USING K-W-L (Know-Want-Learn) STRATEGY TO IMPROVE

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USING K-W-L (Know-Want-Learn) STRATEGY TO IMPROVE

STUDENTS’ READING COMPREHENSION

(A Classroom Action Research at 7th

Grade of SMP N 14 Surakarta in the

Academic Year of 2016-2017)

Arranged by:

YOGI AULIA

K2213076

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2018


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ABSTRACT

Yogi Aulia. K2213076. “USING K-W-L (Know-Want-Learn) STRATEGY

TO IMPROVE STUDENTS’ READING COMPREHENSION” Thesis,

Surakarta: Teacher Training and Education Faculty, Sebelas Maret University,

2017.

This research is aimed to: (1) identify whether and to what extent the use

of KWL Strategy improves students‘ reading comprehension (2) describe the

strengths and weaknesses of using KWL Strategy in the teaching and learning

process of reading.The research uses classroom action research method (CAR).

This research was conducted in two cycles. Each cycle was done in three

meetings. Every cycle consisted of four stages: planning, acting, observing, and

reflecting. The data were collected through test, observation, interview, diary,

field note, and photograph. The students‘ reading comprehension mean score on

the pre-research was 62.14, which increased to 69.6 in post-test1 and 74.68 in

post-test 2. The conclusions of this research are: (1) the use of KWL Strategy can

improve the students‘ reading comprehension and create an effectiveness of

teaching and learning in Reading Comprehension. (2) the strengths of KWL

Strategy in teaching reading are helping students to be more prepared, more

interested and responsible during class; however, the weaknesses of this strategy

are consuming time to fill the chart, some students gave up and refused to

complete the chart and it provides a little chance for interactions among students.

Keywords: classroom action research, KWL strategy, reading comprehension.


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ABSTRAK

Yogi Aulia. K2213076. “USING K-W-L (Know-Want-Learn) STRATEGY

TO IMPROVE STUDENTS’ READING COMPREHENSION” Thesis,

Surakarta: Teacher Training and Education Faculty, Sebelas Maret University,

2017.

Penelitian ini bertujuan untuk: (1) mengidentifikasi bagaimana

penggunaan Strategi KWL meningkatkan pemahaman membaca siswa (2)

menjelaskan kelebihan dan kelemahan dari penggunaan Strategi KWL dalam

proses belajar mengajar membaca.

Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK).

PEnelitian ini dilaksanakan dalam 2 siklus. Siklus pertama terdii dari 4 pertemuan

dan siklus kedua terdiri dari tiga pertemuan. Setiap siklus terdiri dari 4 tahapan:

merencaakan, melaksanakan, mengobservasi dan merefleksi.Data-data

dikumpulkan melalui observasi, wawancara, diary, catatan lapangan dan foto.

Pendekatan yang digunakan dalam pengumpulan data untuk penelitian ini adalah

kualitatif yang didukung dengan kalkulasi statistic sederhana. Subjek dari

penelitian ini adalah siswa kelas 7D di SMP Negeri 14 Surakarta. Siswa di kelas

7D terdiri dari 14 perempuan dan 15 laki-laki.

Nilai rata-rata siswa pada pre-test adalah 62.14 meningkat menjadi 69.6 di

post-test 1 dan 74.68 di post-test 2. Dengan strategi KWL, siswa dapat

meningkatkan kemampuan membaca mereka dan menjadi lebih aktif dan terlibat

dalam proses belajar megajar.

Simpulan dari penelitian ini adalah penggunaan strategi KWL dapat

meningkatkan kemampuan membaca siswa dan meningkatkan keefektifan dari

belajar mengajar di kelas Bahasa Inggris di kelas 7D SMP Negeri 14 Surakarta.

Kata kunci: Penelitian Tindakan Kelas, strategi KWL, pemahaman bacaan.


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MOTTO

“There's nowhere you can be that isn't where you're meant to be...”

(John Lennon)

We will only be met to what we‟re looking for.

(Buya Hamka)

https://www.goodreads.com/author/show/19968.John_Lennon


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DEDICATION

This thesis is especially dedicated to my beloved

Mom,

Dad,

Siblings,

and

All best companions in my life.


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ACKNOWLEDGEMENT

Alhamdulillahirobil‘alamin. All praises be to Allah SWT, the Merciful

Lord, for His blessing, help, guide, and everything during the writing and

finishing of this thesis. The writer would like to acknowledge her deepest

gratitude and appreciation to the following:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University.

2. The Head of English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University, for the permission and

approval to write this thesis.

3. Dr. Abdul Asib, M.Pd. and Hefy Sulistyawati, S.S, M.Pd. her thesis

consultants, for all guidance, suggestions, and patience in guiding the writer

during writing and finishing this thesis.

