USING PROJECT-BASED LEARNING IN TEACHING NARRATIVE TEXT TO ENHANCE LEARNERS’ READING COMPREHENSION

This research aims to find out how project-based learning as a strategy in teaching narrative texts can enhance reading comprehension in the eighth grade of SMP Islamiyah Serua, Depok. This data used interviews, observations, and assessments. The research adopted classroom action research that consists of planning, action, observation, and reflection by Kemmis McTaggart, which was carried out in two cycles and every cycle consists of 3 meetings. The findings indicated enhancement with positive learners’ responses through implementing project-based learning. Furthermore, learners' scores on reading comprehension of narrative texts experienced a gradual increase in each assessment. Only five learners, or 20%, passed the Minimum Mastery Criteria before implementing this strategy. Then, there was enhancement when implementing project-based learning in narrative text; nine learners passed the assessment criteria or 36%. Learners’ scores continued to increase on post-assessment 2, where 22 learners or 88%, passed the assessment criteria with an average of 81.24. In conclusion, project-based learning can enhance learners’ reading comprehension, especially in teaching narrative text.