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The Use of Know-Want-Learn Strategy to Teach Reading of Report Text to the Ninth Graders of SMPN
2 Sampang
Yuliana Tri Utami
English Education, Faculty of Languages and Arts, State University of Surabaya
yulianautami@mhs.unesa.ac.id
Abstrak
Penelitian ini menyampaikan tentang sebuah strategi baru yang dapat digunakan oleh guru untuk
membantu siswa yang kesulitan dalam memahami teks yang mereka baca. Strategi ini adalah strategi
Know-Want-Learn (KWL) yang disarankan kepada siswa kelas sembilan SMPN 2 Sampang sebagai
strategi membaca mereka dalam mempelajari bahasa Inggris. Membaca adalah kemampuan pertama yang
sangat penting untuk dikuasai karena akan dapat membantu siswa memperoleh berbagai informasi
khususnya dalam menguasai sebuah bahasa. Tujuan dari penelitian ini adalah bagaimana guru sebagai
pengajar dapat mengurangi kesulitan siswa dalam membaca. Salah satu caranya adalah menyediakan
pengajaran yang efektif dengan menggunakan strategi yang tepat. Strategi KWL dipilih untuk mengatasi
permasalahan ini melalui tiga langkah dasar kognitif yaitu; menghubungkan apa yang siswa ketahui,
menentukan apa yang siswa ingin pelajari, dan mengingat apa yang sudah dipelajari. Strategi KWL juga
membantu siswa mengembangkan keingintahuan mereka terhadap materi yang dipelajari dan
mempersiapkan berbagai pertanyaan sebelum, selama, dan setelah membaca untuk mengaitkannya
dengan materi. Peneliti menggunakan penelitian kualitatif untuk memperoleh pengertian lebih dalam
tentang studi ini.Data telah diperoleh melalui hasil pengamatan checklist dan field notes di kelas selama
empat pertemuan. Studi ini menghasilkan dua hal. Pertama, guru telah meyelesaikan proses belajar
mengajar melalui tiga langkah dasar kognitif dari pelaksanaan KWL dan sesuai dengan rencana
pembelajaran. Kedua, siswa menunjukkan respon yang baik. Mereka dapat mengembangkan pemahaman
mereka terhadap teks dengan menunjukkan inisiatif yang besar.
Kata Kunci: Strategi KWL, Pemahaman Membaca, Teks Report
Abstract
This study presented about the new strategy that can be used by the teacher to help the students who have
difficulties in comprehending the text they read. It was Know-Want-Learn (KWL) strategy which is
proposed for the ninth graders of SMPN 2 Sampang as their reading strategy in learning English. Reading
becomes the first skill that is crucial to be mastered because it assists the students achieve most of
information. Student who has a good skill in reading will be easier to gain new knowledge, especially for
language acquisition.The aim of this study is how the teacher as the instructor minimizes the students
reading difficulties. One of the ways is by providing effective instruction using an appropriate strategy.
KWL Strategy is chosen to solve this problem through three basic cognitive steps which are; accessing
what the students Know, determining what the students Want to learn, and recalling what the students did
Learn. It also helps the students develop their curiosity on the material and organize their inquiries before,
during and after reading to connect with their learning. The researcher adopted a qualitative research to
gain in-depth understanding about this study. The data was taken through the observation checklist and
field notes in classroom for four meetings. This study results two things. The first, the teacher is carried
out the learning process through three basic cognitive steps of KWL implementation and accordance with
the lesson plan. The second, the students showed good responses. They could develop their understanding
of the texts by showing great initiative.
Keywords:The KWL Strategy, Reading Comprehension, Report Text
INTRODUCTION
There are four language skills that are mastered in
learning English. They are reading, listening, speaking,
and writing. Learning English does not only learn one of
the language skills, but also all of them integrated each
other. Reading is one of the most important academic
skills that should be improved by the students in order to
get the positive effect of it such as developing students
vocabulary knowledge, spelling and writing. Reading
ability is students capability to comprehend the text.
