KWL IMPROVES STUDENTS’ ABILITY IN READING

OF REPORT TEXT

AN ARTICLE

BY

AN AMTHA

F.52212006

MASTERS STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY

TANJUNGPURA UNIVERSITY

PONTIANAK

2017

KWL IMPROVES STUDENTS’ ABILITY IN READING

OF REPORT TEXT

AN ARTICLE

AN AMTHA

F.52212006

Approved by

Supervisor I Supervisor II

Drs. H. Sudarsono, MA., Ph.D Dr. Regina, M.Pd

NIP. 19580414 198703 1 001 Nip. 19600823 198703 2 002

Acknowledged by

Dean, Faculty of Teacher Training and

Education Chair, Masters Study Program of

English Language Education

Dr. H. Martono

Drs. H. Sudarsono, MA., Ph.D

NIP. 19680316 199403 1 014 NIP. 19580414 198703 1 001

1

KWL IMPROVES STUDENTS’ ABILITY IN READING

OF REPORT TEXT

An Amtha, Sudarsono, Regina

Masters Study Program of English Language Education, Teacher Training and

Education Faculty, Tanjungpura University Pontianak

Email: an.amtha@yahoo.co.id

Reading is the process of getting information from written texts. It

needs a strategy to comprehend a report text. The problem of the

research is Enhancing Students’ Reading Comprehension of

Report Text through KWL Strategy. One of the appropriate

techniques is KWL. It consists of three phases: Know, Want to

learn, and Learned aspect of student’s individual learning style.

This study is conducted at SMP Negeri 1 Sungai Raya, Kab. Kubu

Raya in Academic Year 2014/2015. The subject of this study is the

Year – 9 students. This class has 32 students consisting of 15 male

students and 17 female students. The form of the research is an

action research that was conducted in two cycles. Each cycle

consists of two meetings. The result shows that the use of K W L

helped t h e students e n h a n c e t h e r e a d i n g

c o m p r e h e n s i o n . KWL strategy creates a fu n learning

atmosphere for students relaxed and fun. The student’s

achievement increase in each cycle. The increasing reaches from 58.35

to 86.5. The student’s behaviors also increase from 34.37 % to 96.87%

and the teacher’s pedagogical knowledge increased from 46.67% to

83.3% done well. The teacher’s observation sheet showed that

the improvement of teacher teaching a c t i v i t i e s increased

from the first to the second cycle. It indicated that the classroom

action research not only improve student’s process of learning

but also help teacher to do reflective teaching.

Keywords: Reading comprehension, Report text, KWL strategy.

Membaca merupakan proses mendapatkan suatu informasi.

Membaca merupakan keterampilan yang siswa terapkan untuk

memahami teks bacaan. Dibutuhkan suatu strategi untuk

memahami teks bacaan pada teks report. Masalah dalam penelitian

ini adalah Meningkatkan Pemahaman Membaca Siswa pada

Report Teks melalui Strategi KWL. Berkaitan dengan

permasalahan diatas, proses pengajaran memerlukan peningkatan

untuk memungkinkan siswa untuk memahami teks dengan lebih

mudah. Salah satu teknik yang cocok adalah KWL. KWL terdiri

dari tiga tahapan: Know, Want to learn dan Learned. Penelitian ini

dilaksanakan di SMP Negeri 1 Sungai Raya, Kab. Kubu Raya

tahun akademik 2014 – 2015. Subjeknya adalah siswa kelas 9.

2

Kelas ini terdiri dari 32 siswa yang terdiri dari 15 pria dan 17

wanita. Bentuk penelitian yang dilaksanakan adalah penelitian

tindakan yang dilaksanakan dalam dua siklus, yang masing-masing

siklus terdiri dari dua pertemuan.hasil dari penelitian tindakan ini

menunjukan bahwa penggunaan KWL membantu siswa

meningkatkan pemahaman membaca siswa. KWL menciptakan

suasana belajar yang menyenangkan bagi siswa, disamping siswa

merasa relaks dan asyik dalam belajar. Ditambah lagi suasana yang

kondusif dapat memotivasi siswa untuk terlibat dalam kegiatan

pembelajaran dan dapat meningkatkan kemampuan mereka.

