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THE USE OF WEBTOON AND KWL (KNOW-WANT-LEARN)
STRATEGY TO IMPROVE STUDENTS’ READING FLUENCY
(A Classroom Action Research in the tenth Grade of SMK
MuhammadiyahRembang in the Academic Year 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for
the degree of SarjanaPendidikan (S.pd.)
By :
AYU APRILIYANI PUTRI
NIM.11314170
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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MOTTO
“ GOD always has something for you, a key for every problem, a light for every
shadow, a relief for every sorrow and a plan for every tomorrow ”.
(unknown)
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DEDICATION
This graduating paper is sincerely dedicated for :
1. My beloved parents Mr. ArifSaptono and Mrs. WahyuNurnaningsih, who
always pray for me, guide, support, and motivate me to become better
person.
2. My beloved sister NaylaAnggunNovita Sari, and my big family
3. My lovely friends Aulia Sakti, AnikSholiqah, Ekakusumawati, YunitaRia,
Villa Shofa, Sumarsih who always support me to finish my graduating
paper.
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ACKNOWLEDGEMENT
Assalamu’alaikumWr.Wb.
Alhamdu lillahi rabbil’alamin, all praise be to Allah SWT, the Most
Gracious and the Most Mercifulwho always bless and help the writer, so
the writer can finish this graduating paper. Bless and mercy is upon great
Prophet Muhammad SAW for his guidance that leads the writer to the
truth.
However, this paper will not be finished without the support,
guidance, advice, helps and encouragement from individuals and
institutions. Therefore, the writer would like to express the deepest
gratitude to :
1. Mr. Dr.Rahmat Hariyadi, M. Pd., as Rector of State Institute for
Islamic Studies of Salatiga.
2. Mr. Suwardi, M. Pd., as the Dean Teacher Training and Education
Faculty.
3. Mrs. Noor Malihah, M. Hum, Ph. D., as the head of English Education
Department.
4. Mr. Faizal Risdianto, S.S., M. Hum., as counselor of this graduating
paper. Thanks for all your suggestion, recommendation and support for
his graduating paper from beginning till the end.
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5. Mrs. Dr. Setia Rini, M.Pd., as my Academic Counselor thanks for your
support and guidance.
6. All of the lecturers in English Education Department of Tarbiyah
Faculty who had given valuable knowledge.
7. All of the staffs who have helped the writer in processing of graduating
paper administration.
8. Mr.Suparno.S.Pd., as the Head Master of SMK
MuhammadiyahRembang who allowed me to conduct the research.
9. Mrs.NurulHamidahS.Pd., as English teacher in SMK Muhammadiyah
who help me in doing my research.
10. The big Family of SMK MuhammadiyahRembang.
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the reader.
Salatiga, September 11st2018
The writer
AyuApriliyaniPutri
NIM. 11314170
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ABSTRACT
AyuApriliyani Putri.2018.The Use Of Webtoon And KWL (Know-Want-
Learn)Strategy To Improve Students’ Reading Fluency (A Classroom Action
Research In the Tenth Grade of SMK MuhhamadiyahRembang In the Academic
Year of 2018/2019). A Graduating Paper.English Education Department.Teacher
Training and Education Faculty.State Institute for Islamic Studies. Counselor:
FaizalRisdianto, S.S., M. Hum.
The objectives of the Research are to describe the implementation and to
find out to what extent the Use of Webtoon And KWL ( Know- Want- Learn)
Strategy to Improve Students’ Reading Fluency In Tenth Grade In SMK
MuhammadiyahRembang in the Academic Year 2018/2019 especially in X (TKR
C) class.The method of the research used Classroom Action Research (CAR). The
technique of collecting data, the data are observation, test and documentation.
The result of the research shows that the pre-test 1 score is 59.3 and the cycle
1shows score is 67.2. Meanwhile, the cycle 2shows that the pre- test is 68.2 and
the post-test cycle 2 is 83.7.this indicates that KWL Startegy can improve
Students’ Reading Fluency Of The Tenth Grade of SMK
MuhammadiyahRembang In Academic Year of 2018/2019.
Keyword :Reading Fluency, Know-Want-Learn Strategy, webtoon
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TABLE OF CONTENTS
TITLE PAGE ....................................................................................................................... i
DECLARATION AND PERMISSION FOR PUBLICATION ......... Error! Bookmark not
defined.
DECLARATION ..................................................................Error! Bookmark not defined.
ATTENTIVE COUNSELOR’S NOTE ..............................................................................iv
MOTTO ..............................................................................................................................iv
DEDICATION .................................................................................................................... v
ACKNOWLEDGEMENT ..................................................................................................vi
ABSTRACT ....................................................................................................................... ix
CHAPTER I ........................................................................................................................ 1
INTRODUCTION .............................................................................................................. 1
A. Background of research ....................................................................................... 1
B. Problem of the research ........................................................................................ 3
C. Objective of the research ...................................................................................... 4
D. Hypotheses of the Research .................................................................................. 4
E. Significances of the research .............................................................................. 4
F. Definition of Keyword .......................................................................................... 5
G..Graduating paper outline ........................................................................................ 9
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CHAPTER II ..................................................................................................................... 10
REVIEW OF LITERETURE ........................................................................................ 10
A. Review of Previous Studies .................................................................................. 10
B. Supporting Theories .............................................................................................. 11
1. Webtoon ........................................................................................................... 11
a. The definition of webtoon ........................................................................... 11
b. Strength of using webtoon in the classroom ................................................ 13
c. Application of English Webtoon to Improve Students’ Reading Fluency. 14
2. KWL (Know-Want-Learn) ............................................................................... 16
a. Definition of KWL ........................................................................................ 16
b. Steps to do KWL Strategy ............................................................................ 17
c. Strength and Weaknesses of KWL (Know-Want-Learn) ............................. 19
3. Reading Fluency ............................................................................................... 20
a. Definition of reading fluency ........................................................................ 20
b. Fluency strategies .......................................................................................... 21
4. Reading ............................................................................................................. 22
a. Definition of Reading. ................................................................................... 22
b. The purpose of Reading ................................................................................ 24
c. The Method of Reading ................................................................................ 25
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d. Process of Reading ........................................................................................ 25
CHAPTER III ................................................................................................................... 28
RESEARCH METHODOLOGY .................................................................................. 28
A. Subject of the Research ...................................................................................... 28
B. Method of the Research ...................................................................................... 29
C. Data collection ..................................................................................................... 30
D. Data Analysis Technique .................................................................................... 33
E. Research Procedure ............................................................................................ 35
CHAPTER IV ................................................................................................................... 42
DATA ANALYSIS ........................................................................................................... 42
A. Research Findings ............................................................................................... 42
1. Cycle 1 .............................................................................................................. 42
2. Cycle 2 .............................................................................................................. 52
CHAPTER V ................................................................................................................... 63
CLOSURE ................................................................................................................... 63
A. Conclusion ........................................................................................................... 63
B. Implementation ................................................................................................... 64
C. Suggestion ............................................................................................................ 65
BIBLIOGRAPHY ............................................................................................................. 66
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APPENDICES ...................................................................................................................... 67
LIST OF TABLE AND FIGURE
Tabel 2 1 KWL Chart…………………………………………………………..18
Tabel 3 1 The List of Students…………………………………………………29
Tabel 3 2Scoring Rubrics For Reading Fluency………………………………..33
Tabel 3 3 observation sheet for students……………………………………….39
gambar 1.1 images of webtoon ……………………………………………….15
gambar 2.2 modeling reading fluency ………………………………………....22
gambar 3.1: Four activities in each cycle………………………………………30
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CHAPTER I
INTRODUCTION
A. Background of Research
The human life requires a tool to communicate and interact with others.
Language is the capability of a human to communicate with other human
beings using signs, words and movements. According to Sapir (1921:p8),
language is a purely human and non instinctive method of communicating
ideas, emotions, and desires by means of a system of voluntarily produced
symbol. English is important to study seriously many people to have a good
prospect in the world. English is studied at starting from elementary school
until universities.There are four skills to learn English, namely listening,
speaking, reading and writing. This skill important in understanding about
communication with other people.
English as one of the learning processof interaction to transfer
knowledge and information between teacher and students. According to Brown
(1980: p:5), learning language is to direct and express their feelings and
communicate.In studying English there are four skills that must be mastered
are Listening, speaking, reading and writing. In speaking, students practice
how to pronounce the word and conversing. In writing, students learn how to
write the idea, information and understand the writing to get information and
knowledge. In listening, students study by hearing monologue, dialogue, from
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video and tape recorder. In reading, students learn by understanding text,
summarize information and thinking success. The students have to learn all of
the skills above because the government had been arranged the curriculum of
English lesson. But, not all of them are capable in those skills. One of many
ways to improve students’ ability of English subject is reading.
Reading is one of the language skill in English, should be mastered by
students because reading is an essential factors that influences an activity in
communication. The ability to read opens up new knowledge and
opportunities. It is enable students to gain information, to get some pleasure,
and do many things that are part of modern life, such as, reading newspaper,
magazine, maps and etc.
