) keterampilan membaca pemahaman teks sastra anak bahasa Perancis mahasiswa sebelum dan sesudah menggunakan model pembelajaran CALLA; (2) efektivitas penggunaan model pembelajaran CALLA dalam keterampilan membaca pemahaman teks sastra anak bahasa Perancis; dan (3) penilaian mahasiswa terhadap penggunaan model pembelajaran CALLA dalam keterampilan membaca pemahaman teks sastra anak bahasa Perancis. Penelitian ini menggunakan metode penelitian deskriptif kuantitatif dalam bentuk praeksperimen dengan desain satu kelompok prates-pascates. Instrumen yang digunakan berupa tes dan angket. Sampel penelitian ini adalah 35 karakteristik keterampilan membaca pemahaman mahasiswa Departemen Pendidikan Bahasa Perancis Semester III Tahun Akademik 2016/2017 Kelas A. Lima tahap model pembelajaran CALLA yang diimplementasikan, yaitu: (1) Persiapan; (2) Presentasi; (3) Praktik; (4) Evaluasi; dan (5) Pengembangan. Hasil perhitungan terhadap data penelitian menunjukkan nilai t_hitung < t_tabel, yaitu nilai t_hitung sebesar -1.65 dan nilai t_tabel sebesar 2.75, maka dapat dikatakan bahwa hipotesis kerja (Hk) ditolak. Selain itu, persentase rata-rata nilai pascates dan prates menunjukkan penurunan -6.9%. Sedangkan dari hasil pengolahan angket menunjukkan bahwa pada umumnya, mahasiswa menyukai teks sastra anak bahasa Perancis dan seluruh mahasiswa memberikan kesan positif terhadap model pembelajaran CALLA. Kata kunci: Keterampilan Membaca Pemahaman, Model Cognitive Academic Language Learning Approach (CALLA), Teks Sastra Anak Bahasa Perancis.   The background of the research is the difficulties that are generally experienced by students in understanding the child literary text in French. The purposes of this study are to describe: (1) the ability of students in reading comprehension skills of child literary text in French before and after using CALLA instructional model; (2) the effectiveness using CALLA instructional model in reading comprehension skills of child literary text in French; and (3) the evaluation of students in using CALLA instructional model in reading comprehension skills of child literary text in French. This study uses descriptive quantitative method in form of pre-experimental design with one group pretest-posttest. Instruments that are used in the form of tests and questionnaires. The sample of this research is 35 characteristics reading comprehension skill of 3rd semester French Education students in A class 2016/2017 academic year. Five phases of CALLA instructional sequence are implemented: (1) Preparation; (2) Presentation; (3) Practice; (4) Evaluation; and (5) Expansion. The result of statistical data shows that t_value < t_table, the t_value is -1.65 and t_table is 2.75. It can be concluded then the alternative hypothesis (Hk) is rejected. Moreover, the average percentage in posttest and pretest score indicate a decrease of -6.9%. Meanwhile, the results of the questionnaire show that in general, students like child literary text in French and all of them give a positive impression of the CALLA instructional model. Keyword: Cognitive Academic Language Learning Approach (CALLA) Model, Child Literary Text in French, Reading Comprehension Skills.

Item Description

http://repository.upi.edu/28146/1/S_PRS_1201862_Title.pdf
http://repository.upi.edu/28146/2/S_PRS_1201862_Abstract.pdf
http://repository.upi.edu/28146/3/S_PRS_1201862_Table_of_content.pdf
http://repository.upi.edu/28146/4/S_PRS_1201862_Chapter1.pdf
http://repository.upi.edu/28146/5/S_PRS_1201862_Chapter2.pdf
http://repository.upi.edu/28146/6/S_PRS_1201862_Chapter3.pdf
http://repository.upi.edu/28146/7/S_PRS_1201862_Chapter4.pdf
http://repository.upi.edu/28146/8/S_PRS_1201862_Chapter5.pdf
http://repository.upi.edu/28146/9/S_PRS_1201862_Bibliography.pdf
http://repository.upi.edu/28146/10/S_PRS_1201862_Appendix1.pdf
http://repository.upi.edu/28146/11/S_PRS_1201862_Appendix2.pdf
http://repository.upi.edu/28146/12/S_PRS_1201862_Appendix3.pdf
http://repository.upi.edu/28146/13/S_PRS_1201862_Appendix4.pdf
http://repository.upi.edu/28146/14/S_PRS_1201862_Appendix5.pdf