Kemampuan siswa meningkat disetiap siklus. Peningkatan

mencapai 58,35 hingga 86,5. Lebih lanjut, perilaku siswa juga

meningkat dari 34,37 menjadi 96,87 dan kemampuan pedagogi

guru juga meningkat dari 46,67% menjadi 83,3%. Lembar

pengamatan guru menunjukan bahwa peningkatan kegiatan belajar

guru dari siklus pertama ke siklus ke dua. Hal menunjukkan bahwa

penelitian tindakan kelas tidak hanya meningkatkan kemampuan

siswa belajar tetapi juga membantu guru melakukan pengajaran

reflektif.

Kata kunci: Pemahaman bacaan, teks report, strategi KWL

eading is an interaction activity when people look at a text and assign

meaning to the written symbols in that text. It is a language skill that students

apply to comprehend reading texts. Comprehension is defined as an understanding

of the text of the information that words and sentences are communicating. It is

important for students to be skilled in reading comprehension to make them a

success in their education. Students must be active in reading to catch the required

points from the written texts. According to McNamara, (2007:111) reading

comprehension is a product of complex interaction between the properties of the

text and what readers bring to the reading situation. It is a strategy and process of

making connection between ideas in the text material and the student’s mind or

idea.

Refering to the pre-observation in the classroom students still found

problems in comprehending the report texts. The students fail to get the idea of

the text, to find the reference, and to have expressions. Students often have

problems to understand the content of the reading texts because they tend to do it

individually. KNOW- WANT TO KNOW - LEARN offers the students to work

in groups and to solve the problem in reading together as well as having fun in the

learning process. Each student gives his/her opinion after having the title of the

reading texts.

To cope with these problems, the teaching process needs improvement to

make the students comprehend the texts more easily. One of the appropriate

techniques to stimulate students’ reading is through KNOW- WANT TO KNOW

- LEARN. According to Jared and Jared (1997), KNOW- WANT TO KNOW -

LEARN is also used as an organizational tool to enable students to identify known

information about a given subject.

R

3

One of the interesting strategies in teaching reading is KWL. It is intended

to be an exercise for a study group or class that can guide you in reading and

understanding a text. It can be adapted to working alone, but discussions

definitely help. KWL gives students opportunities to activate their prior

knowledge as they consider what they know about the subject, what they would

like to learn (goal), and later, what they comprehend and learned. It is extremely

important in influencing how we interpret what the students read and what they

learn from reading a text. To read well, students need to access the knowledge

they alrady have about the topic or make it availabke appropriately so that

comprehension can occur. However, they have not had a detailed analysis of the

effect of the combination of the three steps. They are K (what we know), W

(what we want to find out) and L (what we learned and still need to learn) on

encouraging and guiding passive students to participate in the lesson to improve

their reading ability as well as speaking, listening even listening and writing.

KWL is composed of only three stages that reflect a worksheet of three columns

with the three letters (Willis; 133-134:2008),

Table 1. Stages in KWL

What we

Know

What we

Want to know

What we

Learned

“ .... KWL gives students opportunities to activate prior knowledge

as they consider what they know about the subject (prior

knowledge), what they would like to learn (goal), and later, what

they comprehend and learned. KWL activities chart a course for

student goal-directed reading that can motivate comprehension.

Students not only want to acquire the information they seek, but they

are personally invested in seeing if their predictions and those of

their classmates on the list of “What I think I know” are correct”.

