Professional Documents
Culture Documents
CHAPTER I
INTRODUCTION
,kwl is most often used with expository reading materials such as classroom
textbooks, research articles, and journalistic pieces, K-W-L (What I Know, What I
Want to Learn, What I Learned) is a teaching model designed to help students
learn from nonfiction text in any content area. KWL strategy also provides and
enjoyably class activity which involves students before, during, and after reading
actively.
Based on problems above, researcher is decides to conduct a research
entitled: IMPROVING STUDENTS READING COMPREHENSION OF
NARATIVE TEXT BY USING KWL STRATEGY AT GRADE X STUDENTS
OF MA NURUL JIHAD TEMBILAHAN HULU.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Review of the related theories
1. Reading Comprehension
Reading comprehension has an important skill to communicative,
communication does not only occur between speaker and listener, it also takes
place between reader and writer. Readers gain meaning which writer tries to tell
the readers through the text. In this case, writer sends message through symbols in
a text, and readers receive it through reading.
To receive what writer exactly mean in a text , reader do not only need to
read the text simply. Comprehend a text in order to get the meaning of the text.
According to Guethrie in Eviarni (2012:6), reading comprehension is process of
learning from text where the reader interacts with the printed material to build
new meaning.
According to Singer in Nadri (2012), reading comprehension is a process
of interpretation of written symbols, the assimilation of ideas, and the process of
thinking while deciphering symbols,. It means that reading comprehension begin
with the process of decoding the writers words, understanding the meaning and
contracting them with readers background knowledge to gain writers idea.
Since reading comprehension is a process of constructing meaning of the
written text with readers background knowledge, the readers prior knowledge
directly impacts new learning situations. When readers get new knowledge from
the text, they will relate it with their prior knowledge, while reading process,
readers will create the visualization of the relation in their mind in order to get
what the writer means in the text ( Williams, 2008).
From those explanations above, it can be concluded that reading
comprehension is process of learning from text where the reader interacts with the
printed material to build new meaning and begin with the process of decoding
the writers words, understanding the meaning and contracting them with readers
background knowledge to gain writers idea.
2. Type of reading
According to Brown (2010:228), there are four types of reading
performance, types of reading that consist of perseptive, selective, interactive and
extensive.
1. Perseptive, in the keeping with the set of categories specified for listening
comprehension, similar specification are offered here, except with some
differing terminology of capture the uniqueness of reading. Perseptive reading
task involve attending to the component of large stretches of discourse: letter,
word, punctuation. Bottom up processing is implied.
2. Selective, this category is largely an artifact of assessment formats. In order to
ascertain ones reading recognition of lexical, grammatical or discourse
features of language within a very short stretch of language, certain typical
task are used: picture- cued tasks, matching, true / false, multiple choice, etc.
Stimuli include sentence, brief paragraphs and simple charts and graphs. Brief
responses are intended as well. A combination of bottom up and top down
processing my be used.
excerpts
form
longer
texts,
questionnaires,
memos
3. Genres of reading
Then , in this section the researcher will describe about the genres of reading
In accordance to Brown (2010: 225) states that three kinds of the genres of
reading, namely;
1. Academic reading
1) General interest articles
2) Technical reports
3) Reference material
4) Textbooks, thesis
5) Essays, papers
6) Test direction
7) Editorial and opinion writing
2. Job related reading
1) Messages
2) Letters/ e-mails
3) Memos
4) Reports
5) Schedules , labels, signs, announcements
6) Forms, application, questioners
7) Financial documents
8) Directories
9) Manuals
3. Personal reading
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11
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infer links and connections between events, deduce cause and effects, and
detect such relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
5. Narrative text
Narrative is one genre in English, according to Wardiman et al (2008:93)
narrative text is an imaginative story to entertain people.
The purpose of narrative text to amuse or entertain the readers with actual
or imaginary experiences in difference way, Sudarwati( 2007: 62). A narrative
starts with an orientation, it is about the opening paragraph where the characters
of the story are introduced (who, when, where), following the orientation, a
complication, it about a series of events in which the main character attempts to
solve the problem. Finally , a re-orientation, it is optional, the ending of the story.
It is sometimes contains the solution.
Based on syllabus, narrative text is provided for students at Senior High
School in the first semester. Based competence in learning narrative text for
reading is students are able to understand and fluently.
As another text genre, narrative text also has its own generic structure, and
the features of language which are used.
