Abstract:
This study assessed how the combination of Communicative Approach and Cognitive Academic Language Learning Approach (CACALLA) improved the reading skills of the Senior High Scholl students. Specifically, it sought answers to the following questions: (1) How may the students' reading level be described in terms of; Comprehension, Interaction, and Reading Accuracy? (2) What is the thinking and interaction skills' level of the control and experimental groups based on the results of the pre-test and the post-test, considering the following variables: Cognitive, Metacognitive, and Social- affective? (3) Is there significant difference in reading performance in terms of cognitive, metacognitive, and social affective between; pre-test and post-test of control group, pre-test and post-test of the experimental group, and post-test of experimental groups? (4) Does CACALLA significantly affect the students' reading level in terms of; Cognitive, Metacognitive, and Social-Affective? The study used the experimental method of research to measure the performance between the control and experimental groups. The researcher used pre-test and post-test to assess the respondents' reading level. Significant findings from the course of interpretation and analyses of data clearly showed that: the scores in the pre- and post-test of experimental and control groups revealed that there is significant difference in the cognitive thinking skills between the two groups; and that, the experimental group that used CACALLA was found to have significant improvement in terms of metacognitive and social-affective thinking skills. It clearly revealed that CACALLA is an effective strategy for the improvement of the students' reading performance. Taking the results of the study, CACALLA was found to be an effective strategy to enhance students' reading skills; therefore, teachers should use this approach to further improve the students' reading and interaction skills. The approach may be suggested to teachers in Senior High School level to encourage the use of CACALLA for improving the students' interaction and reading performance. This study only observed the outcome of the reading, comprehension and the interaction skills of the students in English. Further studies can be conducted to investigate that CACALLA is truly evident to be an effective tool to learning, specifically focusing on metacognitive skills.
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