In addition, reading is also started in the school-based curriculum of
vocational high school (Depdiknas, 2006) the target of the English teaching
and learning is to enable students to gain the functional literacy. Which is the
ability to communicate both in simple oral and written English to deal with the
daily life contexts, such as reading and understanding newspaper or manuals.
In other words, students are expected to be able to comprehend English Texts
in order to learn new knowledge, ideas and concept.
One of the difficulties faces by student in vocational High School is to
mastery reading skill. According Wallace (2003: p. 4) state the one of the
difficulties which young learners, especially EFL learners, may have is the
incapability to understand text. The students demonstrate many problems
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associated with low comprehension, including poor decoding, fluency and
comprehension.
The writer made an interview in pre observation data to English
teacher. From the result on the review, it revealed that the tenth grade of
vocational high school students had a problem in reading, especially reading
fluency.
Based on the explanation above the researcher is inspired to conduct a
research entitled The Use OfWebtoonand KWL to Improve Students’ Reading
Fluency In SMK MuhammadiyahRembang (classroom Action Research at the
tenth grade of SMK MuhammadiyahRembang 2017-2018).
B. Problem of the Research
Based on the background above, the problem in this study can be
formulated as below :
1. Can the implementation of webtoon and KWL to improve students’ reading
fluency at the tenth grade of SMK MuhhamadiyahRembang in the academic
year 2018/2019?
2. What is the extent of webtoonand KWL to improve students’ reading
fluency in SMK MuhammadiyahRembang ?
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C. Objective of the Research
1. To find out whether To find out the implementation of webtoon and KWL
to improve students’ reading fluency at the tenth grade of SMK
MuhhamadiyahRembang in the academic year 2018/2019?
2. what is extent the students’ reading fluency after using webtoon and KWL
of the eleven grade students of SMK MuhammadiyahRembang in
academic year 2018/2019.
D. Hypotheses of the Research
In order to avoid misinterpretation of the problem, the writer would like
to limit study. The writer want to know whatever webtoon and KWL method
to improve students’ reading fluency. The material is limited to that thought of
SMK MuhammadiyahRembang in the academic year 2018/2019.
E. Significances of the Study
In this study, the researcher expects that the research paper has benefit:
1. Theoretically
The study is expected to give explanation about the use of webtoonand
KWL to improve students’ reading fluency.
2. Practical Benefit
The result of this study is expected to be useful for the students, English
teachers, and institution :
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a. To the teacher
As the information, English teacher about reading fluency by using
webtoon and KWL . The English teacher can enrich variation media for
teaching reading. English teacher can use the media to give a solution for
students’ problems especially in reading fluency.
b. To the students
The research can give solution for the students to understand in study
English especially in reading fluency. The students can improve their
reading ability by using webtoonand KWLby their teacher in the class. So
the students feel interest to learn English lesson than before and they have
good perception that English is not difficult.
c. To the readers or other researcher
The use of webtoonand KWL can help the researcher to identify how to
teach reading.italso gives information to improve creativity in learning
process especially in reading fluency.
F. Definition of Keyword
1. Webtoon
Webtoon is new compound word made up of “website” and “cartoon,
and means comics which are published through the web and optimized for
computer screen. “webcomics” have not settled into shape because
traditional paper comics still have a strong market. Webtoon in korea is an
exceptional case. Also, webtoons have distinctive features which are not to
be found in other countries’ web comics.
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Comic consist of image and text, most often with the images sequence.
However, comic utilize these forms in a variety of different ways,
throughout, though this is not only interplay between these elements.
Single panel comics such as The Family Circus and The Far Side have
been fully recognized as comics for decades. “silent” comics such as Kid
Koala’s Nufonia Must Fall contain no words at all. Whereas work such as
as Dave Sim’s Reads Volumes of Cerebus have been dominated by text,
relagting the images to illustrative roles. On the contrary, illustrated
children’s books lie outside the category of comics, though they feature a
similar commingling of text, images and narrative. The arguments, then,
are not concerned as to whether or not these components exist in a given
work, but rather what roles the arguments play.
According to Scott (1993). Comics are “juxtaposed” pictorial and other
images in deliberate sequence, intended to convey information and to
produce an aesthetic response in the viewer. Comic attempts to give clarity
and solidity to the inchoate “sequential art” offered in Will Eisner’s
Comics and Sequential Art. The sequential nature of comics’ images
defines their being, thus exiling single panel and text dominated works
form the realm comics.
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2. KWL Method
One of strategy to develop students’ reading fluency achievement is
KWL (Know-Want-Learn) strategy , it is one of strategies used mainly for
information of the text.
As the basic definition, KWL(Know-Want-Learn) is strategy where
students first know (know, analyze, predict), then want (develop thoughts
on what will be written with questions). Moreover, Ogle (1986) explain by
Gani.S.A in journal of Research In English and Education (READ), that
KWL (Know-Want-Learn) strategy is an instructional reading Strategy that
widely used to teach reading classes, this strategy helps the students
become good readers by getting them to do many things that that good
readers do. KWL strategy gets the students to read silently.
Focusing to the learning process where the students are supposed to
explore their reading process by thinking about what they know, what they
want to know, and what they have learned.
3. Reading
According to Grabe and Stoller (2002. P.9) Reading is a complex and
dynamic process that involves a set of activities such as remembering,
comprehending, interpreting, differentiating, comparing, finding out,
analyzing, organizing, and applying message sent through written language
in order to understand its content.
Reading is acquired in a relatively predictable way by children who
have normal or above average language skills, have had experiences in
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early childhood that fostered motivation and provided exposure to literacy
in use, get information about the nature of print through opportunities to
learn letters and to recognize the internal structure of spoken words, as
well as explanations about the contrasting nature of spoken and written
language, and attend schools that provide effective reading instructions
and opportunities to practice reading. (Snow, Burns, & Griffin, :1998).
4. Reading fluency
Fluency is the ability to read text accurately, quickly, and with
expression. Fluency is important because it provides a bridge between
word recognition and comprehension. When fluent readers read silently,
they recognize words automatically. They group words quickly to help
them gain meaning from what they read. Fluent readers read aloud
effortlessly and with expression. Their reading sounds natural, as if they
are speaking. Readers who have not yet developed fluency read slowly,
word by word. Their oral reading is choppy.
5. Improving
Improving is to bring to more desirable or excellent condition; to
ameliorate; to better; to make; as land or real estate; more profitable by
cultivation or construction; to make more useful. (Mario
Pei,1974.p:483).
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G. Graduating paper outline
This research is organized into five chapters. Chapter 1 present the
introduction. It explains the background of the research, definition of key
terms, and organization of the graduating paper. Chapter II describe the
theoretical framework. It consists of the definition of webtoon and KWL, how
to implementing the webtoon and KWL in reading fluency, definition of
reading, kind of genre, definition of reading fluency. Chapter III is method of
the research. It describes the setting of research, procedure of research,
technique of collecting data, and technique of analysis data. Chapter VI is data
analysis. It consist of field note of the cycle 1, the cycle II, the discussion of
the cycle 1, cycle II. Chapter V is closure. It consist of conclusion and
suggestion. For the attachment, these are appendixes and bibliography.
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CHAPTER II
REVIEW OF LITERETURE
A. Review of Previous Studies
In this chapter, the writer will explain about the previous studies. The
writer takes a review of related literature from the other research. The first
research has been conducted by EniRahmawati (2014) from State Institute For
Islamic Studies (IAIN ) Salatiga, objective of this study was to know the
empirical evidence concerning of improving the students’ writing skill through
textless comic. The purpose of this research is to make students interested in
writing. Then students asked to complete text on comics and looking for
answers that are suitable to complement the comic.
The second was conducted by Mutoharoh (2015) she conducted that the
students interest toward spoof text and their reasons and to find out whether the
use of spoof as a media and KWL as a technique is effective to improve the
students in reading comprehension of tenth grade in MAN 1 magelang city.
The third research was conducted by Dieu’s (2015),The purpose are to
change students from negative attitude to positive feeling towards reading class
after KWL method was used and to improve Vietnamese students’ reading skill
as well as catching the main idea in the reading texts in order to have
successful communication in English.
Based on the previous studies above, the writer has summarized some
differences between this research with the previous research. The first research
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used KWL ( Know-Want-Learn) through webtoon which is more appropriate
with the vocational high school syllabus. The second research used KWL
(Know-Want-Learn) strategy to improve all students’ reading fluency. The last
Researchers use webtoon as a media of learning, according to the researchers
using comics, students find it easier to understand the material that will be
conveyed by teachers, and reading material can be understood easily by
students.
B. Supporting Theories
1. Webtoon
a. The definition of webtoon
Webtoon is a term used to describe South Korean web comics
or manhwa that are published online. The Korean web portal Daum
created a webtoon service in 2003, as did never in 2004. These services
regularly release webtoon that is available for free. As digital comics
have emerged as a popular medium, the print publication of manhwa
has decreased. The amount of material; published in webtoon from has
now reached an equal amount as that published offline. Webtoon or
comicsonline is a media that is fun for all people, especially children,
the childrens are very fond of reading that has images and colors that
are interesting to read.
