MÉTODE ECOLA DINA PANGAJARAN MACA PAMAHAMAN CARITA PONDOK (Studi Ékspérimén ka Siswa Kelas VIII SMP Muhammadiyah 4 Margahayu Taun Ajar 2021/2022) - Mayrena Rahmawati, - (2022)
Kasang tukang dina ieu panalungtikan nyaéta héngkérna kamampuh maca pamahaman utamana dina pangajaran basa Sunda. Tujuan ieu panalungtikan nyaéta pikeun ngadéskripsikeun kamampuh maca pamahaman carita pondok saméméh jeung sabada di kelas nu ngagunakeun métode ECOLA, kamampuh maca pamahaman carita pondok saméméh jeung sabada di kelas nu teu ngagunakeun métode ECOLA, aspék-aspék anu ngaronjat sabada dilarapkeun métode ECOLA, jeung béda nu signifikan antara kelas nu ngagunakeun jeung teu ngagunakeun métode ECOLA. Pamarekan anu digunakeun dina ieu panalungtikan nyaéta studi ékspérimén murni (True Experiment Design) kalawan ngagunakeun Pratest-Posttest Control Group Design. Populasi dina ieu panalungtikan nyaéta siswa SMP Muhammadiyah 4 Margahayu taun ajar 2021/2022. Téhnik ngumpulkeun data nu digunakeun dina ieu panalungtikan nyaéta tés tulis. Dumasar hasil panalungtikan, kamampuh maca pamahaman carita pondok saméméh ngagunakeun métode ECOLA kagolong kana katégori hadé sedengkeun kamampuh maca pamahaman sabada ngagunakeun métode ECOLA kagolong kana katégori hadé pisan. Kamampuh maca pamahaman saméméh di kelas nu teu ngagunakeun métode ECOLA kagolong kana katégori sedeng sedengkeun kamampuh maca pamahaman sabada di kelas nu teu ngagunakeun métode ECOLA kagolong kana katégori hadé. Aspék-aspék nu ngaronjat sabada ngagunakeun métode ECOLA nyaéta aspék struktur, aspék unsur, jeung aspék basa. Kaopat, aya béda nu signifikan antara kamampuh maca pamahaman sabada ngagunakeun métode ECOLA jeung sabada teu ngagunakeun métode ECOLA. Ku kituna, bisa dicindekkeun métode ECOLA éféktif dilarapkeun dina maca pamahaman carita pondok kelas VIII di SMP Muhammadiyah 4 Margahayu taun ajar 2021/2022. Kecap Galeuh: Maca Pamahaman, Carita Pondok, Métode ECOLA. The background in this study is the low ability to read and understand, especially in learning Sundanese. The purpose of this study is to describe the ability to read and understand short stories between classes that use the ECOLA method and classes that do not use the ECOLA method and the effectiveness of the ECOLA method in teaching reading comprehension of short stories. in class VIII SMP Muhammadiyah 4 Margahaayu. The approach used in this research is a quantitative approach using a pure experimental study method (True Experimental Design) using a Pretest-Posttest Control Group Design. The population in this study were students of SMP Muhammadiyah 4 mArgayu for the academic year 2021/2022. The samples in this study were class VII-B (which used the ECOLA method) and class VIII-C (which did not use the ECOLA method). The data collection technique used in this study was a written test. Based on the results of the study, the ability to read and understand short stories of the experimental class before using the ECOLA method was in the poor category with an average score of 50. After using the ECOLA method, it was in the good category with an average score of 76.2. Meanwhile, the ability to read comprehension in class that did not use the ECOLA method was included in the very poor category with an average value of 40.2. After not using the ECOLA method, it was included in the very poor category with an average value of 48.2. After the parametric test (Independent Sample T-Test) the value of sig. (2-Tailed) shows 0.00 < 0.05. That is, H0 is rejected and Ha is accepted. Therefore, there is a significant difference between classes that use the ECOLA method and classes that do not use the ECOLA method. Based on the final results of this study, it can be concluded that the ECOLA method is effective in teaching reading comprehension of short stories for class VIII at SMP Muhammadiyah 4 Margahayu in the 2021/2022 academic year.