KWL Strategy Research Articles

The Effect of Point Illustration Explanation (PIE) Strategy Towards Students' Descriptive Writing at the Tenth Grade Students of SMAN 1 Malingping, Lebak-Banten in Academic Year 2023/2024

This study aims to evaluate the Effect of the Point Illustration Explanation (PIE) Strategy on Students' Writing Skills in Descriptive Texts at the Tenth Grade of SMAN 1 Malingping, Lebak-Banten, in the 2023/2024 academic year. The PIE strategy involves using concrete examples, in-depth explanations, and clear illustrations to help students understand and develop their descriptive writing skills. This quantitative study employs a quasi-experimental method with a sample of 74 tenth-grade students divided into an experimental class (using the PIE strategy) and a control class (using the KWL strategy). Data were collected through pre-tests and post-tests, and analysed using normality tests, homogeneity tests, and paired t-tests with SPSS 22. The results indicate a significant effect of the PIE strategy on students' descriptive writing skills, as evidenced by a t-value of -28.066 with df 74 and a two-tailed significance of 0.000, meaning Ha is accepted and Ho is rejected. In conclusion, the PIE strategy significantly improves the descriptive writing skills of tenth-grade students at SMAN 1 Malingping, enhancing their understanding of descriptive writing structures and techniques, increasing motivation, helping them develop ideas more thoroughly, and improving their ability to present clear and creative descriptions.

THE EFFECTIVENESS OF KNOW WHAT LEARNER IMPROVES STUDENTS’ READING HABITS ON READING COMPREHENSION OF PBL- BASED LEARNING RECOUNT TEXTS IN 8TH GRADE OF JUNIOR HIGH SCHOOL 7 PEKANBARU

The importance of increasing understanding of increasing understanding of literacy habits is increasing along with the development of the current digital era. For this reason, the problem of student’s literacy habits needs special attention. Of course, with method-based learning, the TAI method and KWL strategy,videos animasi, Ice Breaking are as intervention in this research because these methods have been proven to have an impact on increasing literacy habits. So, this research aims to: 1) improve student’s reading habits. 2). increase student;s interest in reading recount text. 3). Can increase student’s knowledge in composing words. 4). Student’s can translate simple English sentences. The research was carried out with a PTK design consisting of two cycles and each cycle consisting of one meeting. The result of the research showed that teacher skills increased from an average score (good) in cycle one, then increased to (very good) in cycle two. The percentage of completion of literacy habituation learning in reading comprehension increased from 70 % in cycle one to 90 % in cycle two. The conclusion of this research is that the KWL strategy and videos animasi, Ice Breaking can improve teacher skills, student’s activities and learning outcomes.

The Effects of Graphic Organiser-based Reading Instruction on Reading Comprehension among Malaysian ESL Learners

This study investigated the impact of two graphic organizer (GO) instruction methods on reading comprehension in Malaysian ESL learners. The experiment involved180 Malaysian ESL students from three international schools, with one group received GO 1 instruction, another group received GO 2 instruction, and a control group received traditional instruction (NGO). Three instruments were used: a reading ability test, five practice sessions with five expository passages, and a reading comprehension test. The results of the 2-way ANOVA analysis indicated a significant interaction between GOinstruction, reading ability, and reading comprehension performance. The study found that GO instructions, specifically the concept mapping(GO 1)and KWL strategies(GO 2), were effective in enhancing reading comprehension, particularly among good readers. The KWL strategy also demonstrated benefits for improving reading comprehension,promoting active participation and critical thinking compared to the concept mapping group.This research contributes to the advancement of knowledge in ESL education by comparing the effects of the Concept Mapping strategy and the KWL strategy on reading comprehension among Malaysian ESL learners, thereby enriching the existing understanding of instructional methodologies in the field. Additionally, it diversifies generative learning strategies research by focusing on specific strategies, namely Concept Mapping and KWL, in a comparative analysis against the traditional NGO method, providing valuable insights for ESL educators to make informed decisions about instructional approaches. The study's findings have important pedagogical implications for ESL instruction.