Webtoonis also categorized as one of media of teaching in the
classroom. In addition, comic are often regarded as interesting and
motivating media. According to Arlin& Roth (1978:p.202) comic are
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interesting, and children will attend to that which they find interesting
more than to that which they find uninteresting.
Webtoon has various stories, it may tell about humor, action,
mystery, thriller, adventure, romance, and so forth. Childrens while
conceiving the story.So that, webtoon is a fun media for students and
also developing their imagination.One of the main problems that leads
to the leads to the low interest in reading, is the lack of media.
Therefore, the student needs media to stimulate and activate their ideas
in order to produce reading more easily. Thus, media are expected to
create a more interesting reading class.
According to Wright & Sherman, the teachers should use the
comic strips in language art classroom for three reasons. First, there is a
great students interest in genre. It means that comic strips is one of the
most loved genre. Comic tells about casual situation and many with
funny or interesting story and illustration. Second, they are inexpensive
to obtain. In this era of technology students can get or download source
of material from the interest easily. Therefore, the teacher should be
able to consider comic strip in order to make appropriate materials that
the teachers are going to teach. Third, most comic strips have low
readability levels, with the paucity of words and sentence which are
linguistically ideal for elementary and middle school reader. . the
means of this sentence is the vocabulary is not to difficult and
appropriate with the students’ level so the students are able to
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understand the content of comic strip by the students using website on
the internet.
b. Strength of using webtoon in the classroom
Based Marrison, Bryan, and Chilcoat (2002: p:759) there are
some reasons why comics have more strength rather than other teaching
materials as follows :
1) It is evident that comic is familiar to and popular with middle
and high school students’.
2) The comics is a form of literature that students enjoy.
3) Students engage in greater literacy exploration than the students
otherwise would, due to comics’ popular and easily accessible
format.
4) Through comics students investigate the use of dialogue,
succinct and dramatic vocabulary, and nonverbal
communications.
5) Such methodology helps enliven a classroom that can prevents
historical content from being boring and meaningless, as it often
is in typical classroom
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c. Application of English Webtoon to Improve Students’ Reading
Fluency.
Most of the students are lazy to read because they regard it as a
complex and difficult English language skill, sometimes a lot of students
can’t read sentences as well., almost 20 % of children have a reading
problem that impact their ability to learn to read through traditional
teaching. Therefore, the teacher can use webtoon to help them develop
their ability in reading fluency from pictorial story.
In the classroom, the teacher can apply it to teach reading fluency.
After explaining about webtoon, the students can distribute the comic to
each student, and then ask them to read the story in webtoon. This
method is very easy to be conducted by the teacher in the classroom, and
it will make the students feel fun in reading.
Hence, teaching reading fluency by using webtoon is an
appropriate and recommended method for the teachers to apply in the
classroom in the teaching-learning activity.
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picture1.1
figure ofwebtoon by mobile phone
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Figure 2.1 : A Budgie’s Life from Line Webtoon
2. KWL (Know-Want-Learn)
a. Definition of KWL
KWL(Know-Want-Learn) is strategy where students first know
(know, analyze, predict), then want (develop thoughts on what will be
written with questions). Moreover, Ogle (1986) via Riswanto et al
(2014) explain that KWL (Know-Want-Learn) strategy is one of
teaching and learning strategies used mainly information text. Its aim
are more diverse. It helps readers elicit prior knowledge of the topic of
the text, set a purpose for reading, monitor their comprehension, asses
their comprehension of the text, and expand ideas beyond the text.
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According Ogle (1986) the strategy for helping students to access
important background information before reading notification. The
KWL strategy (accessing what I Know, determining what I want to find
out to recalling what did I learned)combines several elements of
approaches. The first step of KWL, students and the teacher engage in
oral discussion. The students and the teacher reflect on their knowledge
about the topic, brain storm a group list of ideas about the topic, and
identify categories of information. Next the teacher helps highlight gaps
and inconsistencies in students’ knowledge and students create
individual list of things that the students want to learn about the topic or
questions that the students want to answer about the topic, in the last
step of the strategy, students read new materials and share what the
students have learned.
b. Steps to do KWL Strategy
To do KWL (Know- Want - Learn) strategy, there are some
steps to be travelled by the teacher in teaching and learning process.
According to Ogle (1986) as quoted by Riswanto et al. (2014) explains
three steps that should be considered in using KWL (Know-Want-
learn) strategy.
They are :
1) Choose a text
2) Create a KWL chart, KWL (Know-Want-Learn) strategy was
conducted by using worksheet consisting of three columns to be
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fulfilled by the students. The columns were K column; stands for
what I know, W column ; stands for what I want to Learn , and L
column ; Stands or what I did learn.
Tabel 2 1 KWL Chart
3)
3
)
3) Ask students to brain storm words, terms pr phrases which
sociate with a topic. The teacher and students record these associations
in the K column of their chart. This is done until students run out of
ideas. Engage students in a discussion about what the students wrote in
K column.
4) Ask students what they want to learn about the topic. The teacher
and students record the question in the W column of their charts.
This is done until students run out of ideas for questions. If students
respond with statements, turn them into questions before recording
them in the W column.
K
(What I Know)
W
(What I Want to Learn)
L
(What I Learned)
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5) Have students read the text and fill out the L column of their charts.
Students should look for the answer to the questions in their W
column while they are reading. Students can fill out their L column
either during or after reading.
6) Discuss the information that the students record in the L column.
7) Encourage students to research any question in the W column that
were not answered by the text.
c. Strength and Weaknesses of KWL (Know-Want-Learn)
Each strategy definitely has the strength and weaknesses to be
used in teaching and learning process. It applies as well in KWL
(Know-Want-learn) strategy. The further explanation comes from
cholifah (2014) who describe that there are several strength and
weaknesses of KWL ( Know-Want-Learn) strategy were required the
students to active their background knowledge and encourages
students’ active participation. On the other hands, the weaknesses of
strategy were the students are not confident in expressing their
background knowledge and the strategy only effective for expository
text. There are possible solution that can be used to make students easy
to imagine the object of webtoon and then guide from the teacher is
important in order to control students’ activities in reading a class.
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3. Reading Fluency
a. Definition of reading fluency
Reading fluency is gaining new recognition as an essential
element of every reading program, especially for students who struggle
in reading. Reading fluency is one of the defining characteristics of good
readers, and a lack of fluency is common characteristic of poor readers.
Differences in reading fluency not only distinguish good readers from
poor, but a lack of reading fluency is also a reliable predictor of reading
comprehension problems Stanovich (1991).
Once struggling readers learn sound- symbol relationship
through intervention and become accurate decoders, their lack of
fluency emerges as the next hurdle they face on their way to reading
proficiency Torgensen( 2001). This lack of fluent reading is a problem
for poor readers because they tend to read in a labored, disconnected
fashion with a focus on decoding at the word level that makes
comprehension of the text difficult, if not impossible.
The speed with which text is translated into spoken language
has been identified as a major component of reading proficiency (Adams,
1990; Allington, 1983; fuchs, Hosp,& Jenkins,2001; Hasbrouk&
Tindal,1992; Samuels, Schermer,&Reinking, 1992 ). Many struggling
readers may not gain reading fluency incidentally or automatically. In
contrast to killed readers, they often need direct instruction in how to
read fluently and sufficient opportunities for intense, fluency focused
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practice incorporated into their reading program Allinder, Dunse,
Brunken, &ObermillerKrolikowaski, (2001).the National Research
council snow, Burns, & Griffin,( 1998) recommends that reading fluency
be regularly assessed in the classroom and effective instruction be
provided when dysfluent reading is detected. Despite of the importance
of reading fluency and the need for direct teaching
National Institute of Child Health and Human Development
[NICHD], 2000), it is often neglected in reading instructional program
(Allington, 1983; Kame’enui& Simmons, 2001). Teachers who are
concerned about meeting, the needs of all students in their classroom
should consider whether they know their disfluent readers are and what
types of instructions they plan to provide for those readers.
b. Fluency strategies
The national panel has concluded that a more effective course of
action is for us to explicitly teach developing readers how to read fluently
step by step.
1) Teacher modeling
According to Skinner (1997: p: 437- 447) the first strategy is
teacher modeling. Research demonstrates that various forms of
modeling can improve reading fluency. Teacher modeling involves
more than just listening to someone else read. Students must be
actively involved 100 percent of the time and in a multisensory way.
Teacher modeling teaches world recognition a meaningful contexts,
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demonstrates correct phrasing and gives students practice tacking
across the page.
2) Repeated reading
Samuel,(1997: 376-381) said, Repeated reading is a form
of mastery learning. The students read the same words so many
times that they begin to know them and to identify in other text.
Besides helping students bring words to mastery, repeated reading
changes the way students view themselves in relation to the act of
reading.
3) Progress monitoring
The combination of having a goal and getting feedback
on progress can be very motivating. Progress monitoring is a
motivated student to practice reading the same story over and
over until achieving mastery.
4. Reading
a. Definition of Reading.