6. Generic structure of narrative text
1. Orientation
Set the scene and introduces the participants (characters) of the story, the
time and place where the story happened (who, what, when, and where).
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2. Complication
A crisis, a series of events in which the main character attempts to solve the
problem.
3. Resolution
The crisis is resolved, for better or worse.
4. Re- orientation
It is optional. The ending of the story. It sometimes contains the solution.
7. Language feature of narrative text
The feature of language that are used commonly in narrative text are:
1. The use of noun phrases ( a beautiful princess, a huge temple)
1. The use of connectives ( first, before that, then, finally)
2. The use of adverbial phrases of time and place ( in the garden, two days
ago)
3. The use of the simple past tense ( He walked away from the village)
4. The use of action verbs ( walk, sleep, wake up)
5. The use of saying verbs ( say, tell, ask)
6. The use of thinking verbs, feeling verbs, verbs of senses ( She felt hungry,
she thought she was clever, she smelt something burning)
8. KWL strategy
KWL is instructional technique used to improve reading comprehension of
students ability to remember the material , KWL is most often used with
expository reading materials such as classroom textbooks, research articles, and
journalistic pieces, K-W-L (What I Know, What I Want to Learn, What I Learned)
14
is a teaching model designed to help students learn from nonfiction text in any
content area.
K-W-L strategy allows students to take inventory of what they already know and
what they want to know. Students can categorize information about the topic that
they expect to use.According to Ogle (1986).The K-W-L strategy serves several
purposes: elicits students prior knowledge of the topic of the text, sets a purpose
for reading, helps students to monitor their comprehension.
The purpose of the K-W-L procedures is to help students become good
readers by learning to do the things that good readers do. Specifically it helps
students learn to activate their background knowledge and to set purposes for
reading. KWL stands for determining What I Know, What I Want to Learn, and
reviewing What I Have Learned.
9. Procedures of KWL Strategy
According to Ogle ( 1986: 570) The K-W-L strategy consists of a multi-step
procedure: brainstorming and categorizing, purpose-setting through questioning,
and examining answers to those questions,this procedure is intended to help
teachers become more responsive to helping students access appropriate
knowledge when reading expository text. K-W-L is also intended to support
student learning before, during, and after reading.
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Nurul Husna ( 2012) in her thesis titled: The Effect of Using Know Want
Learned (KWLs Technique) Toward Students Reading Comprehension of
Hortatory Exposition Text at SMAN 1 Batipuh. This research is a type of
Experimental. The population of this research is the students grade XI SMAN 1
Batipuh ( 2011- 2012), devided into two classes ( XI IPS 2, XI IPS 3), females 33
persons and males 29 persons, instrument which used is reading comprehension
test ( pre test and post test), the test provided in form multiple choices test, it was
about 40 items. Based on the results of the matter is conclude d that the use of
learning techniques KWL can give a better effect on students understanding in
reading.
Effendi ( 2011) in his thesis titled: The Effectiveness of Using KWL
Strategy to Increase Students Reading Comprehension Achievement. This
research is a type of Experimental. He has proven that the average score of the
experimental group in the reading comprehension posttest was ( 22.13), with a
standard deviation of (1.48); while the average score of the control group in the
same test was (19.41), with a standard deviation of ( 1.19). The different between
the two averages was (2.72).
Next Alice Lescure (2012) had conducted a study about the effects of KW-L on ELL Middle School Students' listening comprehension of science content.
This study addressed the effect of using a K-W-L strategy on the number of
comprehension questions answered correctly on a test administered immediately
after a science passage was read aloud to ELL, middle school students. Test
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accuracy during baseline conditions and during K-W-L conditions was compared.
The participants in this study were middle school students in an ELL classroom at
a suburban school located in Westerville, OH. The students range in age was 11
to 15. All students lived in the United States for less than three years and came
from a country in which a language other than English was spoken.A reversal
design demonstrated increased reading comprehension for all six students.
Reading comprehension was measured by immediate recall on same day quiz
accuracy. Each student was taught the K-W-L procedure before the initial
intervention phase. Findings indicated that same day quiz accuracy improved
during the initial K-W-L intervention and during the return to intervention phase.
Based on the related finding above, it can be concluded that this research
and previous researches above has correlation, in term of reading comprehension
and its problem solving KWL strategy. However they have some differentiations,
they are in term of the research design, participant, research question and also the
place of the research.
