The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension
DOI:
https://doi.org/10.15408/ijee.v7i1.15541Keywords:
pemahaman membaca, strategi K-W-L, teks deskriptif, Lexical Approach, , vocabulary items, grammar items, EFL textbook evaluationAbstract
ABSTRACT
This study focused on enhancing students’ reading comprehension through the implementation of K-W-L (know, want to know, and learned) strategy at the secondary level. The purpose of K-W-L strategy is to offer construction for stimulating and building students’ schemata, to create a determination of their reading, and to conclude what they acknowledged before. This research applied Classroom Action Research based on the model suggested by Taggart and Kemmis (1998), consisting of five stages: preliminary study, planning, implementing, observing, and reflecting. The students were asked what they know about the topic, what they wanted to know about the topic and then what they learned from the text after they had read the written text. Based on the findings of the study, this K-W-L strategy trained students to be brave to present in front of the class to share their ideas with their friends, and it also assured other students to keep on listening and appreciating their friends’ comprehension of the text being studied. It is, therefore, strongly suggested that the English teachers at Junior High School use the K-W-L strategy to improve students’ reading comprehension.
ABSTRAK
Penelitian ini berfokus pada peningkatan pemahaman membaca siswa melalui pengimplementasian strategi KWL (know, want to know, and learned). Tujuan dari strategi KWL ini adalah untuk menstimulasi dan membangun skemata siswa, menciptakan determinasi dalam membaca, dan menggunakan informasi yang telah mereka miliki sebelumnya. Penelitian ini menggunakan penelitian tindakan kelas berdasarkan model yang disarankan oleh Taggart dan Kemmis, yang terdiri darilima tahap, yakni, studi pendahuluan, perencanaan, pengimplementasian, pengobservasian, dan refleksi. Para siswa diberi pertanyaan terkait apa yang mereka ketahui tentang topik tersebut, apa yang mereka ingin ketahui terkait topik tersebut, dan apa yang telah mereka peroleh setelah mereka membaca teks yang diberi. Berdasarkan hasil penelitian, strategi KWL ini melatih siswa untuk memiliki keberanian dalam berekspresi di depan kelas dan membagikan ide dan opini mereka kepada teman-temannya. Selain itu, strategi ini juga melatih siswa untuk mengapresiasi pemahaman yang dimiliki oleh teman yang sedang melakukan presentasi di depan kelas. Oleh karena itu, peneliti menyarankan guru Bahasa inggris di tingkat sekoah menengah pertama untuk menerapkan strategi KWL untuk meningkatkan pemahaman membaca siswa.
How to Cite: Sholeh, A., Rosalina, N. E., Weganofa, R. (2020). The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension. IJEE (Indonesian Journal of English Education), 7(1), 22-31. doi:10.15408/ijee.v7i1.15541
References
Bailey, K. M. (2003). Speaking. In D. Nunan, Practical English language teaching (pp. 48-60). Singapore: McGraw-Hill Education.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education Inc.
Erskine, C. (2017). Notes for adjudicators. Retrieved from http://www.uvm.edu/: http://www.uvm.edu/~debate/watch/wsdcdvd/text/wsdcjudgingguidelines.pdf
Grace, T. M. (2014). Pathway to English for senior high school grade X elective programme. Jakarta: Erlangga.
Hans, M.E. (2017). Classroom management is prerequisite for effective teaching. 6 (2)
Hasanah, U. (2012). The implementation of debate technique to tmprove the students' speaking skill. Salatiga: STAIN Salatiga.
Hooley, D. (2007). Speaking my mind: The importance of high school debate. The English Journal, Vol. 96, No. 5, 18.
Iman, J. N. (2017). Debate instruction in EFL classroom: Impacts on the critical thinking and speaking skill. International Journal of Instruction, Vol.10, No.4, 96-104.
Incorporated, Debating SA. (2008). Debating: A brief introduction for beginners. Retrieved from https://www.debatingsa.com: https://www.debatingsa.com.au/wp-content/uploads/2017/07/Debating-An-Introduction-For-Beginners.pdf
Johnson, S. L. (2009). Winning debates: A guide to debating in the style of the world universities debating championships. New York: International Debate Education Association.
Lucas, S. E. (2007). The art of public speaking. New York: McGraw-Hill.
Luthfiyyah, R. (2014). Risk-taking, speaking ability, and Australasian Parliamentary Debate: Do they really appertain? Journal of English Language and Learning, Vol (2) Number 1, 171-178.
Harris, D. P. (1969). Testing English as a second language. New York: McGraw-Hill.
Quinn, S. (2009). Debating in the world schools style: A guide. New York: International Debate Education Association.
Rear, D. (2018). A systematic approach to teaching critical thinking through debate Vol.2. Retrieved from http://blog.nus.edu.sg/: http://blog.nus.edu.sg/eltwo/2010/02/19/a-systematic-approach-to-teaching-critical-thinking-through-debate/
Romero, B. N. (2018). Improving speaking skills. Retrieved from http://www.encuentrojournal.org/: http://www.encuentrojournal.org/textos/Navarro.pdf/
Scott, S. (2008). Perceptions of students' learning critical thinking through debate in a technology classroom: A case study. The Journal of Technology Studies, 40.
Siebold, D. K. (2016). Teaching debate to ESL students: A six-class unit. Internet TESL Journal, Vol. XI, No. 2, 1.
Siquig, D. C. Jr. (2015, September 30). Argumentative Speech. Retrieved from https://www.slideshare.net/: https://www.slideshare.net/iniwannalangniyaakobastabasta/argumentative-speech-53353974
Suhendra, E. (2015). The Effect of the British parliamentary debate practices for English language classroom. Malang: State University of Malang
Summary of the four-team British parliamentary debate format. (2015). Retrieved from http://pcte.edu.in: http://pcte.edu.in/wp-content/uploads/sites/6/2016/10/Rules-of-debate.pdf
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? Retrieved from https://www.aft.org/: https://www.aft.org/sites/default/files/periodicals/Crit_Thinking.pdf
