NARRATIVE TEXT MENINGKATKAN KEMAMPUAN MEMBACA DENGAN MODEL DISCOVERY LEARNING DI KELAS VIII SMP NEGERI 2 CIGUGUR - Susilowati, Yuyun (JGuruku: Jurnal Penelitian Guru, 2024)
ABSTRAK Rendahnya kemampuan membaca narrative text mempengaruhi hasil belajar siswa. Hasil belajar siswa dalam pembelajaran Bahasa Inggris tergolong rendah, yaitu dari keseluruhan 16 siswa, cuma beberapa siswa yaitu 5 siswa atau 31,25 % yang mempunyai nilai di atas Standar Kelulusan Minimal (KKM) dan 11 siswa (68,75%) mempunyai nilai di atas KKM. Sedangkan KKM yang ditetapkan sekolah untuk pembelajaran Bahasa Inggris adalah 75. Karena itu, guru yang bertindak sebagai peneliti disini ingin menggunakan model discovery learning. Pada pra siklus kemampuan berbicara bahasa ingggris materi narrative text masih rendah, hal ini berdampak pada hasil belajar siswa. Siswa yang hasil tesnya memuat jumlah siswa yang mampu memenuhi KKM lebih rendah dibandingkan siswa yang tidak mampu memenuhi KKM. Artinya, 31.25% dapat memenuhi KKM dan 68,75% tidak dapat memenuhi KKM. Pada siklus I siswa yang sudah mencapai ketuntasan belajar pada kondisi awal 31,25% dan pada siklus I 75%, jadi terjadi kenaikan 45%. Sedangkan siswa yang belum mencapai ketuntasan belajar terjadi penurunan sebanyak 45% yaitu pada kondisi awal 68,75% dan pada siklus I menjadi 25%. Peningkatan hasil belajar Bahasa Inggris yang terjadi setelah adanya tindakan pada putaran siklus I tersebut, maka indikator kinerja yang telah ditentukan adalah 80%. Sedangkan hasil tindakan siklus I mencapai 75%, jadi indikator kinerja pada penelitian ini belum tercapai maka untuk mencapai hasil sesuai indicator kinerja yaitu sebesar 80% perlu dilanjutkan pada siklus II. Hasil Pengamatan Terhadap Siswa siklus II: pronunciation siswa sudah bagus, penguasaan vocabulary sudah banyak, grammar yang di gunakan siswa bagus, fluency/kelancaran siswa dalam membaca narrative text sudah bagus, siswa sudah percaya diri dalam membaca narrative text. Pada siklus II siswa yang sudah mencapai ketuntasan belajar pada siklus I 75% dan pada siklus II 100%, jadi terjadi kenaikan 24%. Sedangkan siswa yang belum mencapai ketuntasan belajar terjadi penurunan sebanyak 23% yaitu pada siklus I 25% dan pada siklus II menjadi 0%. Peningkatan hasil belajar Bahasa Inggris yang terjadi setelah adanya tindakan pada putaran siklus II tersebut, maka indikator kinerja yang telah ditentukan adalah 75%. Sedangkan hasil tindakan siklus II mencapai 100% jadi indikator kinerja untuk penelitian ini telah tercapai. Kata kunci: Kemampuan Membaca; Model Discovery Learning NARRATIVE TEXT IMPROVING READING SKILLS USING THE DISCOVERY LEARNING MODEL IN CLASS VIII OF SMP NEGERI 2 CIGUGUR ABSTRACT Low ability to read narrative text affects student learning outcomes. Student learning outcomes in English learning are relatively low, namely from a total of 16 students, only a few students, namely 5 students or 31.25%, have scores above the Minimum Graduation Standard (KKM) and 11 students (68.75%) have scores above on KKM. Meanwhile, the KKM set by the school for learning English is 75. Therefore, the teacher who acts as a researcher here wants to use the discovery learning model. In the pre-cycle, the ability to speak English in narrative text material was still low, this had an impact on student learning outcomes. Students whose test results contain a lower number of students who are able to meet the KKM than students who are not able to meet the KKM. This means that 31.25% can meet the KKM and 68.75% cannot meet the KKM. In cycle I, 31.25% of students had achieved learning mastery in the initial condition and in cycle I 75%, so there was an increase of 45%. Meanwhile, students who had not yet achieved learning completeness experienced a decrease of 45%, namely in the initial condition it was 68.75% and in the first cycle it was 25%. The increase in English learning outcomes that occurred after the actions in the first cycle round, the performance indicator that had been determined was 80%. Meanwhile, the results of the actions in cycle I reached 75%, so the performance indicators in this research have not been achieved, so to achieve results according to the performance indicators, namely 80%, it is necessary to continue in cycle II. Results of observations on students in cycle II: students' pronunciation was good, mastery of a lot of vocabulary, the grammar used by students was good, students' fluency in reading narrative text was good, students were confident in reading narrative text. In cycle II, students who had achieved learning mastery in cycle I were 75% and in cycle II 100%, so there was an increase of 24%. Meanwhile, students who had not achieved complete learning experienced a decrease of 23%, namely in the first cycle it was 25% and in the second cycle it was 0%. The increase in English learning outcomes that occurred after the actions in the second cycle round, the performance indicator that had been determined was 75%. Meanwhile, the results of the second cycle of action reached 100%, so the performance indicator for this research has been achieved. Keywords: Reading Ability; Discovery Learning Model