Reading is important skill for obtaining knowledge and learning
new information. Besides that, reading is an effort to understand the
content of the text. According to Daiek and Anter (2014: 5), there are
some definitions of reading :
1) Reading is a form of communication, using written language
or symbols (text)
23
2) Reading is two way communication between an author and
a reader.
3) Reading is interpretation and understanding.
4) Reading is a process.
5) Reading is a thinking.
From the definition above, the researcher can conclude that
reading is an active process that depends on both an author’s ability to
convey meaning using words and readers’ ability to create the meaning.
According to Editia quoted by Laila (2008: vol.1) reading is the
meaningful interpretation of printed or written verbal symbol. It means
that reading is a result of the interaction between perception of graphic
symbol that represent language and the reader’s language skill,
cognitive skill, and the knowledge of the skill. Rivers (1981) states that
reading is the most important activity in language class, not only as a
source of information and pleasurable activity, but also as a means of
consolidating and extending one’s knowledge of the language.
Meanwhile, Martha Dallman (1977) defines reading as a verbal
process interrelated to thinking and with all other communication
abilities such as listening, speaking and writing. Specifically, reading is
the process is reconstructing from the printed patterns on the page of
ideas and information intended by author. Furthermore, Mahmoud
(1992) conveys that reading is the ability to comprehend, not simply to
recognize letters, forms and symbols.
24
b. The purpose of Reading
Dealing with the purpose of reading, Mahmoud (1992) points out that
reading has many goals, some of them are :
1. Reading for specific information is a common form of reading used
to discover specific or limited information.
2. Reading for application is used to accomplish a special task.
3. Reading for pleasure and entertainment includes reading popular
magazines, newspaper, novels, and other similar materials.
4. Reading for ides, this type of reading requires paying special
attention to main ideas and concepts and the nature of the presented
information. The reader’s skills through major topics, headings,
illustration, and conclusion in order to obtain a general idea of the
content. Reading for specific ides is enhanced, through familiarity
with the overall knowledge of the subject.
5. Reading for understanding, it requires comprehension of the
relationship between the information introduced and overall
knowledge of the subject. Then, it requires understanding in the
relationship of topics to sentences, paragraphs, and the main idea.
The reader must observe the association between facts, data, and
other details
25
c. The Method of Reading
1. Previewing
2. Skimming and scanning
3. Reading for study
4. Critical reading
5. Reading for critical evaluation, which can be undertaken in two
stages, namely introductory and intensive stage.
6. Speed reading.
d. Process of Reading
Reading is a combination of process of actions oractivities that
produce a product or a result. The process of reading starts from staring
at the reading in order to process information in the brain. According to
Grabe (2009:14), there is no single statement is going to capture the
complexity of reading if it is linked with the different purposes for
reading and the varying process that are called into play. The purpose
are explained below :
a. A rapid process
Rapid process in the sense that the reader reads most materials
at about 250-300 wpm.
b. An efficient process
The reader coordinates rapid and automatic word recognition,
syntactic parsing, meaning formation, text comprehension building,
26
inferencing, critical evaluation and linkages to prior knowledge
resources.
c. A comprehending process
The readers read to understand what the writer intended to
convey in writing, though the writer also does more.
d. An interactive process
There is an interaction between the reader and the writer.
e. Strategic process
Reading is a strategic process in that a number of the sills and
processes used in reading call for effort on the part of the reader to
anticipate text information, select key information, organize and
mentally summarize information, monitor comprehension and match
comprehension output to readers goals.
f. A flexible process
As reader purpose shifts, as comprehension is impeded, or as interest
varies, the reader adjust reading process and goals.
g. A purposeful process
There is an alignment between process and purpose.
h. An evaluate process
The reader evaluates how well the reader is reading.
27
i. Learning process
The reader make decision about how to respond to the text.
j. A linguistic process
The reader read with making graphemic –phonemic connections,
without recognizing the words to be read and the structural phrase
organizing the words, and without having a reasonable store of
linguistic knowledge (morphological, syntactic, and semantic) of the
language of the text.
28
CHAPTER III
RESEARCH METHODOLOGY
This chapter points out the place, time, and research methodology. It consist
of subject of the research, method of the research, procedure of the research,
technique of collecting data and technique of data analysis.
A. Subject of the Research
In this research, the researcher take students in SMK MuhammadiyahRembang
as subject of the research. It consist of 36students.
Tabel 3 1 The List of Students
No
Name
1. ABAC
2. AEP
3 ABM
4 ADR
5 ACK
6 AKA
7 ARR
8 AVNA
9 ATS
10 AIL
11 ARB
12 DKP
13 DPS
14 DATS
15 DAP
16 FF
17 IA
18 IYS
19 MGAK
20 MTAP
21 MK
22 MF
23 MRA
29
24 MR
25 MA
26 MDW
27 MAA
28 MSF
29 NHP
30 NHRR
31 NWS
32 OJS
33 RSN
34 RP
35 RAR
36 TP
B. Method of the Research
This research is conducted through Classroom Action Research
(CAR). Carmen in Burns (2010: p.5) states that action research is a
reflective process that aims to solve particular teaching-learning
problem that has identified. It is also used to ,easure how effective the
method used in helping students learns the materials. One of the main
According to Burns (2010: p.2) action research is part of a
board movement that has been going on in education generally for
some time. It is related to the ideas of reflective- practice and the
teacher as researcher. Action research involves taking a self- reflective,
critical, and systematic approach to exploring teacher own teaching
contexts.
According to Kemmis and Tagart models as cited in Burns
(2010: p.7-9). There were four phrase in each cycle involved in this
30
research. Those were planning, action, observation, and reflection. The
steps is illustrated as follows:
gambar 2.1: Four activities in each cycle
Figure 3.1: The spriral Model by Kemmis and Mc Taggart
C. Data collection
In this research, the writer uses some techniques to collect data, as
follows:
1. Observation
Observation has the important role in the classroom action
research to observe the teaching learning process and the students’
activities. In this observation, the writer has role as an observer.
According to Arikunto, (2010: p.272) observation is a method which
effectiveness with complete the observation sheet as instrument. The
form that arranged of items which explain about the occurrences,
31
behaviors or actions which is described. Write the data of
observation is not just to write, but also have to consider the case
then assessing into level of scale.
2. Documentation
The researcher used the documentation as the method of
collecting data in this research. The documentation also is a method
used to find the data related, by picture and video. According to
Arikunto (2010: p.274) documentation is finding the data about
variables as a note, transcript, book, newspaper, magazine, agenda,
picture, video, voice, record, etc.
3. Test
To get the data, the test that consists of pre-test and post-test.
Each meeting consists of several teaching activities a pre-test and
post-test.
a. Pre-Test
Conducting the cycle 1 and cycle 2, the researcher give the
pre-test for each cycle. The aim tired to know the students’
reading fluency before the teacher implementing webtoon. In this
test the teacher give some grade based on some aspect. Those
aspect are volume, pace, pause, clarity, intonation, fluency.
Tabel 3.2Scoring Rubrics For Reading Fluency
32
Category Description Score
Volume The students voice cannot be learned 0
The Students do not read loud enough to hear 1
The Students read loud enough to hear 2
Pace The students read too quickly or too slowly 0
The students mostly read in same speed all the
way through
1
The students read at the night pace and make it
easy to listen to
2
Pause They students don’t look for punctuation when
they read.
0
The students sometime use punctuation when
they reading.
1
The students use punctuation to pause and
stop at right place
2
Clarity The students stumble over lots of words or
mumble lots of words
0
The students mostly read clearly with a few
stumbles
1
The students read each word clearly 2
Intonation The students voice is boring with no highs or
lows
0
The students use some highs or lows to add
life to a text
1
The students use good intonation 2
Fluency The students read like a robot 0
The students read flowly and stilted 1
33
The students read so the text flows smoothly 2
b. Post test
The students got post-test in the cycle 1 and cycle 2 from the
researcher, they got post-test. They needed to read webtoon. The
aim of post-test was to know the improvement of the students’
reading fluency after implementing webtoon.
D. Data Analysis Technique
In this study, the writer used two technique to analyze the data.
They are as follows :
1. Qualitative Technique
According to Lodico (2006: p.15), he said that qualitative
technique collect and summarize data using primarily narrative or
verbal methods: observation, interview, and document analysis. The
writer uses qualitative technique to know the students Activity and
their participation during the teaching learning process. In this case,
the study writer analyzes the observation checklist about the
activities in the classroom. It describes the process and the result of
students’ improvement in reading fluency using webtoon.
34
2. Quantitative data
Based on Creswell (2016: p.5) the quantitative data is a
method for testing certain theories by examining relationships
between variables. Variables are measured, usually with research
instruments so that data composed of numbers can be analyzed based
on statistical procedures.