C. Conceptual Framework
Problem
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Problem Solving
Introduction
teaching
material
Using kwl
strategy
Discussion
Read the
narrative text and
evaluation
Meeting 1
Meeting 2
Meeting 3
Test
Meeting 1
Meeting 2
Meeting 3
Test
Expected result
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CHAPTER III
RESEARCH METHODOLOGY
A. Type of the research
This research is classroom action research, the researcher chooses this
kind of research to improve teaching quality and students reading comprehension
by doing an action through using K-W-L strategy.
According to Carr and Kemmis in Kusumah (2009:8) classroom action
research is a form of a self reflective inquiry under taken by participants in social
situation to improve rationality and justice of (a) their own social or educational
practices,(b) their understanding of these practices and (c) the situation in which
these practices are carried out.
Based on the theories above, researcher supposes there would be some
change when an action in this case KWL ( know, want, learn) strategy is applied
in the teaching reading process that would improve students comprehension in
reading. In other word, this research does not only affect students learning
achievement, but also the quality of teachers teaching process. This research is
conducted by using four steps in each cycle. They are planning, action,
observation, and reflection.
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Class
male
female
Total
O
1
X
Total
12
14
26
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D. Research instrument
In order to get the data for the study, the writer found the suitable research
instrument, such as:
1. Test
In this research, the test was given in two Cycle, and test used multiple
choices, the first is ( in fourth meetings). The second is in the last of the research (
in the eighth meetings).
The test was given to the students as written test in the form multiple
choices ( students are asked to choose the best answers: a, b, c, or d).
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Test :
Bandung Bondowoso and Roro Jonggrang
( The legend of Prambanan Temple)
Once, there was a beautiful Javanese princess whose name was Roro
Jongrang.Roro Jonggrang whose beauty was very famous in the land was the
daughter of Prabu Baka, an evil king.
One day, a handsome young man with super natural power, named
Bandung Bondowoso, defeated and killed Prabu Baka. On seeing princess Roro
Jonggrangs beauty, Bandung Bondowoso fell in love and wanted to marry her.
Meanwhile, Princess Roro Jonggrang felt sad due to the death of her
father. She did not want to marry Bandung because he had killed her father. But
she was also afraid of Bandung. So to refuse politely, she made a condition. I
will marry you but have to build one thousand temples in one night as a wedding
gift. Requested Roro Jonggrang. Bandung agreed with this condition .
Helped by the spirits of demons, Bandung Bondowoso started building
the temples. Approaching midnight, the work was nearly done. RoroJonggrang
knew and though, What shall I do? Bandung is smarter than me. I will lose
against Bandung.
Suddenly she got an idea. She woke up all the women in the palace and
ordered them to make the noisy sounds of grinding rice so that the roosters would
think it had already dawn.
Bandung Bondowoso got frustrated because he failed to complete the
thousandth temple. The princess has deceived me! following his anger, he
cursed RoroJonggrang, you have cheated me. Now, the thousandth temple is
you!
At once, the princess turned into a statue. Knowing this, Bandung
Bondowoso regretted this and he went away into a far land. From then, people
called the temple Prambanan Temple and the princess statue, Roro Jonggrang
statue.
Find out:
1. Who were the participants in the story?
a. Roro Jonggrang, Bandung Bondowoso, Prabu Baka
b. Malin Kundang, Pirates, Merchant.
c. Prambanan Temple, Roro Jonggrang
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c. Prabu Baka
b. Bandung Bondowoso
d. Prambanan Temple
b. Bandung Bondowoso regretted this and he went away into a far land
c. Bandung Bondowoso started building the temples
d. There was a beautiful Javanese princess whose name RoroJonggrang.
5. What is the function of the last paragraph?
a. Orientation
c. Resolution
b. Complication
d. Re- orientation
c. Next, finally
b. Next, After
d. Sunday, After
b. A handsome boy
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a. Prambanan Temple
b. Bandung Bondowoso a handsome boy
c. Bandung Bondowoso and Roro Jonggrang
d. Roro Jonggrang statue
9. The antonym of the word far is
a. Near
c. smart
b. Beautiful
d. happy
10. The main idea of paragraph...is there was a beautiful Javanese princess
whose name Roro Jonggrang.
a. Two
b. Three
c. Four
d. One
MALIN KUNDANG
A long time ago, in a small village near the beach in West Sumatra, lived a
woman and her son, Malin kundang. Malin kundangs father had passed away
when he was a baby, and he had to live hard with his mother.