4. All the lecturers of English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University, for all knowledge shared.

5. Her beloved parents, Bapak Sunaryo and Ibu Sri Murdiyati, for their greatest

love, support, and prayer.

6. Her siblings, Deby Lukmawati, Faizatul al-Fath and Faruq Priambudi who

always support her and share much knowledge with her.

7. Her dearest sister, Ichsanira Purwandari who always supports and

accompanies her all times.

8. Her dear friend, Eda Surya Bagas Prakoso, who helped her as her third

consultant.

9. Satria Agung Wardana S. H who supports her in finishing her thesis.

10. Her dear friends, Vincentius Chrisna, Adinda Gustiani, Sigit Adi Nugroho,

Bahner Theo Messakh, Anggita Ari Annisa and Lintang Enggang Geghana

who occasionally accompanied her while writing this thesis.

11. Her friends in Dua Saudara (Rudi Kahfi, Wira Agung Abrar A.Md, Nobel,

Anggi, Pandu, Adel, etc)


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12. Her friends in English Education Department 2013 for the friendship and

togetherness.

Hopefully, this thesis is useful for the readers. Any criticism and advises

are highly appreciated for the better research in the future.

Surakarta, January 2018

Yogi Aulia


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TABLE OF CONTENTS

TITLE….............................................................................................. i

PRONOUNCEMENT…..................................................................... ii

APPROVAL OF CONSULTANTS.................................................... iii

APPROVAL OF THE BOARD OF EXAMINERS…........................ iv

ABSTRACT........................................................................................ v

ABSTRAK.......................................................................................... vi

MOTTO............................................................................................... vii

DEDICATION..................................................................................... viii

ACKNOWLEDGEMENT................................................................... ix

TABLE OF CONTENTS …................................................................ xi

LIST OF TABLES............................................................................... xiv

LIST OF FIGURES……...................................................................... xv

LIST OF APPENDIX .......................................................................... xvi

CHAPTER I INTRODUCTION

A. Background of the Study.................................................. 1

B. Problem Statements......................................................... 7

C. Objectives of the Study.................................................... 7

D. Benefits of the Study........................................................ 7

CHAPTER II LITERATURE REVIEW

A. The Review on Reading Comprehension......................... 9

1. The Definition of Reading…….................................. 9

2. The Definition of Reading Comprehension................ 9

3. Levels of Comprehension………............................... 12

4. Factor Influencing Comprehension Ability................ 13

5. Questioning Techniques in Comprehension Skill…… 15

6. Skills of Reading…………………………………….. 16

7. Indicators of Reading………………………………... 19


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B. KWL (Know-Want to Know-Learned) Strategy................ 24

1. Definition of KWL…................................................. 24

2. Teaching Steps of KWL Strategy................................. 25

3. The Advantages and

Disadvantages of Using KWL Strategy...................... 27

C. Teaching Reading Comprehension Using KWL................ 30

1. Principle of Teaching Reading .................................... 30

2. Teaching Reading Comprehension to the Seventh

Grade Students of Junior High School ......................... 31

3. Procedure of Teaching Reading Using KWL Strategy 31

D. Review on Related Research……………………….. ........ 33

E. Rationale…………………………………………..... ....... 35

F. Hypothesis……………………………………….… ......... . 36

CHAPTER III DATA RESEARCH METHODOLOGY

A. Context of Research.......................................................... 37

1. Place and Time of Research…………........................ 37

2. The Subject of the Research…………….…............... 37

B. Research Approach............................................................. 38

1. The Nature of Action Research…………..................... 38

2. Features of Action Research……………...................... 39

3. The Model of Action Research……………………….. 40

4. The Procedure of Action Research…………………… 41

C. Techniques of Collecting Data............................................ 42

D. Techniques of Analyzing Data…………………………….. 43

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings……………………………………….. 46

1. Condition Before the Action………………………… 46

2. Research Implementation and Findings……………... 49


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3. The Explanation of Implementation of the Method…. 51

a. Cycle I………………………………………... 51

I. Planning……………………………… 54

II. Acting………………………………. .. 55

III. Observing…………………………….. 61

IV. Reflecting…………………………….. 63

b. Cycle II……………………………………….. 68

I. Planning………………………………. 70

II. Acting………………………………… 70

III. Observing…………………………….. 74

IV. Reflecting…………………………….. 75

B. Discussion…………………………………………………. 80

1. Improvement of the Students‘ Reading Comprehension. 81

2. The Strengths and Weaknesses of KWL Strategy…… 83

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion....................................................................... 86