Comprehending the text is not simply translating some
words to the first language and expected reading the text
in good pronunciation, but also to find the meaning from
the context. The reader needs to comprehend the ideas of
the text in order to understand the meaning of the text
they read (Karang, 2014: xii). Reading ability also has
been viewed as a critical skill for the students in
academic success because those who have a good skill in
reading will be easier to reach the purpose of learning
and get some more information and new knowledge
directly.
Nowadays, most of the students have reading
difficulties especially in junior high schools. One of the
difficulties is to comprehend the meanings of passages.
They cannot identify the contents of the text they have
read. Denton (2007: 1) pointed out that the teacher who
teaches junior high school students are too aware that
only some students learn reading by the time after they
leave the elementary school. The numbers of students
also consider that reading is one of the difficult language
skills because they do not only simply translate the text
word by word, but are also able to understand and
comprehend the contents of the text itself. The question is
why the students have difficulties in their reading
comprehension. Students may lack some factors that are
the effective strategies used to help them understand what
they learn, organize their learning process, and remember
all of the information, and acceptable knowledge of the
text. The ability to understand the meaning of the text and
remember what they have read, decode one word to
another and have high motivation to read is also
important for reading comprehension. Choosing
appropriate strategy or technique makes student can be
success in their reading comprehension to avoid them
have reading difficulties and low motivation to read
because the students interest and motivation to the
material are also needed for learning.
Furthermore, lack of vocabulary or limited
English proficiency is also one of the factors that make
the students have reading difficulties in comprehending
the texts. It is also the factor why the students lose their
interest and motivation to learn English especially
reading. The students occasionally seek up the meaning
of the difficult or unfamiliar words of the text in the
dictionary. But, when they move to the texts and try to
connect one word to another, the students have difficult
The Use of Know-Want-Learn Strategy to Teach Reading of Report Text to the Ninth Graders of SMPN 2 Sampang
to be able planning personal written expression of a topic
learned. The traditional of KWL chart consists of three
columns which are K, L and W. The K column is the
students written for what they already know about the
topic that supposed to complete before reading the text.
The W column is for students to list what they want to
know about the topic to decide what they would like to
learn about the topic and make up their own questions; it
is also will be completed before reading. The last L
column is for what students have gained and learned from
their reading; this step is completed during and after
finishing the reading (KWL Table Online, 2014:1). The
KWL strategy also can be used to set reading instruction
to students in the classroom. It increases motivation and
positive attitude of students and enables the teacher as an
instructor to understand students knowledge and
interests to the material they learned.
In the previous study, A.A.A Putri Dian Purnami
karang (2014: liii) has done her research and got the
result that the use of KWL strategy effectively improve
and increase the eighth grades students ability of SMPN
1 Amlapura in reading comprehension. The teacher gave
descriptive text and then implemented KWL strategy by
adapting the traditional KWL chart which consists of
three columns (Know, Want to learn Learn). In this
research, the researcher attempts to do the same kind of
research through different sample in order to know
whether the use of KWL strategy significantly help the
students to understand and comprehend the text they read
or not. According to The International Association for the
Evaluation of Educational Achievement, the reading
score of Indonesian students for East Asia is still low.
Indonesian students in different grade are capable to
comprehend 30% of reading material they have read, and
get some difficulties in their reading passages that are in
the form of explanation requiring cognitive process (IAE
for the Evaluation of Educational Achievement. 2003). It
means that almost all of the students in Indonesia have
reading difficulties in comprehending the text such as in
elementary schools, junior high schools, senior high
schools and higher education. The researcher will attempt
to do this study to another school, especially to the ninth
graders of SMPN 2 Sampang. KTSP curriculum was
implemented in SMPN 2 Sampang which is expected for
developing students comprehension on specific subjects.