Malin kundang was a healthy, diligent, and strong child. He usually went to
the sea to catch fish, and brought it to his mother, or sold it in the town.
One day, when Malin kundang was sailing as usual, he saw a merchants
ship which was being raided by a small band of Pirates. With his brave and
power, Malin kundang defeated the Pirates. The merchant was so happy and asked
Malin kundang to sail with him. Malin kundang agreed.
Many years later, Malin kundang become a wealthy merchant, with a huge
ship, loads of trading goods, many ship crews, and a beautiful Wife. In his
journey, his ship landed on a beach.
The villagers recognized him, and the news ran fast in the town: Malin kundang
became a rich man and now is here. His mother, in deepful sadness after years of
loneliness, ran to the beach to meet her beloved son again.
When the mother come, Malin kundang, in front of his well dressed wife,
his crews and his Malin kundang and for three times yelled at him. At last
Malinkundang said to her Enough, old women! I have never had a mother like
you, a dirty and ugly peasant! Then he ordered his crews to set sail.
Enraged, she cursed Malin kundang that he would turn into a stone if he
didnt apologize. Malin kundang just own gloriness, denied to meet that old ,poor
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and dirty women. For three times she begged laughed and set sail. In the quiet
sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late
for Malin kundang apologized. He was thrown by the wave out of his ship, fell on
a small island, and suddenly turned into stone.
11. What is the main idea of the second paragraph?
a. Malin kundangs father had passed away when he was a baby
b. Malin kundang was a healthy, diligent, and strong child
c. The merchant was so happy and asked Malin kundang to sail with him
d. He usually went to the sea tocath fish
12. The merchant was so happy and asked Malin kundang to sail with him.
Him refers to..
a. Malin Kundang
c. Merchant
b. Pirates
d. Mother
c. Diligent
d. Clean
c. Resolution
b. Complication
d. Re- orientation
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a. Dirty women
c. Malin kundang
b. rich man
c. Riau
b. West Sumatra
d. North Sumatra
c. Possessive
b. Object
d. Possessive pronoun
20.Which one of the following phrases indicates an adverb of time in the text?
a. In the town.
c. In a small village
2. Observation Sheet
The observation is used to determine whether the use of
KWL can
26
checklist for teachers developed lesson plans based on each meeting, while the
observation sheet for students reading comprehension of a discourse. Based on
the indicators that students are able to recognize, identify and understand the
contents of the discourse. The observation will be conducted by collaborator while
the researcher teaches the students.
3. Field note
A field note used by the researcher in collecting the data. It is used to
identify the detail behaviors or action which would be done by the teacher and
students in teaching and learning activities.
E. Research Procedure
The procedure of this classroom action research involves planning, action,
observantion, and reflection. Here is the figure that adapted from Kemmis and
Taggart in Eviarni (2012: 38) show model of this research procedure.
.
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The procedure of this research will be designed based on figure 3.1, thus ,
the procedure is as follows:
Cycle 1
In cycle 1, there were fourth meeting, and the last meeting the researcher
do reading comprehension test for cycle 1.
Meeting 1
1.Planning
In this research, the writer explained about past tense and narrative text
before teaching kwl strategy, to improving students reading comprehension of
narrative text at grade X of MA Nurul Jihad Tembilahan Hulu. The preparation
for this planning such as:
a. Prepared lesson plan.
b. Prepared the material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching
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a.
b.
Meeting 2
1.Planning
In this research, the writer planed to the application of using kwl strategy in
improving students reading comprehension of narrative text at grade X of MA
Nurul Jihad Tembilahan Hulu. The preparation for this planning such as:
a. Prepared lesson plan.
b. Prepared the material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
c. Greeting and checking attendance list
d. The teacher introduced the topic of the lesson
While teaching
a. Teacher make KWL column on the white board.
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a. Teacher divides students into five groups, and each group was divided
one example narrative text.
b. Students read the text.
c. Students write down specific questions that they think may be
answered in the text.
Post teaching
a. The teacher giving conclusion about the lesson
b. The teacher closed the lesson
Meeting 4
Evaluation
a. Teacher asked to the students to read a text narrative.
b. Students answers the questions about the text narrative text
3. Observation
The reseacher and collaborator observed the students activities in
learning the narrative text and the teacher activity in teaching narrative text and
the use of KWL strategy by using observation checklist .