Implementation Of The KWL Strategy (Know,Want And Learned) On Reading Comprehension Skills Of Students In Class IV Islamic Elementary School

Reading is a very important aspect of Indonesian language skills. The ability of students after reading will obtain information and understand the meaning contained in the reading text is called reading comprehension skills. Not all students are able to read and understand the contents of the text they have read. One way of handling this problem is implementing the KWL strategy (Know, Want and learned). Through this strategy, students are expected to be active in the learning process. In this study, the researcher used a qualitative descriptive study which had the aim of explaining the process, results and difficulties experienced by students in implementing the KWL strategy.Know, Want, and Learned). In this study using data collection techniques in the form of interviews and documentation. In addition, researchers used data analysis in the form of data reduction, data presentation, and drawing conclusions. And the results of this study will show differences in student activity from the first meeting to the second meeting. Furthermore, it was found that 10 out of 12 students could implement fairly good reading comprehension skills, and 2 out of 12 students had poor reading comprehension skills. Students experience difficulties in making conclusions and filling in KWL worksheets. This is the conclusion of this research.

IMPROVING THE STUDENTS’ VOCABULARY MASTERY BY USING WORD SQUARE MEDIA COMPARATIVE STUDY OF USING KWL AND QAR STRATEGIES ON STUDENTS’ READING COMPREHENSION

Reading is a complex activity. Through reading activities, readers have responses like rejection, acceptance, and criticism of what they have read. Therefore, appropriate strategies are needed in reading learning activities for students to facilitate reading comprehension. This study aims to determine significant differences in using KWL and QAR strategies on students' reading comprehension abilities.This study used an experimental method with a post-test-only design. The population in this study were students of class VIII SMPN 5 Banjarmasin. The sampling technique used in this study was using a saturated sampling technique for as many as 261 students. The instrument used was multiple choice questions in the form of a post-test. The data analysis technique in this study was the t-test at a significance level of 5%.The results showed that the student's reading comprehension who were taught by using the KWL strategy was 52.09 lower than those of the students taught by using the QAR strategy of 57.09 with a tcount of 2.251 and a p of 0.025 (p < 0.05 ). The difference in the post-test mean of reading comprehension skills in the KWL strategy group and the QAR strategy group was 5.00. This shows that there is a significant difference in the use of KWL and QAR strategies on the reading comprehension skills of eight grade students at SMPN 5 Banjarmasin.

Engaging EFL Students through KWL Strategy in Reading Comprehension: A Case Study of Four Students at a Junior High School in Karawang

Reading comprehension challenges the students’ understanding the meaning of the text. This study aim to exploring students’ behavioral engagement through KWL strategy in reading comprehension. The research method used in this study is descriptive case study with a qualitative approach. This research was conducted with limited to 4 students at eighth grade. The results showed that the KWL strategy gives students a better reading experience by enabling them to understand English text more quickly. The KWL strategy can make students more focused in learning reading comprehension. The KWL technique can also has encouraged students’ participation to learn more actively in analyzing the reading comprehension with peers and teacher. Finally, the KWL strategy can give teaching that builds students’ enthusiasm for developing their ability to reading comprehension; almost all students feel this enthusiasm after implementing the KWL strategy. This research suggest that teachers should expand or develop their teaching strategies to produce better learning experiences.

The Implementation of KWL Chart Strategy to Improve Worldwide EFL Learners’ Reading Comprehension Skills

There is a dire need for worldwide second language educators to sustainably invoke more interactive, favorable, and meaningful reading learning enterprises in which EFL learners are strongly willing to channel more effortful actions to hone their reading comprehension skills to the utmost development. KWL chart strategy can be one of the appropriate solutions to fulfill this reading learning demand by which EFL learners can activate their prior knowledge in harmony with the reading texts they are going to read, monitor their reading comprehension towards particular reading topics intensively, and profoundly evaluate their newly-acquired knowledge obtained through various passages. This present small-scale library study aimed to investigate the extent the KWL chart strategy can improve globalized EFL learners’ reading comprehension skills. 20 prior findings obtained from the KWL chart strategy in reading studies were thematically analyzed to yield more comprehensible and credible research results for the betterment of EFL reading learning enterprises nationwide. After analyzing those previous findings, two main research themes were generated namely: (1) KWL chart strategy transforms EFL learners into more spirited readers and (2) KWL chart strategy exceptionally escalates EFL learners’ reading proficiency level. In the end, it can be fairly concluded that the effective deployment of the KWL strategy not merely resulted in the significant enhancement of EFL learners’ reading comprehension skills but also their reading endeavor and knowledge. Keyword: KWL chart strategy, reading comprehension skills, EFL learners, library study, thematic analysis