Students are trigged to know the topic they are discussing through every

phase in KWL process. They collect the information in order to provide the

knowledge for them and to be shared later in the group. Students present

everything they have got in the discussion to answer the questions given to them

in the previous. The last thing to do in KWL is to answer the questions from the

topic given by the teacher, the students answer may be from the previous

discussion they get in the prior discussion. KWL provide opportunities to students

to learn something from the information they get directly from their environment

(group of discussion). In this strategy, “K” stands for Know. This first stage may

concern. Think first about, then list, what you know about the topic before

reading. This advanced organizer provides you with a background to the new

material, building a scaffold to support it. Think of it as a pre-reading inventory.

The “think” that should be considered in “know” are brainstorm, before looking at

the text, think of keywords, terms, or phrases about the topic, either in class or a

study group. Record these in the “K” column of your chart until you cannot think

4

of more. Engage the group in a discussion about what you wrote in the K column

and organize the entries into general categories. “W” stands for “Will” or “Want”.

This stage is to list a series of questions of what want to know more of the subject,

based upon what is listed in “K”, the steps to do in “K” are preview the text’s

table of contents, headings, pictures, charts etc. Discuss what you want to learn.

List some thoughts on what you want, or expect to learn, generally or specifically.

Think in terms of what you will learn, or what do you want to learn about this.

Turn all sentences into questions before writing them down. They will help you

focus your attention during reading. List the questions by importance. L stands

for Learned the final stage is to answer your questions, as well as to list what new

information have been learned either while reading or after finished reading. List

out what are learnt as while reading, either by section, or after the whole work,

whichever is comfortable for. Check it against the W column, what want to be

learnt, create symbols to indicate main ideas, surprising ideas, questionable ideas,

and those that is not understood.

KWL charts assist teachers in activating students' prior knowledge of a

subject or topic and encourage inquisition, active reading, and research. KWL

charts are especially helpful as a pre reading strategy when reading expository text

and may also serve as an assessment of what students have learned during a unit

of study. The K stands for what students know, the W stands for what students

want to learn, and the L stands for what the students learn as they read or research.

Table 2. Topic: Horses

K animal Where do they live? They live in the ranch.

W food How and what do

they eat?

They eat grass and green/young leaves.

L benefit Are they useful for

us?

We use it for stransportation, sports

even meat. They also produce milk.

An ideal time to use KWL is before the class starts working with expository

text. Begin by modeling the use of a KWL. It is also important for the teacher to

attach a picture of the object in front of the class. Place a transparency of a blank

KWL chart on an overhead projector, and write the topic of the expository text at

the top of the chart (Horses). Fill in the chart as you think out loud, describing

your thought process. After completing the "Know" and "Want to Know"

sections, read aloud a brief expository paragraph. Complete the "Learned" section

of the KWL chart after reading the text, once again thinking out loud and

describing your thought process. Willis (134: 2008) claims

“To make this activity (KWL) more personal, students can first work

alone to create their own K and W parts of the chart. After class

discussion and creation of a class KWL chart that can remain up

throughout the reading of the book or story, students can add the

element of personal engagement through choice by adding to their

personal lists the K and W statements and questions posed by

classmates that resonate with their own brains”.

5

To guide students in completing a KWL chart, choose another topic, place a

blank KWL transparency on the overhead, and distribute a copy to each student.

Allow the students to independently complete the "Know" section of the chart. As

a class, share individual answers, brainstorm other ideas, and discuss responses.

This allows students to benefit from their collective experiences, jog some prior

knowledge, and reveal any misconceptions students may have. Students often

believe they have factual information about a subject that is proven incorrect

through reading, researching, and exploration. Be cautious about correcting

students in the initial completion of the "Know" section of the chart as discovery

of information often leads to long-term retention. Encourage students to correct

their "misinformation" as they complete the "Learned" section of the chart, and

model this strategy for them. Next, collect all information that is known, and fill

in the "Know" section on the transparency based on student responses.

Allow the students to independently complete the "Want to Know" section.

Then share and discuss responses as a class. This is an excellent opportunity to

model and to show students the value of inquiry. Having students form their own

questions often results in longer answers, and provides an opportunity for you to

help students ask good questions. Fill in the "Want to Know" section on the

transparency based on student responses.