4. Reflection
At the point, the researcher reflect on and , evaluated and discribed effect
of the action. If all of the participants get the good score 70 ( score of KKM), it
means that writer successes to do this classroom action research. Consequently,
the cyclical process of this research can be stopped.
Cycle 2
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In cycle 2, there were fourth meeting, and the last meeting the researcher
do reading comprehension test for cycle 2.
Meeting 1
1.Planning
In this research, the writer explained about past tense and narrative text
before teaching kwl strategy, to improving students reading comprehension of
narrative text at grade X of MA Nurul Jihad Tembilahan Hulu. The preparation
for this planning such as:
a. Prepared lesson plan.
b. Prepared the material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching
a. The teacher explained about the past tense
b. The teacher explained about the narrative text
c. The teacher gave a narrative text to the students to read and ask the
students about comprehension about the text.
Post teaching
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Meeting 2
1.Planning
In this research, the writer planed to the application of using kwl strategy in
improving students reading comprehension of narrative text at grade X of MA
Nurul Jihad Tembilahan Hulu. The preparation for this planning such as:
a. Prepared lesson plan.
b. Prepared the material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching
a. Teacher make KWL column on the white board.
b. Teacher mention on example of the title about narrative text
c. Students telling or write, what they know about the title, and
make the questions about the title
Post teaching
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Meeting 3
1. Planning
In this research, the writer planed to the application of using kwl strategy in
discussion to improving students reading comprehension of narrative text at
grade X of MA Nurul Jihad Tembilahan Hulu. The preparation for this
planning such as:
a. Prepared lesson plan.
b. Prepared the material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching
a. Teacher divides students into five groups, and each group was divided
one example narrative text.
b. Students read the text.
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35
4. Reflection
At the point, the researcher reflect on and , evaluated and discribed effect
of the action. If all of the participants get the good score 70 ( score of KKM), it
means that writer successes to do this classroom action research. Consequently,
the cyclical process of this research can be stopped.
F. Data Collecting Technique.
In collecting the data, the writer used the test, observation and field note.
The test was given to the students is answer the questions based on the narrative
text. Test was given twice in this research, for that reason the researcher prepared
narrative texts.
1. Test
In the test for the students, Test was provided in form multiple choices,
this test was given in the last meeting of each cycle, in doing the test students was
work individually. The result of this test shows the students reading
comprehension improvement after the teacher finished the action in each cycle.
2. Observation sheets
As mentioned before, there are two kinds of observation sheet. The first
observation sheet for teacher and observation sheet for students. The observation
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is used to evaluate students and teachers activities and condition of the class
while teaching and learning process.
Table 2
Observation sheets for the teacher activities
Assessment
Yes
No
No
1
2
3.
4.
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Students Attention
Yes
No
Teaching& learning activities
The students pays attention to the
teacher explanation about the use past
tense
The students pays attention to the
teacher explanation about narrative
text
The students read a narrative text and
ask the students about comprehension
about the text
The students pay attention when the
teacher shows the column Kwl in the
whiteboard
The students pay attention when the
teacher mention one example of the
title about narrative text
The students telling and write in the
whiteboard, what they know about
the title
The students read a text about
narrative text
The studens pay attention when the
teacher divides students into fourt
groups, and each group was divided
one the title narrative text
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3.Field Note
This field note is also needed to describe the situation of the class and
students reaction during learning process.
Table 4: Field note
No
Activities
Students
1
2
3
4
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1. Individual score
To analyze individual score of each student in answering the test, the
formula was used:
M = X 100
N
40
fx
m=
N
( Airasian: 2000: 3)
m = mean score
fx
(xx )
N- 1
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N = Number of participant
After calculating standar deviation of the test, the reseacher made some
range of score based on its standard deviation and the KKM ( 70), and then
accounted the number of the students who got score in each range.
b. Qualitative data
To analyze the technique of qualitative data, in analyzing the qualitative
data, the researcher use technique of data analysis that suggested by Miles and
Huberman will be used as cited in Eviyarni (2012 : 41) . Miles and Huberman
suggest there activities:
a. Data reduction
Data reduction is the process of selecting data which are relevant important ,
meaningful, and the data which is not useful in order to explain about what is
going to be analyzed, the research only focus on the data that can be
analyzed in order answer the researcher question of this research.
b. Data Display
The Data are displayed by making or describing them into group charts or
network , this activity is especially for the data from reading compression test,
the purpose of this activity is to make organized information, so that the
researcher could see what was happening ( whether the scores or achievement
of reading compression improve or not).
c. Drawing conclusion
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Drawing conclusion is the gist analysis that give statement about the effect
of classroom action research the result of observation, field note and reading
compression test will be together in order to answer the research question of
this research.