Pre-Reading Activities and Reading Comprehension in an English as a Second Language Classroom

Reading comprehension is the skill of understanding and interpret the meaning of a text. Engaging and exposing students to more reading related activities with interaction and critical thinking would be of great help to enhance the comprehension skills of the students. The purpose of this study is to find out the effectiveness of pre-reading activities such as KWL strategy, graphics information, WH-Questions and vocabulary in improving the learners’ reading comprehension skill. The respondents were the limited sixty (60) grade 9 students of Sta Catalina National High School for the school year 2022-2023. Two groups of respondents comprised thirty (30) students who undergone the treatment and served as the first experimental group while the other thirty (30) students served as the second experimental group who used two different pre-reading activities. The first experimental group undergone the pre-reading activities, KWL strategy and Graphics Information while the other one undergone WH-Questions and Vocabulary. Based on the results of the experiment, there is no significant difference in the mean pretest and posttest of the experimental group 1 using the KWL and graphics information pre-reading activities. However, there is significant difference in the direct recalling questions reading competence. In terms of mean pretest and posttest of the experimental group 2 using WH-questions and vocabulary, there is also no significant difference. Same with experimental group 1, only in direct recalling questions found significant. It is also found out that there is no significant difference between the pretest scores of the two experimental groups of respondents before using the pre-reading activities. In terms of posttest of the two experimental groups, all the four variables have no significant difference although some improvement in the posttest scores is evident, only direct recalling questions were found to have significant difference in the mean posttest scores. The result of the scores of the experimental group 1 is higher than that of experimental group 2.

The Implementation of KWL Strategy in EFL Students’ Reading Comprehension

The Implementation of KWL Strategy in EFL Students’ Reading Comprehension

PENINGKATAN HASIL BELAJAR MATERI MENGHARGAI PENINGGALAN SEJARAH MENGGUNAKAN STRATEGI KWL SISWA KELAS IV MI AL – YASRIYAH

This study entitled: "Improving Learning Outcomes in Appreciating Historical Heritage Using the KWL Strategy for Grade IV MI AL - Yasriyah Students". The purpose of this research is to improve the learning outcomes of Appreciating Historical Heritage Using the KWL Strategy for Class IV MI AL - Yasriyah students.
 The method used in this research is Action Research which consists of 2 (two) cycles, and each cycle consists of: Planning, Implementation, Observation, and reflection.
 Based on the results of action research that the KWL Strategy (Know, Want to know, Learner) can Improve Learning Outcomes in Appreciating Historical Heritage Materials for Class IV MI AL - Yasriyah students. Furthermore, the researcher recommends: (1) Teachers who have the same difficulties can apply the KWL (Know, Want to know, Learner) strategy to improve learning outcomes. (2) In order to get maximum results, it is hoped that teachers will make more interesting and varied KWL (Know, Want to know, Learner) strategies.

The Use of KWL (Know – Want to Know – Learned) Strategy for Reading Comprehension in Blended Learning

The Use of KWL (Know – Want to Know – Learned) Strategy for Reading Comprehension in Blended Learning

Adapting Kwl Strategy for Teaching Science Practicals to Children with Special Needs for Effectives Learning

The learning of science is imperative for development in every society, and so it should not be limited to some persons. Therefore, these study sets out to use KWL strategy to adapt science teaching to the children with special needs for effective learning.The research design used in this study was the quazi experimental design specifically the pretest-posttest method. Three research questions guided the study. The sample of the study was made up of eight junior secondary one students from one public school in Lamingo, Jos plateau Nigeria. Intact class was used because there was no randomization. Base line data was collected from the class teacher on the students previous performance on the topic Classification of food. The researcher later taught same topic using KWL strategy for three weeks after which a test is given to collect data in form of scores. The data was analysed using percentage.The findings showed that KWL engaged students in the topic taught and also activated prior knowledge. KWL also enhanced good performance, thinking skill and promote curiosity.The researchers recommended that: teachers should ensure that appropriate activities be planned to take care of student needs; Government to ensure that all children have an equal right to education of any type.

