JULIANI, ANNISA (2024) THE EFFECTIVENESS OF COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) ON STUDENTS’ READING COMPREHENSION AND VOCABULARY MASTERY AT JUNIOR HIGH SCHOOL. Master thesis, Universitas Sultan Ageng Tirtayasa.

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Abstract

This research aimed to find out the effectiveness of using Cognitive Academic Language Learning Approach (CALLA) in enhancing the students’ reading comprehension ability and vocabulary mastery, and to find out which is more effective with the use of CALLA approach at the eight-grade students of SMPN 9 Cilegon. The researcher picked two classes as control class, and experimental class, which consist 60 students in total by using purposive sampling technique. In conducting the research, the researcher applied a quasi-experimental design with pre-tests and post-tests and collected data used IBM SPSS Statistics 26. Based on the result of the Independent Sample Test, the sig. (2-tailed) value was obtained. The sig. (2-tailed) of reading comprehension in experimental class was 0,004 < 0.05, as well as the value of sig. (2-tailed) of vocabulary mastery obtained in the experimental class was 0.002 < 0.05. It can be concluded that Ha is accepted and H0 is rejected. This showed that a significant effectiveness of CALLLA approach in enhancing the students’ reading comprehension ability, and the students’ vocabulary mastery. The result of effect size was 0.95 (large) for reading and 0.68 (medium) for vocabulary. Referring to the obtained data of effect size, it could be interpreted that CALLA approach was more effective to enhance the students’ reading comprehension. In conclusion, CALLA approach can enhance students’ reading comprehension and vocabulary. It also allows the teacher to create various task and develop vocabulary easy and contextualized development exercises.

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