Therefore, the researcher focuses in different way by
using factual report text (syllabus of KTSP for ninth
graders of junior high school in KD 11.3) and adapting a
variation of KWL chart by adding two columns to the
traditional chart which are E column for evidence and
W column for what new wondering you can
investigate. Those columns will be located after L. The
purpose is to answer the question E for showing the
evidence that supports the statements in the previous
column, and the W for wondering, which used for
further questions. It is used whether it will encourage the
students develop their own understanding of how they
will discover more information. Alshatti (2012: 3) and
Fisher (2002: 71) pointed out that the purposes of using
KWL strategy is to help the student having deeper critical
The Use of Know-Want-Learn Strategy to Teach Reading of Report Text to the Ninth Graders of SMPN 2 Sampang
taught at that time. In the main activity, the teacher began
the activities by explaining the purpose of teaching to the
students that is about KWL strategy and the
implementation of it.
Then, the teacher introduced the topic (report text)
and asked students to open their handbook on page 324,
and then look over the report text with the title
Dolphin. The teacher asked the students to skim the
text by themselves once and list what they already knew
about the topic in the K column. After the teacher gave
the material and introduced the topic, the students began
by brainstorming everything they know about Dolphin.
The students recorded relevant information about the
topic that they know in the K column of the KWL chart.
It needed around 15-20 minutes to complete the chart.
There were some students have problems in completing
the K column. They were a little bit confused of what
should they do in K column. They were also difficult to
write in English. The teacher had to give some examples
to help them in completing the K column. There were
also some troublemakers that often made noise in
classroom. Some students talked with other students
without paying attention to the lesson. They looked like
not interested to do the activities. The teacher
consequently had to control the class and solve the
students problems. She came to the students chair one
by one and checked the students work. Then, she told the
students that she would give points to the students who
answered her questions and participated in the classroom
discussion. Unfortunately, the teaching learning process
had to be postponed because of the limited time.
Therefore, the teacher asked the students to submit the
KWL Chart in order to check the students work. Before
ending the class, the teacher gave the students feedback
related to the material and the learning process. The
teacher advised the students to change their attitude
during the process of learning in class. They had to
control themselves for not being careless. It was
bothering another class and disrupted the learning
activities. Last, she asked the students to prepare for the
next activities that they have to do in completing the
KWL chart. Then the teacher closed the class.
The Use of Know-Want-Learn Strategy to Teach Reading of Report Text to the Ninth Graders of SMPN 2 Sampang
in the learning process. It was caused the students
limited English proficiency.
In the main activity, the teacher had explained the
purpose of teaching and the rule of strategy. She gave the
material and introduced the topic (the report text). She
also gave the students a chance to ask a question related
with the material by delivering them through some
explanation. Based on the three basic cognitive steps, the
first step that the teacher have done was by stimulating
the students to mention what they have known about the
topic and she asked the students to write down their ideas
into K column of the chart. The second step, after the
teacher had the students list ideas and concepts related to
the topic, she invited the students to list what else they
would like to know. After eliciting the questions from
several students, the teacher discussed the questions that
the students are most interested in having answered and
asked each student to write those questions into W
column of KWL chart. She motivated the students by
praising them and giving an extra score for those who
actively participated in the classroom discussion or
answered the teachers questions. She controlled the class
and solved the students problem without discriminating
one student to another. The third step, the teacher had the
students read the text and remind the students that they
should try to answer their W questions as they fill in the
L column. In addition, the teacher asked the students to
write the evidence for supporting their answers into E
column.
In the end of the class, the teacher discussed the
information that students recorded in the L column. The
teacher and the students translated together the text in the
end of KWL implementation. She evaluated the learning
process and allowed the students to ask question related
to the learning process. She gave the students feedback to
increase their motivation, build on their existing
knowledge and help them reflect on what they have
learned because the students who received lots of
feedback were better able to comprehend the material
they had just read. The last, she asked the students to
prepare themselves in the next meeting and closed the
class by saying thank you and good bye. Completing the
fifth column was done in the fourth column. Based on the
explanation above, the teacher had carried out the
learning process through three basic cognitive steps of
KWL implementation (Ogle. 1986) and accordance with
the lesson plan that aims to enable the students analyze
some information and the meaning contained of the
report text they read.
The Use of Know-Want-Learn Strategy to Teach Reading of Report Text to the Ninth Graders of SMPN 2 Sampang
KWL table. 2014. KWL table. From Wikipedia, the Free
encyclopedia. Date: 30/03/2015