The Effect of Using Kwl (Know, Want, Learned) Strategy on Efl Students’ Reading Comprehension Achievement

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THE EFFECT OF USING KWL (KNOW, WANT, LEARNED) STRATEGY
ON EFL STUDENTS’ READING COMPREHENSION ACHIEVEMENT

By: Risnawati
(Lecturer of English Department at IAIN Bengkulu)

Abstract: There is a fact that most of the Secondary School students are still low in comprehending reading texts. Therefore, the main objective of this study was to see whether the use of KWL (Know, Want, Learned) strategy was effective in improving the students’ reading comprehension achievement in learning English as a Foreign Language. Non-equivalent groups pretest-posttest design was used in this study. The population was the eightth grade students of SMPN 4 Palembang in academic year of 2009/2010 with a total number of 326 students. Out of this population, 40 students were taken as sample. There were two groups, each of which consisted of 20 students. The data were collected by using multiple choice reading comprehension test. The data obtained were analyzed by using t-test formula. The finding showed that KWL strategy was effective in improving the students’ reading comprehension achievement. The effectiveness was indicated by the result of the Stepwise Regression formula that the contribution of KWL strategy on students’ reading comprehension achievement was 60.5%.

Keywords: reading, KWL strategy, reading comprehension achievement

A. Introduction

Reading as a field of teaching is considered as one of the important areas of teaching. It is one of the most important academic skills. It is also a major pillar upon which teaching and learning process is built. The reading ability plays a central role in teaching and learning success at all education stages (Addison, 1996: 23). It is because most of the materials of teaching and learning are in written form. It means that the students need to improve their reading skills in order to understand the teaching and learning materials. The students will be on the road to academic failure, if they could not read. Reading comprehension is considered as the real core for reading process. Durkin (1993) assumes that comprehension is the peak of the reading skills and the bases for all reading processes. Teaching students to read with a good comprehension must be teachers’ highest priority. Most of EFL teachers have wondered what they might do to improve their students’ reading comprehension achievement. The students can read words with lack of understanding of what they read. Without comprehension, reading for pleasure or knowledge is impossible. The teachers of English often assume that students will learn to comprehend merely by reading. Students with good comprehension use strategies in reading to learn new concepts, get deeply involved in what they are reading, critically evaluate what they read, and apply their knowledge to solve practical as well as intellectual. But many students fail in doing these things. According to Cuesta (2003:2), many students take reading for granted. They feel too busy to read, or they may not enjoy reading. Generally, EFL students can only read without being able to correlate the reading they have just read with the knowledge they have. According to The International Association for the Evaluation of Educational Achievement, reading score of Indonesian students in East Asia is still low. Indonesian students are just capable of mastering 30 % reading material, and find difficulty in reading items that are in the form of commentary requiring cognitive process (IAE for the Evaluation of Educational Achievement, 2003). In addition, PISA 2009 database shows that Indonesia students’ score is below the OECD average and on the 57th of 65 countries (OECD, PISA 2009 Database). Reading is an active process, because it involves interaction between the reader and the text. In reading a text, the reader needs to proceed the information that he/she gets from the text into his/her brain. Students are constantly confronted with...
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