PENERAPAN METODE REAP (READ, ENCODE, ANNOTATE, PONDER) BERBANTUAN TEKS BERWARNA UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN SISWA KELAS IV SDN PANYINGKIRAN 1 KABUPATEN SUMEDANG

Penelitian ini menggunakan metode PTK dan desain penelitian mengacu pada model Kemmis dan Taggart yang terdiri dari empat komponen yaitu perencanaan, tindakan, observasi dan refleksi. Penelitian ini dilatarbelakangi oleh kemampuan siswa yang masih rendah ketika pembelajaran bahasa Indonesia, khususnya pada keterampilan membaca pemahaman. Ketika dilakukan observasi di kelas IV SDN Panyingkiran 1 Kabupaten Sumedang, dilihat dari hasil belajar siswa masih banyak yang belum mencapai KKM, yaitu 72. Untuk memperbaiki kondisi tersebut, maka peneliti menerapkan metode REAP berbantuan teks berwarna. Berdasarkan penelitian yang telah dilakukan, hasil yang diperoleh dengan menerapkan metode REAP (Read, Encode, Annotate, Ponder) berbantuan teks berwarna mengalami peningkatan pada setiap siklusnya. Siklus berhenti ketika semua aspek penilaian seperti kinerja guru, aktivitas siswa dan hasil belajar sudah mencapai target. Penelitian ini berhenti pada siklus III, karena semua aspek sudah mencapai target yang ditetapkan. Ketiga aspek tersebut mengalami peningkatan pada setiap siklusnya, di antaranya yaitu aspek hasil belajar siswa. Pada siklus I, siswa yang tuntas atau mencapai KKM sebanyak 12 siswa dengan persentase ketuntasan sebesar 52%, yang belum tuntas sebanyak 11 siswa dengan persentase ketidaktuntasan sebesar 48%. Siklus II, meningkat menjadi 17 siswa dengan persentase ketuntasan sebesar 74%, sedangkan 6 siswa dengan persentase ketidaktuntasan sebesar 26%. Pada siklus III, meningkat kembali menjadi 87% dengan jumlah siswa yang tuntas sebanyak 20 siswa, sedangkan 13% dengan jumlah siswa yang tidak tuntas sebanyak 3 siswa belum mencapai KKM. Dengan demikian, terbukti bahwa penerapan Metode REAP (Read, Encode, Annotate, Ponder) berbantuan teks berwarna dapat meningkatkan hasil keterampilan membaca pemahaman siswa pada materi teks nonfiksi. Kata Kunci : Membaca Pemahaman, Metode REAP, Teks Berwarna, Keterampilan Membaca This study uses the PTK method and the research design refers to the Kemmis and Taggart model which consists of four components, namely planning, action, observation and reflection. This research is motivated by the ability of students who are still low when learning Indonesian, especially in reading comprehension skills. When observing in class IV of Panyingkiran 1 Elementary School in Sumedang Regency, seen from the student learning outcomes there were still many who had not yet reached the KKM, which was 72. To improve these conditions, the researchers applied the color-assisted REAP method. Based on the research that has been done, the results obtained by applying the REAP method (Read, Encode, Annotate, Ponder) assisted by colored text have increased in each cycle. The cycle stops when all aspects of assessment such as teacher performance, student activities and learning outcomes have reached the target. This research stopped at cycle III, because all aspects had reached the set target. These three aspects have increased in each cycle, including the aspects of student learning outcomes. In the first cycle, students who completed or achieved KKM were 12 students with a percentage of completeness of 52%, which had not been completed as many as 11 students with a percentage of incompleteness of 48%. Cycle II, increased to 17 students with a percentage of completeness of 74%, while 6 students with a percentage of incompleteness of 26%. In the third cycle, it increased again to 87% with the number of students completed as many as 20 students, while 13% with the number of students who did not complete as many as 3 students have not reached KKM. Thus, it is evident that the application of the REAP Method (Read, Encode, Annotate, Ponder) assisted by colored text can improve the results of reading comprehension skills of students in nonfiction text material. Keywords: Reading Comprehension, REAP Method, Colored Text, Reading Skill