Have students read the text independently, aloud, or in pairs, as appropriate.

Then have students completed the "Learned" section independently. Ask students

to share their findings, and have a discussion about the responses, encouraging

students to elaborate on their answers. Be prepared to correct misinformation by

referring to the text or by having students make a plan to find out if an idea is

accurate. Discuss how their knowledge has changed as a result of reading or

research, and encourage students to reflect on their learning. Fill in the "Learned"

section on the transparency based on student responses.

METHODOLOGY

The design of this study is a classroom action research. Mc. Niff (1996:6)

defines an action research as an intervention in personal practice to bring about

improvement and it has a special kind of research problem. In conducting the

classroom action research, the researcher used Kemmis and Mc. Taggart (1988) of

which each cycle consists of four steps: planning of action, implanting of action,

observing and evaluation analysis and reflection. The main steps are preceded by

reconnaissance (or preliminary study), analysis and identification of problem as

shown in Figure A. Based on the procedure as shown in Figure A, the first step is

preliminary study and second step is planning of the action based on the basis of

the findings in the preliminary study. Below is the model of the action research

suggested by Kemmis and Mc. Taggart (1988) model cited in Burns (2010 :9).

6

Scheme of Cycles of Action Research by Kemmis and Mc. Taggart (1988)

Place of Action Research

Preliminary study was done before the researcher begin the action research

during the teaching learning process to see what problem really existed during

Reconnaissance:

- Observing the students’ reading

- Introducing the importance of reading skill in English

Analysis and Identification:

- Analyzing the motivation of students to read

- Analyzing the students reading strategy

Planning:

- Arranging the time schedule, to motivate students to read by using KWL

- Preparing instrument for reading

- Determining the instrument

Observing:

- To observe the vocabulary

learning process using pictures

Implementing (Action):

- Introducing the idea of improving reading skill through KWL

- Giving clear and detailed guidelines - Guiding students in the reading

learning process

Reflecting:

- Discussing the activities happened in the reading process using KWL in the classroom

- Reviewing whether the students understand or not of the material

UNSUCCESSFUL

SUCCESSFUL

STOP

Revising the plan:

Based on the result of reflection, it is necessary for the teacher and collaborator to revise the plan according to drawbacks found in the previous implementation

CYCLE 2

7

reading and learning process. It is done to Year - 9 students of SMP Negeri 1

Sungai Raya, Kabupaten Kubu Raya in academic year 2014/2015. By observing

the students, the researcher found the activities of the students learning English. It

shows that the result of the preliminary study on the students’ reading

comprehension was far from what is expected and mostly could not reach KKM.

Subjects of the Action Research.

The subject of this study is the students of Class 9J. It has 32 students consisting

of 15 male students and 17 female students.

Time of the Action Research

In this action research, the action has done two cycles, where each cycle consists

of two meetings. The first cycle was conducted on 4th and 7th May 2015. The

second cycle was on 11th and 14th May 2015.

Collaborator

Classroom Action Research is a collaborative study in which researchers in

conducting research require collaborating colleagues (collaborators) they will help

researcher to observe implementation of the action, that is to observe learning

activities particularly on students' learning activities, the activities of teachers in

the learning process so that the research data is to improve the learning activities

of students and teachers in the learning process of enhance student’s reading

comprehension.

Together with researchers, the collaborator reflects the conclusion of each cycle or

observations during an observation to obtain about all the things that support the

success of the learning process as well. Reflection is to obtain the achievement of

the desired learning outcomes and conclude whether the cycle was considered

complete or should be continued in to the next cycle.

RESULT AND DISCUSSION

This action research was conducted in two cycles that covered planning,

action, observe and reflection every cycle. There was an improvement of the

student’s behavior, student’s achievement on reading comprehension on report

text and the teacher’s pedagogical implementation every cycle. The improvement

of the student’s behavior, the student’s achievement and the teacher’s pedagogical

knowledge reported as follow;

The Implementation of Cycle 1

The implementation of cycle 1 was conducted two meeting on Monday, 4th

and Thursday, 7th May 2015. The participants of research were students from 9J

of SMP Negeri 1Sungai Raya in academic year 2014/2015. Before the

implementation of the cycle 1 the following activity was conducted.

