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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)
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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