MENINGKATKAN KEMAMPUAN MEMBACA DENGAN STRATEGI MEMBACA KWL (KNOW, WHANT TO KNOW AND LEARND) SISWA KELAS X MPLB A SMK NEGERI 1 SINGARAJA TAHUN 2022/2023

AbstractThis classroom action research was carried out with the aim of improving students’ reading skills. The low initial data acquisition of class X MPLB A students at SMK Negeri 1 Singaraja in the odd semester of the Academic year 2021/2022 has prompted researchers to try to increase the poor processes that have been implemented. Improving the learning process was carried out through the implementation of the KWL (Know, What to Know and Learned) strategy. This strategy was expected to solve the problems being faced. After the data was collected through the learning achievement test instrument, it was obtained an increase in reading ability with the initial data which the class average reached 76.45 with 77.41% for learning completeness. Whereas in cycle II, the data has increased to 84.67 for the class average and 96.77% for learning mastery. The data in Cycle II have shown the successful implementation of learning that exceeded the required indicators. Therefore, the researcher concluded that the implementation of the KWL (Know, What to Know and Learned) strategy in carrying out the learning process was able to improve students’ reading skills.Keywords: implementation of the KWL (Know, What to Know and Learned) strategy, reading ability

PENGARUH STRATEGI KWL TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS IV SDN 9 AMPENAN TAHUN AJARAN 2019/2020

The purpose of this study was to looking for the effect of KWL Strategy (Know - Want To Know - Learned) towards students' reading comprehension in fourth grade of SDN 9 Ampenan. The population was all of the students in fourth grade as much 107 students, as the result this study was carried out in two classes i.e. IVA as the experiment class and IVB as the control class and the sample was choosen using purposive sampling, techniques particually Nonequivalent control group design,. Based on the title, this study consisted of independent and dependent variable where KWL Strategy as the independent variable while students' reading comprehension as the dependent variable. The data that already collected was analyzed using covariance analysis (anacova) and as the result, it showed that there is significant effect of KWL strategy (Know- Want to Know- Learned) towards the students' reading comprehension with a value of Fobserved > Ftable, which is 5.068 > 3.98.

THE APPLYING OF KWL (KNOW - WANT TO KNOW - LEARNED) STRATEGY IN TEACHING READING COMPREHENSION AT IAIN TAKENGON

This research is aimed to describe the applying of K-W-L (Know-Want-Learned) strategy in teaching reading comprehension at IAIN Takengon. The subjects of the study were 30 students of HTN (hukum Tata Negara) class which were at second semester. By using qualitative design, the data were collected through observation, and giving questionnaire. Moreover the researcher administered pre-test and post-test to the students in the way measuring how the KWL strategy brings improvement in students reading comprehension. It was found that the mean score in cycle 1 was increasing, from 50,50 to 75,83 and in cycle II, the mean score was 85,67. Furthermore The result of observation and questionnaire given to students showed that students became more understand about the text read and more enthusiast and the class activity become more fun and enjoyable. Keywords: KWL Strategy,teaching English, reading comprehension.

