ABSTRAKBerdasarkan hasil pengamatan dan wawancara, motivasi dan aktivitas dalampembelajarann masih belum optimal. Untuk mengatasi masalah tersebut, maka diterapkanstrategi KWLA. Penelitian bertujuan untuk meningkatkan keterampilan membaca cerpenmelalui strategi know-want to know-learned-affect (KWLA). Subjek penelitian siswa kelasVII I SMP Negeri 1 Bantul. Penelitian tindakan kelas dilakukan tiga siklus. Setiap siklusterdiri atas perencanaan, pelaksanaan, observasi, dan refleksi. Teknik pengumpulan datadengan observasi, wawancara, tes, dan analisis dokumen. Analisis data menggunakan teknikdeskriptif komparatif dan analisis interaktif dengan analisis kritis. Validitas datamenggunakan triangulasi sumber data, triangulasi metode, dan review informan.Penerapan prosedur strategi KWLA yang efektif antara lain : 1) siswa membacanyaring judul cerpen; 2) siswa diberikan lembar kerja kolom KWLA; 3) kegiatan prabaca,siswa dan guru bertanya jawab apa yang diketahui tentang judul cerpen dan menuliskan dikolom know; 4) siswa meyusun pertanyaan 5W+1H sebagai tahap want to know padaprabaca; 5) siswa membaca sekilas; 6) siswa memperbaiki pertanyaan yang telah dibuatnyasebagai tahap want to know pascabaca; 7) perwakilan tiap kelompok untuk menuliskanpertanyaan di papan tulis, kemudian dipilih pertanyaan yang jawabannya lebih kompleks; 8)siswa membaca cerpen kembali dengan intensif dengan berpedoman pada kolom want toknow; 9) informasi yang diperoleh siswa setelah kegiatan membaca, dituliskan dalam kolomlearned; 10) langkah terakhir, siswa menulis pengaruh cerpen atau amanat yang dapatdiambil untuk diri pribadi di kolom the affect.Hasil kualitas proses motivasi siswa dalam pembelajaran: 1) semangat 48% padapratindakan, 68% di siklus I, 80% pada siklus II, dan 90% pada siklus III; 2)bertanggungjawab 42% pada pratindakan, 55% di siklus I, 58% pada siklus II, dan 70%siklus III; 3) siswa merasa senang dan puas mengerjakan tugas 58% pada pratindakan, 65%di siklus I, 74% siklus II, dan 80% siklus III. Indikator aktivitas siswa dalam pembelajaranmeliputi: 1) berperan aktif 54% di pratindakan, 77% di siklus I, 80% di siklus II, dan 87% disiklus III; 2) bertanya kepada siswa lain atau guru 61% di pratindakan, 71% di siklus I, 77%,pada siklus II, dan 87% pada siklus III; dan 3) melaksanakan diskusi 58% pada pratindakan,65% di siklus I, 83% pada siklus II, dan mencapai 93% pada siklus III. Kualitas proseskinerja guru, kinerja guru optimal 56% pada pratindakan, 81, 25% pada siklus I, 87, 50%pada siklus II, dan optimal 93, 75% pada siklus III. Kualitas hasil keterampilan membacacerpen pada pratindakan persentase ketuntasan 67, 74% berkategori cukup dengan nilai rataratakelas 74, 90, pada siklus I persentase ketuntasan 77, 42% berkategori baik dengan nilairata-rata 77, 42. Di siklus II, persentase ketuntasan 90, 32% berkategori sangat baik dengannilai rata-rata 81, 10, dan pada siklus III persentase ketuntasan mencapai 96, 77% berkategorisangat baik, dengan nilai rata-rata kelas yang dicapai 86, 06%.Kata kunci: membaca cerpen, strategi KWLA, kualitas proses dan kualitas hasilpembelajaran.ABSTRACTBased the result of the observation and interviews of motivations and learning activityis not optimal yet. To overcome these problem, then applied KWLA strategy. The researchaims at enhancing the students’ short stories reading skills by implementing know-want toknow-learned-affect strategy. The participants of the research are the students of Class VII Iof SMP Negeri 1 Bantul. The research is action research with three cycles. Every cycleconsists of four stages namely planning, acting, observing, and reflecting. The data arecollected through observation, interview and document analysis. In analyzing the data,descriptive comparative and interactive analysis techniques with critical analysis are used. Toobtain the data validity, the data source triangulation, method triangulation and reviewinformants triangulation are carried out.Application procedures of effectiveness of KWLA strategy including: 1) student readaloud the title of thr short story; 2) student are given KWLA worksheet column; 3) Prereading activities, student and teachers questioning what is known about the title of shortstory and wrote in the “know” column; 4) student put the WH questions as a stage of “want toknow” in the pre reading activities; 5)Students read by a glance; 6) student refine thequestions that has been created as a stage of “want to know” post read; 7) representatives ofeach group write the questions on the board, then selected the questions that have morecomplexes answer; 8) students repeat to read short storyintensively by reffering to the “wantto know” column; 9) information obtained after reading is written in the “learned” coloumn;10) the final step, student writes the influence of the short story or the moral value that can betaken for personal self in the “the affect”.The result of motivation process in learning: 1) spirit 48% in preaction, 68% in cycleII, 80% in cycle II II, dan 90% in cycle III; 2) responsible 42% in preaction, 55% in cycle I,58% in cycle II, dan 70% in cycle III; 3) the leaners are enjoy and satisfied in doing the task58% in preaction, 65% in cycle I, 74% in cycle II, dan 80% in cycle III. The indicators oflearner’s activity in learning are: 1) active 54% in preaction, 77% in cycle I, 80% in cycle II,dan 87% in cycle III; 2) asking to teacher or friends 61% in preaction, 71% in cycle I, 77%,in cycle II, dan 87% in cycle III; dan 3) discussion 58% in preaction, 65% in cycle I, 83% incycle II, dan 93% in cycle III. The quality of teache’s performing is optimum 56% inpreaction, 81, 25% in cycle I, 87, 50% in cycle II, dan 93, 75% in cycle III. The quality of theshort story reading skill in prection has a completeness percentages 67, 74% is categorized asenough with average 74, 90, pada in cycle I has completeness percentage 77, 42% iscategorized as good with average 77, 42. In cycle II, the completeness percentages 90, 32% iscategorized as very good with average 81, 10, and in cycle III the completeness percentagesis 96, 77% is also categorized as very good with average 86, 06%.Keywords: reading short stories, KWLA strategy, quality of learning process and outcome