The procedure of the data analysis is done by analyzing
the results of the test. According to sudjiono (2010: p.81-85) formula
:
a. Mean of pre-test and Post-test
M= ∑𝑥
𝑁
Explanation :
M = Mean of the students’ score
∑x = sum of the students’ score
N = total number of the students
b. Calculated mean difference
MD= ∑𝐷
𝑁
Explanation :
MD= Mean of difference
∑D = total of difference between pre-test and post-test
c. Standards Deviation Calculation
35
SD= √∑D2
𝑁− (
∑𝐷
𝑁)2
Explanation :
SDD = Standard Deviation
D = difference pre-test and Post- test
N = Number of students
d. Looking for to byusing the following formula :
to=(
∑D
N)
SD
√N−1
To= t- value of observation
MD = Mean of difference
SEMD = standard error of mean difference
d.b= N-1
E. Research Procedure
In this research, researcher used Classroom Action Research (CAR),
and the researcher used two cycles consists of two meeting for each cycle.
Based on Kemmis and Mc Taggart as quoted in Burns (2010 :p.8) the
procedures of each cycle were as follows:
1. Planning
In this step, the activities are:
a. Preparing materials, making lesson plan, and design the step in doing
action.
36
b. Preparing list of students’ name and scoring
c. Preparing teaching-aids
d. Preparing sheets for students and teachers observation sheet
e. Preparing a test for pre-test and post-test
2. Action
The teacher’s activities that include in this section are presented
below :
1. Opening
a. Implementing the learning activities based on the lesson
plan.
b. Starting the learning process with greeting and praying.
c. Checking the students list.
d. Explaining the objectives of the research / learning
activities.
e. Informing to the students about the title of ,materials that
will be learned.
2. Main activities
a. Introducing to the students about KWL strategy.
b. Make a group for students
c. Modeling how teacher decides which type of question
teacher has been asked to answer
37
d. Asking students to read webtoon comic with entitled A
Budgie’s Life
e. Showing students how to find information to answer the
question. (i.e., in the text, from your own experiences, etc.)
f. Asking students to work by in pairs
g. Discussing together about their actions to the questions and
how they figured out their answer.
3. Closing
a. Giving chances to the students to ask about the materials
that the students already learned.
b. Giving the students a formative test.
c. Asking the students to learn about the next material.
d. Closing the learning activities.
3. Observing
This phase involves the researcher in observing systematically
the effects of the action and documenting the context, actions and
opinion of those involved. It is a data collection phase where you use
open eyed and open-minded tools to collect information about what is
happening.
Some aspect that are being observed a long the learning process
presented as follows:
38
Table 3.3 Teacher’s Observation Checklist
No Aspects that are being observed Yes No
Ability that are being observed
1. Checking Student’s Preparation
2. Giving Motivation
3. Giving apperception (related with
material )
4. Delivering Learning Goals
5. Giving reference lessons material to be
learned
6. Voice articulation clarity
7. Variation of body language
8. Enthusiasm in appearance attract
students’ attention in learning activities
using smart disc as a media
9. Give the same attention to each students
Mastery of learning materials
10. Study of materials are presented in
accordance with the steps made in the
RPP
11. Clarity in explaining teaching materials
12. Able to provide variety in delivering
materials through webtoon and KWL
strategy in teaching and learning
activities
13. Presentation of learning materials in
accordance with the goals or indicator
39
that have been set
14. Demonstrating the steps of learning
activities through webtoon and KWL
Strategy
15. Accuracy in the use of time allocation
16. Facilitate students during the process of
learning webtoon and KWL Strategy
Evaluation of Learning
17. Assessment in relevant to the intended
purpose
18. Assessment given in accordance with
RPP
Ability to close learning process
19. Review the material that has been given
2 Giving an opportunity to ask question
Giving conclusions of learning activities
Giving assignment to students
Informing the materials to be learned next
day.
40
a. Observation sheet for students
Tabel 3.4observation sheet for students
No Aspects that are being observed Score
A B C D E
1. Observing the learning material
2.
Expressing their active reading (i.e.,
highlighting the important part in
text or taking note )
3. Expressing their active listening (i.e.,
showing the response)
4.
Practicing (i.e., try to understand the
material by answering the question in
handout )
5.
Expressing their creative thinking
(i.e., try to answer the question in
handout that has different variation
with examples )
6. Giving opinion
7. Explaining the material
8. Commenting about what they learned
9.
Fixing their errors and completing
their note along or after the learning
process
10. Making conclusion
TOTAL
Description of score :
A =5 (paying full attention and giving response actively)
B = 4 (Paying attention and giving response when they are asked)
C = 3 (Paying attention and giving response rarely)
D = 2 (Paying low attention without any response)
E =1 (Not paying attention and response)
41
NP =𝑅
𝑆𝑀 𝑋 100%
Category:
Excellent = if it reaches 81-100%
Good = if it reaches 61-80%
Enough =if it reaches 41-60%
Bad = if it reaches 21-40%
Very bad = if it reaches < 21%
3. Reflecting
At this point, you reflect on, evaluate and describe the effects of the
action in observation to make sense of what has happened and to
understand the issue you have explored more clearly. You may decide
to do further cycles of action research to improve the situation even
more, or to share story of four research with others as part of your on
going to professional development.
42
CHAPTER IV
FINDING DATA ANALYSIS
This chapter focuses on analyzing the data collection. The researcher gives the
details of the findings. It displays the finding of the data collection since in the
beginning until the end of research. The findings consist of the result of the cycle 1
and cycle 2 .The cycles are treatments of the implementation of webtoon and KWL
strategy in Reading Fluency.
A. Research Findings
In this research, the researcher acts the collaborator that observes the
learning process and Mrs. NurulHamidah acts as the teacher. The
researcher arrange two cycle, each cycle consist of planning action,
observation, and reflection. The further explanation can be seen as below:
1. Cycle 1
a. Planning
Before conducting the research, the researcher prepare the
research instrument, in the following:
1. Preparing research schedule.
2. Preparing the material and lesson plan
3. Designing procedure for doing the action.
4. Preparing list of the students’ name and scoring.
5. Making an observation sheet (to know the situation of
teaching learning process when strategy is implemented).
43
6. Making the instrument such as evaluation questions (to
know whether students’ reading fluency improve or not
when the strategy is applied). Pre-test was given to the
students before applying webtoon and KWL strategy in
meeting land post-test is given after applying webtoon and
KWL strategy.
b. Implementation of the action
On Monday, August 20nd 2018, the teacher and observer (the
researcher) entered the English class. The situation was crowded, but some
students absent. The teacher opened the lesson by greeting and praying, and
checked the students’ attendance.
Before the lesson, the teacher gave 20 minutes for students to do pre-
test. The teacher asked the students to prepare and connected students’ hand
phone with internet and opened link webtoon. The students curiosity, they are
asked the teacherwhat are we going to do webtoon. The teacher said webtoon
for fun.
The teacher divided the students into few groups consist of 2 members
and the teacher require the students to read one of webtoon with the titled My
Pre- Wedding. Many students said if the students cannot read the sentence
well, but the teacher demand the students to read the comics.
The students were asked by the teacher to see the example to pronounce
the sentence well, and the students can imitate the correct pronunciation. The
44
teacher applying KWL strategy to know how far the students can understand
content the comic in webtoon.
To make students understand more about webtoon, the teacher used
KWL strategy to know how far students can understand content the comic. The
teacher asked to answer the questions based on comic (from webtoon). Most of
them were confused to finished the questions and think to search questions.
After the students finished answering the questions, the students submitted
their answer sheet.
c. Observation
In the first cycle, the observer observed teaching and learning process
by monitoring the students’ activity and attention during the action.
observation made at the time of learning activities before and after using
KWL (Know-Want-Learn) strategy and webtoon as media on the students’
reading fluency.
From the result of this action, the researcher can see that most of the
students looked confuse in doing the pre-test. Some of the students asked
the answer to their friends.
The researcher also observed the students’ activeness in asking and
answering questions, and giving feedback during the teaching learning
process. in this cycle, most of them were silent and some of them were
sleepy, just few of the students answer the teacher’s question actively. Their
activeness in the class was 50%, it showed that they had “enough”
45
activeness along the learning process, but still need to increase their
activeness in the class.
4.1observation sheet for teacher in cycle 1
No Aspects that are being observed Yes No
Ability that are being observed ✓
1. Checking Student’s Preparation ✓
2. Giving Motivation ✓
3. Giving apperception (related with
material )
✓
4. Delivering Learning Goals ✓
5. Giving reference lessons material to
be learned
✓
6. Voice articulation clarity ✓
7. Variation of body language ✓
8. Enthusiasm in appearance attract
students’ attention in learning
activities using smart disc as a
media
✓
9. Give the same attention to each
students
✓
Mastery of learning materials
10. Study of materials are presented in
accordance with the steps made in
the RPP
✓
11. Clarity in explaining teaching
materials
✓
12. Able to provide variety in
delivering materials through
webtoon and KWL strategy in
teaching and learning activities
✓
13. Presentation of learning materials
in accordance with the goals or
indicator that have been set
✓
14. Demonstrating the steps of learning
activities through webtoon and
KWL Strategy
✓
15. Accuracy in the use of time ✓
46
allocation
16. Facilitate students during the
process of learning webtoon and
KWL Strategy
✓
Evaluation of Learning
17.