CHAPTER 1V
RESEARCH FINDING
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sheet. After the cycle 1 finish, the researcher gave the post test in order to know
the improvement of students reading comprehension after conducting cycle 1.
All of the items in post test were exacly same as in the try out. It consists of
some texts where each contains some related questions. It is multiple choice test,
consists of twenty questions. The students had to answer the questions based on
the text.
B. The Presentation of the Research Findings
A . The Result of Try Out
Before giving the post test, all of the items in the post test were tried out to
other X year students in other class which the students were not the participants of
this research, because in MA Nurul jihad X grade only 1 class so the researcher
try out to MA Sabilal Muhtadin in class X. This consists of 23 students and all of
them joined the try out was given at October 29 th 2013. Try out was given in order
to know the validity and realibility of the test.
The items were accepted if the facility value were between 0.30 0.70. They
were below 0.30, called too difficult. And if the scores were over 0.70, the items
were too easy.
Table 5: The Facility Value of the Try Out
Facility Value
Accepted
Number of items
1,2,3,4,5,7,9,10,11,12,13,14,15
( 0.30 - 0.70)
17,18,19.
6, 20
Rejected
Difficult
( < 0.30)
Total
16
Persentage
80%
10%
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Easy
8, 16
10%
( < 0.70)
Based on the result of the try out in the table above, there were 16
items (80%) that were accepted to be used. And there were 4 items that were
rejected. They were 6, 20, 8, and 16. Some of the rejected items had scores below
0.30, they were number 6, 20. The other items had score over 0.70; items number
8,16. All the rejected items were revised before giving them in the post test. The
facility value of the try out was showed in appendix XIII
Table 6
Result of Students Scores in Try Out
No
Students Name
Scores
KKM ( 70)
Agus merliana
55
Incomplete
Agustina
70
Complete
Anti safitri
55
Incomplete
Apipudin
55
Incomplete
Arbaiyah
50
Incomplete
Suriyan
60
Incomplete
60
Incomplete
Hafsah
50
Incomplete
Khairiah
55
Incomplete
10
Jamilah
60
Incomplete
11
Kasmawati
45
Incomplete
12
Kurniawan utama p
65
Incomplete
13
M. erwin
50
Incomplete
14
M. lutfi
65
Incomplete
45
15
M. rian firdaus
70
Complete
16
M. syah
55
Incomplete
17
Mardatillah
55
Incomplete
18
Novianti
35
Incomplete
19
Ramadania
65
Incomplete
20
Ria mardani
30
Incomplete
21
Siti amisah
70
Complete
22
M. khairurizal
35
Incomplete
23
Uci anjella. P
35
Incomplete
46
Table 7
The Observation Result of Students Activities in cycle 1
N
Observation point
Students Attention
Yes
O
Introduction
No
P
69.2%
30.8%
16
61.5%
10
38.5%
20
76.9%
23%
17
65.4%
34.6%
68.25%
31.7%
69.2%
30.8%
76.9%
23%
61.5%
10
38.5%
80.8%
72.1%
19.2%
27.9%
76.9%
23%
73%
26.9%
61.5%
70.5%
10
38.5%
29.5%
47
Average = P/3
70.3%
29.7%
In the introduction as we see on the table 7 that the highest point was when
the teacher explanation obout narrative text by the total 76.9%. In addition, in the
KWL strategy the highest point was when the teacher mention one example of
the title about narrative text by the total of persentage is 76.9%. And the class
discussion the highest point was when the teacher divides students into fourt
groups, and each group was divided one the title narrative text, by the total
persentage is 76.9%. The detail of students activities are presented in Appendix
Table 8
Observation Result of Students Activities in the Cycle I
Students Attention
Students activities
Yes
P
No
P
Introduction
68.25%
31.7%
Using kwl
72.1%
Group Discussion
70.5%
29.5%
Average
70.3%
29.7%
27.9%
48
20 questions and they were exactly same as the questions in the post test. The
participants were 26 students. It was conducted on 7 November 2013. The
students scores are presented in Appendix XIV
Based on the the analizing data of the result of post test 1 ( see Appendix
XVI) the standard deviation was 12. And then, The reseacher clasified students
score based on the standard deviation as in the following table.