The Use of KWL Strategy on Students' Reading Comprehension

Reading is a dynamic process of catching the words' meaning and getting the text's information. In reading comprehension, students must engage with their reading to comprehend the text. However, reading interest is still a big problem in Indonesia. This research aims to prove the effectiveness of using KWL strategy on students' reading comprehension. The KWL strategy stands for what I Know, what I Want to learn, and what I did Learn. This research applied a pre-experimental method with one group pre-test and post-test design as the research methodology. The tenth-grade students in SMAN 1 Cisaat are taken as the population of this research. Thirty-five students were selected as the samples using a random sampling technique with the lottery method. The tests were given to measure their reading comprehension ability, and the data were analyzed using the t-test formula. From the calculation, the researcher finds the result of the t-test value is 11.28 with the degree of freedom (df) is 34, and the t-table value at the significant level of 0.05 is 2.042. the result shows that the value of the ttest is higher than t-table 11.28 2.042. it means that the alternative hypothesis (ha) is received. Therefore, the researcher concludes that using the KWL strategy affects students' ability in reading comprehension.

The Effect of Know What Learn (KWL) Strategy to Improve Students’ Reading Comprehension in Descriptive Text at Tenth Grade SMAN Negeri 8 Tebo

Reading comprehension is a reading activity to absorb information from the reading material and understand or know the implied meaning and meaning of the reading so that it can be conveyed properly to the reader. The research aims to find out the effect of KWL strategy to improve students’ reading comprehension. This research used quantitative. Reading test was used as the instrument to taken the data. This research used two classes which is experimental class and control class. There were 14 students who registered in control class and 14 students in experiment class. The result showed the students’ mean score in the post-test of the experimental class and control class, the mean score in the post-test of the experimental class was 68.29 and the mean score in the post-test of the control class was 47.93. T-test was used to answer the research question and conducted in both the experimental class and control class by used IBM SPSS 20. The result of T-test showed that the significance paired samples T-test is 0.000<0.05, which mean H0 is rejected and Ha is accepted. Thus, it is concluded that there is a significant effect of using KWL strategy to improve students’ reading comprehension.

THE REALIZATION OF SEMANTIC MAPPING STRATEGY IN READING OF ENGLISH FOR FOREIGN LANGUAGE CLASS IN SMK BARDAN WASALAMAN BATANG

The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups. The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.

Teaching Reading with KWL Strategy during Online Learning

This current study aimed at investigating the effect of KWL strategy towards the reading comprehension of second grade students at SMA N 1 Kintamani in online learning. This research was an experimental research with pre-test and post-test control group design. By involving XI IPS 1 as the control group which taught by using conventional method and XI IPS 2 as the experimental group which taught by using KWL strategy in teaching reading. The obtained data were descriptively and inferentially analyzed by using SPSS 23.0. In pre-test, the study found the experimental group (M= 56.28) showed higher mean score of reading comprehension rather than the control group (55.87). The result of t-test also revealed that the mean difference between experimental and control group in pre-test was not significant (α=>0.05). Furthermore, in post-test the experimental group got better reading comprehension achievement than the control group. The result of the study found that the experimental group (M=74.32) got higher mean score of reading comprehension compared to control group (M= 61.16). The result of t-test also confirmed that the mean difference between experimental and control group in post-test was significant (α=<0.05. In conclusion, KWL strategy gave a significant effect on the reading comprehension of second grade students at SMAN 1 Kintamani.

INTERACTIVE READING ACTIVITIES BY USING KNOW, WANT, AND LEARN STRATEGY: A DESCRIPTIVE STUDY

The objectives of this research are (1) To identify whether or not KWL strategy with Prezi can implemented in student’s reading activities; (2) To describe the students respond toward the student’s reading activities through the implementation of KWL strategy with Prezi. Six eighth grade students from SMP N 27 Kota Bekasi in the 2020/2021 academic year will participate in this study who were taken by using purposive sampling. This research uses a descriptive qualitative method. Meanwhile, in this study, the data collection used observations and interviews. The researcher uses contextualization and codification to analyze the data. The result from the research that has been carried out are (1) The implementation of KWL strategy with Prezi can help the students’ reading activities for the middle grade students of SMP Negeri 27 Kota Bekasi in the academic year of 2020/2021; (2) Based on the finding from the observation and interview, some students interesting with this strategy because they can use this strategy for the answer the question of reading assignment in their school later. The students enjoy the reading activities that has been presented interestingly through Prezi and they feel more helpful with every step from KWL strategy.