Assessment in relevant to the
intended purpose
✓
18. Assessment given in accordance
with RPP
✓
Ability to close learning process
19. Review the material that has been
given
✓
20 Giving an opportunity to ask
question
✓
21 Giving conclusions of learning
activities
✓
22. Giving assignment to students ✓
23 Informing the materials to be
learned next day.
✓
4 .2observation sheet for Students in cycle 1
No Aspects that are being observed Score
A B C D E
1. Observe the learning material V
2. Expressing their active reading
(i.e., highlighting the important part
in text or taking note)
V
3. Expressing their active listening
(i.e., showing the response)
V
4. Practicing (i.e., try to understand
the material by answering the
question in handout)
V
5. Expressing their creative thinking
(i.e., try to answer the question in
handout that has different variation
with examples).
V
47
6. Giving opinion V
7. Explaining the material V
8 Commenting about what they
learned
V
9. Fixing their errors and completing
their note along or after the learning
process
V
10. Making conclusion V
Total 21 6
Total Score 27
Percentage 50%
Category Enough
Description of score :
A = 5 (paying full attention and giving response actively)
B = 4 (paying attention and giving response when they are asked)
C = 3 ( paying attention and giving response rarely)
D = 2 (paying low attention without any response)
E = (not paying attention and response)
NP=R
𝑆𝑀× 100%
Category :
Excellent = if it reaches 81-100%
Good = if it reaches 61-80 %
Enough = if it reaches 41-60%
Bad = if it reaches 21-40%
Very bad = if it reaches < 21%
48
NP=R
𝑆𝑀× 100%
NP = 27
50× 100%
NP = 50%
d. Reflection
Based on the observation of the cycle 1, the students reading
fluency was improved. It can be seen by average of post-test that
higher than pre-test score. First meeting had not given much result.
The problem in this meeting were some students lack of vocabularies,
their pronunciation were incorrect and also low of grammar
comprehension. It was very important to the researcher to continue the
next meeting for motivation their interest in English teaching learning
process. The second meeting was carried out as the follow up the first
meeting.
B. Calculation of the Test Result
1. Score of pre-test and post-test in the cycle 1
4.3 The students’ score of pre-test and post- test in cycle 1
No Name Pre-test 1
(X)
Post-test 1
(X)
Post-pre
(D) D2
1. ABAC 60 70 10 100
2 AEP 50 60 10 100
3 ABM 50 65 15 225
4 ADR 70 80 10 100
5 ACK 70 80 10 100
6 AKA 50 55 5 25
7 ARR 65 70 5 25
49
8 AVNA 70 60 -10 100
9 ATS 80 75 -5 25
10 AIL 60 70 10 100
11 ARB 50 60 10 100
12 DKP 50 60 10 100
13 DPS 60 70 10 100
14 DATS 70 80 10 100
15 DAP 55 60 5 25
16 FF 50 60 10 100
17 IA 60 75 15 225
18 IYS 55 65 10 100
19 MGAK 50 60 10 100
20 MTAP 60 50 -10 100
21 MK 40 50 10 100
22 MF 60 70 10 100
23 MRA 75 80 5 25
24 MR 70 80 10 100
25 MA 60 70 10 100
26 MDW 55 60 5 25
27 MAA 60 70 10 100
28 MSF 60 70 10 100
29 NHP 40 50 10 100
30 NHRR 50 60 10 100
31 NWS 60 70 10 100
32 OJS 60 65 5 25
33 RSN 70 80 10 100
34 RP 70 80 10 100
35 RAR 60 70 10 100
36 TP 60 70 10 100
Total 2135 2420 285 3375
1. Mean of Pre-test 1
M x =∑X
N
M x = 2135
36
50
M x = 59,3
2. Mean of Post – Test 2
M x = ∑×
N
M x = = 2420
36
M x = 67,2
3. SD of post-test and pre-test from the data above, the researcher
calculate SD pre- test and Post-test
SD = √∑𝐷2
𝑁 - (
∑D
N) 2
= √3375
36 - (
285
36) 2
= √93.8 − 62.4
= √31,4
= 5,6
4. T- test calculation
T0 =(
∑D
N)
SD
√N−1
= (
285
36)
5,6
√36−1
51
= 7,95,6
√35
= 7,95,6
6
= 7.9
0.9
= 8,8
From the table before, it showed that the students of tenth grade of
TKR C of SMK MuhammadiyahRembang in academic years of 2018/2019 got
bad score in pre –test. Itcan be seen from the average of their score is 59,3.
From 36 students, just eight of them can reach the minimum passing grade.
The minimum passing grade that is used in SMK muhammadiyahRembang is
70.00. however, most of them can reach the minimum pasing grade in post –
test. There are 20 students who get score 70 and > 70, but 16 of them score
<70. It means that there are 60% students who reach the minimum passing
grade and there are 40% students who cannot reach the minimum passing
grade.
In cycle 1, several of students are confused how to apply the KWL
strategy to help answering the question. Consequently, they cannot get bad
score in post – test. Thus, the researcher decides to continue the research to the
next cycle, because it does not reach the target of the research, which is 80%
students, can reach the minimum passing grade.
52
2. Cycle 2
Based on the result of the cycle 1, it is better to the researcher to
continue to the next cycle :
a. Planning
Before conducting the research, the researcher prepare the
research instrument, in the following :
1. Preparing research schedule.
2. Preparing the material and lesson plan
3. Designing procedure for doing the action.
4. Preparing list of the students’ name and scoring.
5. Making an observation sheet (to know the situation of teaching
learning process when strategy is implemented).
6. Making the instrument such as evaluation questions (to know
whether students’ reading fluency improve or not when the
strategy is applied). Pre-test was given to the students before
applying webtoon and KWL strategy in meeting land post-test
is given after applying webtoon and KWL strategy.
b. Implementation of the action
On Monday, August 27th 2018, the teacher and observer (the
researcher) entered in English class. In the action of cycle 2, the teacher revised
the teaching and learning process in cycle 1 in order to be better than before.
The situation is very crowded, several of students talked to their friends and
53
some of them were still outside the class. The teacher opened the lesson by
greeting and praying, and checked the students’ attendance.
Before the lessons, the teacher gave 10 minutes to do prepared the
phone and internet connection, after that, the teacher decides students to make
a group, 2 students for one group. The teacher required the students to read one
of webtoon with the titled My Pre- Wedding. Many students said if the
students cannot read the sentence well, but the teacher demand the students to
read the comics.
The students were asked by the teacher to see the example to pronounce
the sentence well, and the students can imitate the correct pronunciation. The
teacher applying KWL strategy to know, how far the students can understand
content the comic in webtoon.
To make students understand more about webtoon, the teacher used
KWL strategy to know how far students can understand content the comic. The
teacher asked to answer the questions based on comic (from webtoon). Most of
them were confused to finished the questions and think to search questions.
After the students finished answering the questions, the students submitted
their answer sheet.
c. Observation
In the cycle, the observer observed teaching and learning process by
monitoring the students’ activity and attention during the action. observation
made at the time oflearning activities before and after using KWL strategy and
focused on the students’ reading fluency.
54
From the result of this action, the researcher can see that most of the
students looked more active in the class. The students paid more attention to
teacher’s explanation and asked when the students did not understand. It was
proved by percentage of their activeness in the class, it was 62%. It means that
the students’ activeness in cycle 2 was higher than the cycle 1.
4.4 observation sheet for teacher in cycle 2
No Aspects that are being observed Yes No
Ability that are being observed
1. Checking Student’s Preparation ✓
2. Giving Motivation ✓
3. Giving apperception (related with
material )
✓
4. Delivering Learning Goals ✓
5. Giving reference lessons material to be
learned
✓
6. Voice articulation clarity ✓
7. Variation of body language ✓
8. Enthusiasm in appearance attract
students’ attention in learning activities
using smart disc as a media
✓
9. Give the same attention to each students ✓
Mastery of learning materials
10. Study of materials are presented in
accordance with the steps made in the
RPP
✓
11. Clarity in explaining teaching materials ✓
12. Able to provide variety in delivering
materials through webtoon and KWL
✓
55
strategy in teaching and learning
activities
13. Presentation of learning materials in
accordance with the goals or indicator
that have been set
✓
14. Demonstrating the steps of learning
activities through webtoon and KWL
Strategy
✓
15. Accuracy in the use of time allocation ✓
16. Facilitate students during the process of
learning webtoon and KWL Strategy
✓
Evaluation of Learning
17. Assessment in relevant to the intended
purpose
✓
18. Assessment given in accordance with
RPP
✓
Ability to close learning process
19 Review the material that has been given ✓
20 Giving an opportunity to ask question ✓
21 Giving conclusions of learning activities ✓
22. Giving assignment to students ✓
23 Informing the materials to be learned
next day.
✓
4 .5 observation sheet for Students in cycle 2
No Aspects that are being observed Score
A B C D E
1. Observe the learning material V
2. Expressing their active reading
(i.e., highlighting the important
part in text or taking note)
V
56
3. Expressing their active listening
(i.e., showing the response)
V
4. Practicing (i.e., try to understand
the material by answering the
question in handout)
V
5. Expressing their creative thinking
(i.e., try to answer the question in
handout that has different
variation with examples).