8

Planning

Planning is the designed about the treatment gave to students in the

classroom activity. In this phase the teacher did preparation about the strategy

(KWL strategy), the lesson plan, and the measurement test.

The researcher consulted with the English senior teacher about the

situation of the year 9H students and the used of KWL strategy, the syllabus, the

lesson plan and the measurement test. For the fulfillment of requirements of

teaching planning, there are several instruments such as; teaching material and

criteria of success. This stage includes identifying and limiting the topic (animal),

reviewing related literature, classroom arrangement and developing a research

plan. The lesson plan of the implementation of KWL strategy was done by the

procedure; pre reading, whilst reading and post reading. The teaching learning

process was started by opening activity and finished by closing activity.

The planning of the action was discussed with the observer and senior

English teacher at SMPN 1 Kubu raya before the implementation of the action

research. The purpose of the discussion was to revise the unnecessary planning on

the lesson plan and measurement test. It is included deciding the objective of the

lesson, arrangement the classroom activity (pre activity, while activity and post

activity) and also choosing the appropriate measurement test.

Implementation of Action/Acting

Action of cycle 1 was on Monday 26th October and Wednesday 28th

October 2015. The action began at first period and second period (07:00 a.m to

08:20 a.m). The number of students who attended the action was 32 students, 1

observer observed the teacher’s pedagogical knowledge implementation, 1

observer observed the student’s behavior and 1 person took documentation on the

classroom activity.

The implementation of the action research was done based on the lesson

plan. At the pre activity, the teacher did an orientation, apperception and

motivated the student to learn about the topic (Camel) and (dolphin) for the first

and second meeting of cycle 1. At while activity, the students explore their

existing knowledge about the topic, they discussed with their friend and wrote

what they known (Column K), what they want to know (column W) and learn

what they want to learn (column L). Moreover the students did an elaboration to

complete the column of KWL related to the topic. In this phase the teacher gave

an example of complete column of KWL about animal (camel and dolphin). The

exercise was given by teacher in elaboration activity. In the confirmation activity

the teacher and the students checked the student’s work and corrected the student

mistake. At the post activity, the teacher gave the students a conclusion about the

topic and reinforcement.

Observation/Observing

An observation was conducted by two persons; the first person observed

the student’s behavior and the second person observed the teacher’s pedagogical

knowledge.

9

The student’s observer observed the student’s behavior that focused on

interest, attention, participation and presentation by giving checklist on the

student’s observation sheet. There are four options available on each focused on

the observation sheen. Example, if the observer gives checklist on interest and

choose 4 mean that the students number 1 shown his/her behavior is very good, if

the observer choose 3 mean that the student number 1 shown his/her behavior is

good, if the observer choose 2 mean that the student number 1 shown his/her

behavior sufficient and if the observer choose 1 mean that the student number 1

shown his/her behavior bad. In this case the students had to have scored at least 10

that classified having good behavior in learning English on reading

comprehension on report text topic camel and dolphin through KWL strategy.

Reflection/Reflecting

Reflection is very significant for the enchantment of the second cycle. The

feedback given by the students obtained from some informal interviews. The

result of the observation indicates the progress in teaching and learning process

and some weakness are found in the first cycle. The second cycle should be

conducted to gain better result and handle the weakness in the previous cycle.

In the reflection steps, the researcher and the collaborator shared,

analyzed, and evaluated the information which were obtained from the classroom

observation activities and the notes taken by the collaborator to get feedback on

what had been done. This activity was done after the teaching process. The result

of reflection was used to determine what should be done in the next cycles. At this

point, the researcher reflects on, evaluate and describe the effects of the action in

order to make sense of what has happened and understood the issue. It may

decide to do further cycles of Action Research to improve the situation even more,

because there were some student could not reach the target of learning reading

comprehension through KWL.