Table 9: The percentage of Students scores in the post test 1
No
Score
Result
F
1
2
3
4
70 - 82
58 - 69
46 - 57
34 - 45
Total
F: Frequency
P: Percentage
7
10
4
5
26
P
26.9%
38.5%
15.4%
19.3%
100%
Table 9 shows the Result of post test in the cycle 1. There were 7 students
( 26.9%) who got scores over than 1 standard deviation ( 1Sd) from the KKM. It
means that the scores were in the range 12 point (1Sd) over than (70 82). There
were 10 students (38.5%) got scores less than 1 standard deviation (-1Sd) from
the KKM. These students got scores in range 12 point under the KKM (58 69).
And 4 students ( 15.4% ) got scores less than 2 Standard Deviation (-2Sd) from
the KKM, their scores were in the range 24 point under the KKM (46 57). And
there were 5 students ( 19.3%) got scores less than 3 standard deviation (-3Sd)
from the KKM. Their scores in the range 36 point under the KKM (34 45).
Totally, there were only 7 students (26.9%) who could reach the KKM.
The average of post test 1 was 60 . It means that the students achievement in
49
Table 10
The Observation Result of Students Activities in Cycle II
N
Observation point
Students attention
50
Yes
Introduction
The students understand about the topic of
the lesson
The students pays attention to the teacher
explanation about the use past tense
The students pays attention to the teacher
explanation about narrative text
The students read a narrative text and ask the
students about comprehension about the text.
TOTAL
Using Kwl Strategy
F
20
P
76.9%
P
6
F
23%
21
80.7%
19.2%
19
73%
26.9%
23
83.4%
21
80.7%
23
83.4%
Discussion
The studens pay attention when the teacher
divides students into fourt groups, and each
group was divided one the title narrative text
Students write down sefisific questions that
they think may be answered in the text
Student read the text narrative
TOTAL
No
Average = P/3
3
78.5%
76.9%
23%
21
80.7%
80.4%
19.2%
18.2%
23
83.4%
11.5%
24
92.3%
7.7%
25
96.1%
90.6 %
3.8%
7.7%
No
19.2%
20
Table 11
Yes
20.15%
11.5%
83.1%
Students Attention
11.5%
15.3%
51
Students activities
Introduction
78.5%
20.15%
Using kwl
80.4%
18.2%
Group Discussion
90.6 %
7.7%
Average
83.1%
15.3%
Chart 1
Percentages of Students Activities of Observation in Cycle I and II
71%
Yes
29%
Cycle I
85%
No
15%
Cycle II
52
Score
Result
F
1
2
3
4
85 91
78 84
70 77
63 69
2
5
12
4
7.7%
19.2%
46.2%
15.4%
56 62
11.5%
Total
F: Frequency
P: Percentage
26
100%
Table 12 show the result of post test in the cycle 2. There were 2 students
(7.7%) who got scores over than 3 standard deviation (3Sd) from the KKM. It
means that these students got scores in the range 21 point ( 3Sd) over the KKM
( 85 91). 5 students (19.2%) got scores over than 2 standard deviation (2Sd)
from the KKM. It means that their scores were in range 14 point (2Sd) over the
KKM ( 78 84). There were 12 students (46.2%) got scores over than 1 standard
deviation (1Sd) from the KKM. These students got scores in the range 7 point
over the KKM ( 70 77). There were 4 students ( 15.4%) got scores less than 1
standard deviation (-1Sd) from the KKM. Their scores were in range 7 point
under the KKM ( 63 69). And their were 3 students (11.5%) got scores less than
2 standar deviation (-2Sd) from the KKM. There scores were in the range 14 point
under the KKM ( 56 62).
Totally, there were 19 students ( 73% ) who could reach the KKM. The
average score of post test in cycle 2 was 72.5. It can be concluded that the result
of reseach in cycle 2 was successful because it was over than the minimum
53
58.47
43.97
pre-cycle
cycle 1
70.322
cycle
54
55
56
CHAPTER V
57
teacher to be able to manage the time well in using this strstegy because it spends
much time espesially in class with large amount of students.
REFERENCES
Agustina
58
B. Hamzah&MuhamadNurdin( 2011).
PAILKEM.Jakarta. PT BumiAksara
BelajardenganPendekatan