V
6. Giving opinion V
7. Explaining the material V
8 Commenting about what they
learned
V
9. Fixing their errors and completing
their note along or after the
learning process
V
10. Making conclusion V
Total 4 27
Total Score 31
Percentage 62%
Category Good
Description of score :
A = 5 (paying full attention and giving response actively)
B = 4 (paying attention and giving response when they are asked)
C = 3 ( paying attention and giving response rarely)
D = 2 (paying low attention without any response)
E = (not paying attention and response)
NP=R
𝑆𝑀× 100%
57
Category :
Excellent = if it reaches 81-100%
Good = if it reaches 61-80 %
Enough = if it reaches 41-60%
Bad = if it reaches 21-40%
Very bad = if it reaches < 21%
NP=R
𝑆𝑀× 100%
NP = 31
50× 100%
NP = 62%
d. Reflection
Based on the observation of the cycle 1 and cycle 2, the researcher
concluded that using KWL strategy can improve students’ reading
fluency and their activeness in the class. It was proved by comparing the
result of cycle 1 and cycle 2.
As result of this cycle, the researcher observed the students’ score that
was gained after the scoring the students’ Post- test in cycle 2. The
following table is the result of students score in cycle 2.
4 .4 pre- test and post – test scores in cycle 2
No Name Pre-test 1
(X)
Post-test 1
(X)
Post-pre
(D) D2
1. ABAC 60 88 28 784
2 AEP 68 84 16 256
58
3 ABM 68 88 20 400
4 ADR 76 84 8 64
5 ACK 80 92 12 144
6 AKA 56 84 28 784
7 ARR 80 92 12 144
8 AVNA 72 84 12 144
9 ATS 48 79 28 784
10 AIL 72 64 -8 64
11 ARB 64 72 8 64
12 DKP 56 84 28 784
13 DPS 60 88 28 784
14 DATS 68 88 20 400
15 DAP 88 96 8 64
16 FF 64 84 20 400
17 IA 72 76 4 16
18 IYS 60 84 24 576
19 MGAK 64 88 24 576
20 MTAP 56 84 28 784
21 MK 64 76 12 144
22 MF 80 96 16 256
23 MRA 72 88 16 256
24 MR 72 88 16 256
25 MA 68 88 20 400
26 MDW 60 84 24 576
27 MAA 88 96 8 64
28 MSF 72 76 4 16
29 NHP 64 76 12 144
30 NHRR 80 96 16 256
31 NWS 72 76 4 16
32 OJS 72 76 4 16
33 RSN 56 84 28 784
34 RP 60 84 28 784
35 RAR 72 76 4 16
36 TP 72 76 4 16
Total 2456 3016 564 12076
59
1. Mean of Pre-test 1
M x =∑X
N
M x = 2456
36
M x = 68,2
2. Mean of Post – Test 2
M x = ∑×
N
M x = = 3016
36
M x = 83,7
3. SD of post-test and pre-test from the data above, the researcher
calculate SD pre- test and Post-test
SD = √∑𝐷2
𝑁 - (
∑D
N) 2
= √12076
36 - (
564
36) 2
= √335.4 − 243,36
= √92.04
= 9,5
4. T- test calculation
60
T0 =(
∑D
N)
SD
√N−1
= (
564
36)
9.5
√36−1
= 15.6
9.5
√35
= 15.6
9.5
6
= 15.6
1.58
= 9,87
From the table before, it showed that the students of tenth grade of
TKR C of SMK MuhammadiyahRembang in academic years of 2018/2019
improved their reading fluency.It can be seen from the average of their score is
83,7. From 36 students, just one of them cannot reach the minimum passing
grade. The minimum passing grade that is used in SMK
muhammadiyahRembang is 70.00. in the other hand, there are 36 students who
got score > 70.00 . There are 95.8% students who can reach the minimum
passing grade. It means that the target of the research is completed. It is more
than 85% students can reach the minimum passing grade.
61
C. Analysis and Discussion
This classroom action research consists of 2 cycles. The encountered
data proved that are improvements in the students’ score. In the other hand,
the students motivation rises and they could easily answer the questions
without spending too much time. It can be proved by the result of the post-
test in two cycles.
4 .5 The Mean and T- calculation of students’ score
No Analyze Cycle 1 Cycle 2
1. Mean
Pre- Test 59.3 68,2
Post- Test 67.2 83,7
2 t- calculation 8,8 9,87
Based on the table above, it can be confirmed that there are
improvements between the pre- test and post test scores. The average of
pre-test 1 is 59,3 and post-test 1 is 67,2 and pre test 2 is 68,2 and post test 2
is 83,7.the result of t- calculation in cycle 1 (8,8) and 2 (9,87). It means that
there are significant differences before and after using KWL strategy in
student’s reading fluency. According to the data, the classroom action
research use Know – Want- Learn (KWL) strategy can improve students’
reading fluency.
62
The implementation of Know- Want- Learn strategy can improve
students’ reading fluency. The improvement can be examined from the
result of the observation sheets and the students’. In the other hand, using
KWL (Know- Want – Learn) strategy provides a structure for recalling
what learners know about a topic, nothing what they want to know, and
finally listing what has been learned and is yet to be learned. The process
gives information to improve reading fluency and remember the material. It
means that KWL strategy can help students to understand the text when
they are reading and more active in reading class.
63
CHAPTER V
CLOSURE
A. Conclusion
In this chapter the researcher presents the conclusion and suggestion related to
research finding and discussion. The result with the title “ THE USE OF WEBTOON
AND KWL (KNOW- WANT-LEARN) STRATEGY TO IMPROVE STUDENTS’
READING FLUENCY (A CLASSROOM ACTION RESEARCH AT THE TENTH
GRADE OF SMK MUHAMMADIYAH REMBANG IN THE ACADEMIC YEAR
2018/2019)” show that :
1. Can the implementation of Know – Want – Learn (KWL) strategy and webtoon as
media can improve students’ reading fluency in tenth grade of SMK
MuhammadiyahReambang in the academic year 2018/2019.
In this research KWL strategy assists the students to understand the comic. As
the result, they can answer the questions in their assignment easily in which the
questions are related with looking for the main idea, explicit and implicit information,
and making prediction. Webtoon as media to interest the students for studying reading
material, especially how to pronounce the sentence well, it can be seen from the detail
information the result of cycle 1 and cycle 2.
Based on the data from the test and observation that have been done and have
been analyzed in the previous chapter,It is shown by the mean score of pre-test and
post –test in the two cycle. The result of indicate cycle 1, many students who cannot
pass the KKM. Thus the researcher conducted cycle 2 then found the progress from
64
cycle 1 to cycle 2. It means that using webtoon and KWL strategy could be effective
in learning reading fluency for the students.
2. The significance of webtoon and KWL strategy to improve students’ reading fluency
at tenth grade of SMK MuhammadiyahRembang as follow :
In this research, the researcher conclude that the use of webtoon and KWL at
tenth grade of SMK MuhammadiyahRembang could significant the students’ reading
fluency. It can be seen from the detail information the result ofcycle 1and cycle 2.
In the first cycle mean of post-test 67.2 is higher than 59.3 from cycle 1, and pre test 2
is 68.2 and post test 2 is 83.7.the result of t- calculation in cycle 1 (8.8) and 2 (9.87). It
means that there are significant differences before and after using KWL strategy in
student’s reading fluency. According to the data, the classroom action research use
Know – Want- Learn (KWL) strategy can improve students’ reading fluency.
B. Implementation
The result of the research shows that the use of KWL strategy and
webtoon to improve students reading fluency. The implementation of KWL
strategy is reasonable because it can give students become good readers by
getting them to do many things that that good readers do. KWL strategy
gets the students to read silently, and webtoon as media also improve
students’ interest and confidents in reading fluency.
65
C. Suggestion
Based on the result of the study, the researcher would like to suggest as
follows:
1. To the English teacher
The English teacher should use an interesting method or
technique in reading class. The English teacher should choose a
good method or technique in teaching learning process. The teacher
can use KWL strategy to teach reading. if the teacher use this
strategy in the learning process, the students will feel enjoy the
lesson and can decrease the worry and problem in learning reading.
2. To the students
Students should be active in teaching learning process, want to
read with the clear pronunciation in the class. To improving their
fluency in reading, the students should more confidents in reading
text or comics and want to try with their friends in every time they
meet.
3. To the researcher
The writer hope the result can be one of the reference for further
research with different sample and occasion. and also there will be
the other researcher who will conduct the same topic with another
ability in English.
66
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Allinder, R,M., Dunse, L., Brunken, C.D., &Obermiller., Krolikoswki, H.J. (2001).
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Brown, D. H. (1980).Principle of Language Learning and Teaching.
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Creswell, J.W. (2012). Educational Research : Planning, Conducting, and Evaluating
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(2016). Research Design :PendekatanMetodeKualitatif , kuantitati,
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Passive Students in Vietnam.International Journal of Language and
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Gani. S.A. &Maulida.C.I.(2016). Research in English and Education (READ): KWL:
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Grabe, W. (2009). Reading in a Second Language : Moving From Theory to Practice.