B. Implication........................................................................ 87

C. Suggestion........................................................................ 87

BIBLIOGRAPHY............................................................................... 89

APPENDICES..................................................................................... 91


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LIST OF TABLES

Table 3.1 Research Schedule ................................................................................ 37

Table 4.1 The Condition of Students‘ Reading Comprehension Skill

Before the Action .................................................................................. 47

Table 4.2 The Students‘ Pre-Test Score ................................................................ 47

Table 4.3 The Students‘ Pre-Test Scores in Indicator of

Reading Comprehension ...................................................................... 48

Table 4.4 The Students‘ Participation in the Classroom Activities

Before the Action ................................................................................. 49

Table 4.5 The Schedule of the Research. .............................................................. 50

Table 4.6 The Summary of Process of the Research ............................................ 50

Table 4.7 The Summary of the Implementation of Cycle 1 .................................. 51

Table 4.8 Main Score of Pre-Test and Post-Test 1 ............................................... 62

Table 4.9 The Sample of Students‘ Result in Cycle 1 .......................................... 64

Table 4.10 General Improvement of the Students‘

Reading Comprehension Skill ............................................................ 64

Table 4.11 The Result of Post-Test 1 in

Indicators of Reading Comprehension ................................................ 65

Table 4.12 The Improvement of Students‘ Achievement in

Reading Comprehension Indicators in Cycle 1 .................................. 65

Table 4.13 The Improvement of Reading Comprehension Skill in Cycle 1 ......... 66

Table 4.14 The Summary of Implementation of the Method in Cycle 2 .............. 68

Table 4.15 The Improvement of Students‘ Reading Skill in Cycle 2 .................. 70

Table 4.16 The Sample of Students‘ Result in Cycle 2 ........................................ 76

Table 4.17 General Improvement of Students‘ Reading Comprehension Skill .... 77

Table 4.18 The Result of Post-Test 2 in Indicators of Reading Comprehension.. 77


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Table 4.19 The Improvement of Students‘ Achievement in

Reading Comprehension Indicators in Cycle 2. ............................. 78

Table 4.20 The Improvement of Reading Comprehension Skill in Cycle 2. ... 80


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LIST OF FIGURES

Figure 3.1 The Spiral Model ........................................................................... 41

Figure 4.1 The Improvement of Students‘ Reading Comprehension in

Cycle1 ............................................................................................ 66

Figures 4.2 The Improvement of Students‘ Reading Comprehension in

Cycle 2 ......................................................................................... 78


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LIST OF APPENDIX

Appendix 1 Teacher‘s Pre- Research Interview ...................................... 91

Appendix 2 Coding Of Teacher‘s Pre- Research Interview .................... 95

Appendix 3 Students‘ Pre- Research Interview ....................................... 98

Appendix 4 Coding Of Students‘ Pre- Research Interview ..................... 102

Appendix 5 Field Note Of Pre-Researh ................................................... 106

Appendix 6 Blueprint Of Pre-Test ........................................................... 108

Appendix 7 Pre-Test Item ........................................................................ 109

Appendix 8 Answer Key Of Pre-Test ...................................................... 116

Appendix 9 Result Of Pre-Test ................................................................ 117

Appendix 10 Lesson Plans Of Cycle I ...................................................... 119

Appendix 11 Students‘ Worksheets Of Cycle I ......................................... 144

Appendix 12 Blueprint Of Post-Test 1 ...................................................... 156

Appendix 13 Post-Test 1 Item ................................................................... 157

Appendix 14 Answer Key Of Post-Test 1 ................................................ 166

Appendix 15 Result Of Post-Test 1 .......................................................... 167

Appendix 16 Field Notes Cycle I .............................................................. 169

Appendix 17 Lesson Plans Cycle II .......................................................... 179

Appendix 18 Students‘ Worksheet Of Cycle II ......................................... 189

Appendix 19 Blueprint Of Post-Test 2 ...................................................... 198

Appendix 20 Post-Test 2 Items .................................................................. 199

Appendix 21 Answer Key Of Post-Test 2 ................................................. 208

Appendix 22 Result Of Post-Test 2 ........................................................... 209

Appendix 23 Field Notes Of Cycle II ........................................................ 211

Appendix 24 Diaries Of Research ............................................................. 216

Appendix 25 Teacher‘s Interview After Research ..................................... 223

Appendix 26 Coding Of Teacher‘s Interview After Research ................... 226

Appendix 27 Students‘ Interview After Research ..................................... 229

Appendix 28 Coding Of Students‘ Interview After Research ................... 234

Appendix 29 List Of Students ................................................................... 237

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USING K-W-L (Know-Want-Learn) STRATEGY TO IMPROVE