Student’s behavior

The implementation of cycle 1 was done based on the planning of the

action, the teacher prepared the lesson plan, material for report text, student’s

work sheet, observer’s sheet and collaborated with two teachers to observe the

teaching learning activity. During the teaching learning process the researcher did

warming up activity as an apperception by checking the students list, dividing the

students into group of 4 to 5, telling the theme of the action (animal), strategy of

KWL and motivating the student by asking the student about the animal around

them. Then, in the main activity, there were exploration activity (pre-reading), an

explanation how to fill KWL chart, Column K to write down what was in the

know, W to write what they want and L to write down what has been learned

during the learning process. In the group work, the students find the name of the

teacher's image with confidence, and then write the column K what they already

know about animals, plants, natural phenomena. And then in the column W write

anything they want to know of a proposed message of the text and column L write

anything that has been learn of the topic.

10

In the while reading, involving the learners looking for broader and deeper

information about the topic / theme of the material has been studied by applying

KWL strategy. Read the report text 'Camel' with appropriate intonation and

pronunciation. Alternately in the group reads the text aloud that the teacher

prepared. Cooperate and tolerant find information from reading the contents of the

newly read together.

Based on the above description, the teacher and observer did a reflection

to know the student’s behavior on the first meeting in cycle 1. It is concluded that

the first meeting of cycle 1, the student’s work with their group smoothly active

and showed their interest, attention, participation and presentation. So that the

data of the observation is used to improve the learning activities of students and

teachers on teaching read comprehension of report text by using KWL strategy.

The observer looked carefully and check according to what it is. Below is the

student’s behavior of first meeting on cycle 1.

The Graphic 1. Student’s Behavior in the 1st Meeting of Cycle 1

The figure above shown that there are 21 students or 65.62% of total

participants were under expectation, they shown their behavior less motivates

to study through KWL strategy. In short they were less interest, less attention,

less participation and less presentation in learning reading comprehension

through KWL. While there were 11 students or 34.37% shown their high

expectation to study through KWL strategy and the result of achievement of

the reading comprehension on report text. There was 1 student or 3.12% got

perfect score. He showed his highest motivation among the students in the

classroom activity. It is concluded that the student behavior in the first

meeting of the cycle 1 is under expectation that because the students were less

interest, less attention, less participation and less presentation of the

0

2

4

6

8

10

12

14

11

implementation of the KWL strategy on reading report text. In other word,

most of the students were shown their less interest and still not focus on.

Student’s achievement

In line with the behavior of students, the results of student achievement

was low. It can be seen from the results of the ability to comprehend the reading

text of report text about camel using KWL strategy. Below is the student’s

achievement on reading comprehension of report text trough KWL strategy

Diagram 1. The student’s achievement of reading comprehension through KWL

The diagram 1, shown that the student’s achievement of the reading

comprehension on report text through KWL strategy was 34.29% of the total

participants in the classroom action research passed the minimum KKM (75)

while 65.71% was fall, they were under KKM. Moreover the means score of the

student’s achievement was 58.35, It is explained that in the first meeting of the

cycle 1 the student’s achievement were very low. Based on the criteria of success

it is classified poor. Moreover the students were less confuse of what the KWL is.

In this case the students confused to fill the column of KWL; they were defending

on the teacher’s guide. In short the students worked because of the teacher

instruction and model.

Student’s achievement

The achievement of the students on reading comprehension of report text

also increase, it is in sequence with student’s behavior in learning activity. The

student’s achievement can be seen in the following figure.

34.29%

65.71%

Student's Achievement on reading

comprehension in the 1st meeting of cycle 1

passed

did not pass

12

Diagram 2. Student’s achievement on reading test using KWL strategy

Based on the diagram above, the achievement of students on reading

comprehension reached 82.19 or 75% of the total participants reached and passed

the KKM (75) meanwhile 25% or 8 students did not reach the KKM of English

lesson. This data was taken from student’s achievement on reading

comprehension score. The achievement of the students were increased from 67.47

in the cycle 1 into 82.19 in the cycle 2. The improvement of the student’s

achievement reached 14.72. In this case the highest score of the student’s

achievement was 90 and the lowest was 70.