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Students’ Speaking Skill. IAIN Salatiga : Graduating Paper
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Technique On Spoof Text To Increase Students’ Reading Comprehension.
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Students’ Fluency In Speaking. IAIN Salatiga : Graduating Paper
Morrison.G.T.,Brayan,G andChilcoat, W.G. (2002). Using Student Generated Comic
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Sapir , E. (1921). Language.An Introduction to the Study of Speech.
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Stanovich, K.E. (1991). Word Recognition: Changing Perspectives. In R. Barr, M. L.
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69
APPENDICES
70
71
72
Pre – test 1
What do you know about this story ? if you didn’t know about this story, you can read
this comic.
Post- test 1
Please read this story!
73
74
75
76
Pre- test II
Do you remember about this story ?
77
Post- test II
Please read the story!
78
79
80
81
82
83
RENCANA PROSES PEMBELAJARAN
(RPP)
Kelas/Semester : X/ Ganjil
Mata Pelajaran : Bahasa Inggris
Materi : Reading
Waktu : 2X 45menit
Hari : senin, 27 Agustus 2018
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar
3.4Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemaparan jati diri, sesuai dengan konteks penggunaannya.
C. Indikator Pembelajaran
1. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon
dengan lancar
2. Peserta didik dapat memahami kalimat yang dibaca
84
3. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.
D. Tujuan pembelajaran
1. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon dengan
lancar
2. Peserta didik dapat memahami kalimat yang dibaca
3. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.
E. Materi Pembelajaran
• fungsi social
Mengenalkan, menyebutkan identitas, untuk saling mengenal dan menjalin
hubungan antar pribadi dengan teman dan guru.
• Struktur teks
1. Simple Past Tense
Simple Past Tense is kind of tense is used to talk about an action that
happened in the past. It can also used to tell a story. The time signals:
yesterday, this morning, just now, a few minutes ago, last……..(last
Saturday, last night, last week, etc), …….. ago (long time ago, two days
ago, etc)
Pola kalimat positif yang digunakan yaitu :
(+) Subyek + V2 + O
Contoh :
1. Florensia went to Semarang last night.
2. Rendi played football yesterday.
Pola kalimat negatif yang digunakan yaitu :
(-) Subyek + did not + V1 + O
85
Contoh :
1. Florensia did not go to Semarang last night.
2. Rendi did not play football yesterday.
Pola kalimat tanya yang digunakan yaitu :
(?) Did + Subyek + V1 + O?
Contoh :
1. Did Florensia go to Semarang last night?
2. Did Rendi play football yesterday?
• Topik
Diri sendiri, orang tua, kakak, adik, famili, tetangga, dan orang terdekat
lainnya, dengan memberikan keteladanan tentang perilaku jujur, disiplin,
percaya diri, bertanggung jawab, dan kerja sama.
F. Model Pembelajaran / Metode Pembelajaran.
1. Pendekatan : scientific approach
2. Metode : KWL (Know – Want -Learn)
KWL mempunytai tiga langkah,yiatu : K – what I Know ( apa yang saya
ketahui), W- What I Want to Learn (apa yang ingin saya pelajari), L – Learned
( apa yang saya pelajari).
3. Tekhnik : ceramah, diskusi, Tanya jawab
G. Sumber dan media pembelajaran
1. Sumber : internet
2. Media : webtoon
3. Alat : laptop/ hand phone. whiteboard, LCD
86
H. Kegiatan Pembelajaran
Kegiatan Deskripsi kegiatan Alokasi waktu
Pendahuluan • Guru masuk ke kelas dan mengawali
kegiatan dengan berdoa kemudian
dilanjutkan dengan absensi.
• Guru langsung menyapa menggunakan
bahasa inggris agar English environment
tercipta.
• Peserta didik menerima informasi
kompetensi, materi, tujuan, manfaat, dan
langkah pembelajaran yang akan
dilaksanakan
• Peserta didik diminta untuk berdiskusi
bersama teman sebangku (post- test)
10 menit
Inti a. Mengamati
• Guru memberikan penjelasan
tambahan tentang materi.
• Guru memberikan contoh video yang
berkaitan dengan pembelajaran.
• Guru memberikan contoh
pengucapan ungkapan dengan baik
dan benar diikuti oleh peserta didik.
• Guru mengarahkan siswa untuk tetap
percaya diri dalam berbicara bahasa
Inggris
b. Mempertanyakan
• Dengan bimbingan dan arahan guru,
siswa mempertanyakan beberapa kata
yang masih dirasa sulit.
c. Mengeksplorasi
• Siswa berusaha menyatakan dan
menanyakan berbagai informasi
tentang comic
d. Mengasosiasi
• Siswa dengan teman sebangku
bergantian membaca komik webtoon
dengan lancar.
• Siswa dengan teman sebangku saling
70 menit
87
brdiskusi tentang komik yang telah
mereka baca.
• Siswa menuliskan informasi yang dia
peroleh secara sederhana.
e. Mengkomunikasikan
• Siswa memperlihatkan hasil diskusi
kepada guru dan temannya di depan
kelas.
88
89
RENCANA PROSES PEMBELAJARAN
(RPP)
Kelas/Semester : X/ Ganjil
Mata Pelajaran : Bahasa Inggris
Materi : Reading
Waktu : 2X 45menit
Hari : senin, 20 Agustus 2018
Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
Kompetensi Dasar
3.4Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemaparan jati diri, sesuai dengan konteks penggunaannya.
Indikator Pembelajaran
4. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon
dengan lancar
5. Peserta didik dapat memahami kalimat yang dibaca
6. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.
Tujuan pembelajaran
4. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon dengan
lancar
5. Peserta didik dapat memahami kalimat yang dibaca
6. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.
Materi Pembelajaran
90
• fungsi social
Mengenalkan, menyebutkan identitas, untuk saling mengenal dan menjalin
hubungan antar pribadi dengan teman dan guru.
• Struktur teks
2. Simple Past Tense
Simple Past Tense is kind of tense is used to talk about an action that
happened in the past. It can also used to tell a story. The time signals:
yesterday, this morning, just now, a few minutes ago, last……..(last
Saturday, last night, last week, etc), …….. ago (long time ago, two days
ago, etc)
Pola kalimat positif yang digunakan yaitu :
(+) Subyek + V2 + O
Contoh :
1. Florensia went to Semarang last night.
2. Rendi played football yesterday.
Pola kalimat negatif yang digunakan yaitu :
(-) Subyek + did not + V1 + O
Contoh :
1. Florensia did not go to Semarang last night.
2. Rendi did not play football yesterday.
Pola kalimat tanya yang digunakan yaitu :
(?) Did + Subyek + V1 + O?
Contoh :
1. Did Florensia go to Semarang last night?
2. Did Rendi play football yesterday?
• Topik
Diri sendiri, orang tua, kakak, adik, famili, tetangga, dan orang terdekat
lainnya, dengan memberikan keteladanan tentang perilaku jujur, disiplin,
percaya diri, bertanggung jawab, dan kerja sama.
Model Pembelajaran / Metode Pembelajaran.
Pendekatan : scientific approach
Metode : KWL (Know – Want -Learn)
KWL mempunytai tiga langkah,yiatu : K – what I Know ( apa yang saya
ketahui), W- What I Want to Learn (apa yang ingin saya pelajari), L – Learned
( apa yang saya pelajari).
91
Tekhnik : ceramah, diskusi, Tanya jawab
Sumber dan media pembelajaran
Sumber : internet
Media : webtoon
Alat : laptop/ hand phone , whiteboard,
Kegiatan Pembelajaran
Kegiatan Deskripsi kegiatan Alokasi waktu
Pendahuluan • Guru masuk ke kelas dan mengawali
kegiatan dengan berdoa kemudian
dilanjutkan dengan absensi.
• Guru langsung menyapa menggunakan
bahasa inggris agar English environment
tercipta.
• Peserta didik menerima informasi
kompetensi, materi, tujuan, manfaat, dan
langkah pembelajaran yang akan
dilaksanakan
• Peserta didik diminta untuk berdiskusi
bersama teman sebangku (pre- test)
10 menit
Inti Mengamati
• Guru memberikan contoh video yang
berkaitan dengan pembelajaran.
• Guru mengarahkan siswa untuk tetap
percaya diri dalam berbicara bahasa
Inggris, dan tidak terlalu
memperhatikan kesalahan dalam
berbicara
Mempertanyakan
• Dengan bimbingan dan arahan guru,
siswa mempertanyakan beberapa kata
yang masih dirasa sulit.
Mengeksplorasi
• Siswa berusaha menyatakan dan
menanyakan berbagai informasi
70 menit
92
tentang comic
Mengasosiasi
• Siswa dengan teman sebangku
bergantian membaca komik webtoon
dengan lancar.
• Siswa dengan teman sebangku saling
brdiskusi tentang komik yang telah
mereka baca.
• Siswa menuliskan informasi yang dia
peroleh secara sederhana.
Mengkomunikasikan
• Siswa memperlihatkan hasil diskusi
kepada guru dan temannya di depan
kelas.
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