Discussion

The data shows that the use of K W L strategy in reading comprehension

of report text can improve not only the students’ involvement in reading

comprehension activities but also their reading score. Based on the lesson plan,

students learn not only reading for understanding but also involving other

activities such as listening to both teacher and other students, speaking to respond

the teacher and student’s question, speaking in discussion or presentation, and

writing summary of the reading text. Then, students also explore their thinking

process for analyzing or evaluating information through analyzing text and

discussion activities. According to Bell and Kahroff (2006) cited in kusiska

(2014:77), the concept of learning lies on active learning concept that enable

students to actively engage in understanding and acquiring skills and knowledge

through teacher directed task and activities. Moreover Moreover, Harmer

(2007:28) who claims “Effective teachers are well-prepared. Part of this

preparation resides in the knowledge they have of the subject and the skill of

teaching”.

The students enjoy the learning because the K W L strategy is new,

interesting and challenging for students. The strategy allows students to learn how

to Know what they has been known, the students Want to know what is to be

known and the students Learned what has been known. Lewis and Hill (1992:2)

who claim “students learn best when they are mentally relaxed. As humans

learn their native language in the most natural way, they are welcome to the

75%

25%

The Students' Achievements on reading

comprhension of report text of the 1st meeting of

cycle 2

Passed

Did not Passed

13

learning experience”. Students learn best when students are mentally relax. In

addition it is found that when students discover an idea from the text, they all try

to find general information that covered the reading. Then, when students find an

interesting idea according to their own perception, they try hard to engage their

own interest and knowledge. Furthermore, when students write a question they

still have from their reading, they explore their understanding of current

knowledge from the reading which they relate to their background knowledge. In

this regard, K W L strategy allows students to be active learners to do inquiry of

the reading and active constructor of understanding of the reading comprehension

on report text. Students become more confident to strengthen their understanding

of the learning process. The students are motivated in the learning because the

discussion is based on their ideas they found and brought to the class presentation.

The concept of learning by K W L strategy in active learning above draws upon

condition of constructivism learning theory. According to the constructivist model

of learning which is stated in Pritchard and Woollard (2010:8) who clarify that

learner can construct their own understanding of knowledge based on experience

they have.

In the group work achievement, student had their own ideas in K W L

column that they can discuss in their group work to strengthen their understanding

and share concepts. The idea of students working in groups work is supported by

Burke (2011:88). Burke argues that group learning fosters not only creativity but

also learning and comprehension. Although working in groups have advantages,

but there are also times when problems arise. Beebe and Masterson cited in Burke

(2011:88) state that sometimes some members in groups may rely on others to do

work and it takes more time to work in a group than to work alone. Therefore,

group work may create not only advantages but also disadvantages. Teacher as

facilitator needs to consider whether group members aware of the learning

objective and assign members with specific tasks or responsibility. The student’s

achievement improves gradually from the cycle 1 to the cycle 2 because KWL

strategy facilitated the student to apply mechanism of interactive reading process

for understanding reading of report text. Students combine the reading both from

bottom-up and top down process. By activities such as predicting, interpreting and

summarizing the reading.

CONCLUSION

There was significant difference in reading comprehension achievement of

report text between the students who were taught by using KWL strategy and

those who were not. The KWL strategy fosters active learning through enabling

instructors to better assess their students learning level, and instructing on the

parts of both students and teachers. It also encourages students to develop

effective reading skills. KWL Strategy is one of those teaching and learning

strategies used mainly for information texts. Its goals are more diverse, it helps

readers elicit prior knowledge of the topic of the text, set a purpose for reading,

monitor their comprehension, assess their comprehension of the text, and expand

ideas beyond the text.

14

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