thesis proposal the effectiveness of kwl strategy in reading comprehension at the tenth grade...
TRANSCRIPT
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CHAPTER IINTRODUCTION
1.1 Background of the Problem
Mastering English is very important for people because English is an
international language to communicate with others people in the world. In
Indonesia, it is known as a foreign language. Eventhough English is a foreign
language it is taught at elementary level into university. In learning English
language, one of the skills that should be improved is reading. In daily life, it is
very important to get information from every reading passage, especially in
learning English. Reading is one of the basic skills in English which is not simply
translated word by word but need to be acquired during language course.
Therefore, when the students learn to read, they should be able to comprehend the
reading text during the process of reading. They are not only expected to read the
text in good pronunciation, but also find out the meaning word within the text.
Reading in a foreign language is essential not only for promoting the
students’ personal and cognitive development, but also for improving their study
and job prospects in a globalization society. Due to the importance of reading, one
of the priorities of language teaching should provide students with the tools they
need to tackle text in variety of context and to define purposes more intensively.
Although reading is very important, but students still have some
difficulties in mastering reading. In SMK Pertanian Pembangunan Negeri Padang
the researcher found that students lacks in comprehending reading English
passage. It is observed that the lack ability of the tenth grade students in SMK
Pertanian Pembangunan Negeri Padang in reading English is influenced by
several factors. First, the students have difficulty in understanding English word,
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phrases and sentences in English. As the more they read the more vocabulary and
new words they can encounter. But how can they encounter many understanding
English word, phrases and sentences if they have no interest in reading. They read
only if they are instructed by their teachers. Second, the students have difficulty in
finding the main idea of the text they read. Third, Students are less practice
reading in the classroom and everyday life. Fourth, the teacher could not find the
right method to provide materials for students to learn and quick understanding
the material present. Last, the others problem was that the teacher did not teach
and train the students to use reading strategy in reading. The teacher only have
limited time to cover all of those materials, as they have many things to do besides
reading materials, they have lots of tasks and tests and also the other stuff. So, the
teacher need to train and develop their reading speed to help them learn more
effectively, as it also will support their learning activity that will lead to their
learning achievement. Based on factors that are mentioned above the biggest
problem is how to choose appropriate method because students can easily get
bored if the teacher presents material with traditional technique.
Based on the problem above it is necessary to apply the method or
strategies to solve students from reading problem in English in order to students
can read and understand meaning of every reading passage. KWL (Know-Want-
Learned) strategy is chosen to solve this problem. KWL strategy helps students
engage with texts in deliberate and purposeful ways. In the first phase K (Know),
students activate prior knowledge. Then in the second phase W (Want to know),
they predict what additional information they are likely to need and develop a plan
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to gather that information. In the final phase L (Learned), students reflect on the
new knowledge generated or retrieved as the plan is implemented.
Compare to the traditional method which is usually monotones, the
students only read and review the entire text but that will improve in KWL
strategy because KWL strategy divided the main point of the text into three parts:
K, W, and L. It makes the students more clear about the information and elaborate
with their own knowledge. Traditional method also make the students have a less
motivation to be active questioners, read for specific purpose and reflect following
reading about whether the purpose is met, but KWL strategy can helps the
students to increase their motivation, access what they know, decide what they
want to learn and whether it is likely to be in the passage, and decide what yet
needs to be done after reading.
Considering on the explanation above, the researcher would like to do a
research to find out whether Know-Want-Learned (KWL) strategy gives better
effect on students reading comprehension ability and help them understand what
they are reading, students will be taught a reading comprehension strategy, which
is called K-W-L strategy. K stands for what you know, W stands for what you
want to know, and L stands for what you have learned. The goal beside this
strategy is students will apply the K-W-L strategy when they read to understand
what they have read and they will be able to explain the three steps to the KWL
strategy. It encourages students to make connections between prior knowledge
and new information thus facilitating the construction of meaning. This research
also aimed to find out the effect of Know-Want-Learned (KWL) strategy and
students’ reading attitude toward students’ reading comprehension ability. So, the
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research is conducted entitled “The Effectiveness of KWL Strategy In Reading
Comprehension at The Tenth Grade of SMK Pertanian Pembangunan Negeri
Padang”.
1.2 Identification of the Problem
Referring to the background of the problem above, there are some
student’s problems found in reading comprehension. First, the students have
difficulty in understanding English word, phrases and sentences in English. As the
more they read the more vocabulary and new word they can encounter. But how
can they encounter many vocabularies if they have no interest in reading. They
read only if they are instructed by their teachers. Second, the students have
difficulty in finding the main idea of the text they read. Third, Students are less
practice reading in the classroom and everyday life. Fourth, the teacher could not
find the right method to provide materials for students to learn and quick
understanding the material present. Last, the others problem was that the teacher
did not teach and train the studentsto use reading strategy in reading.
1.3 Formulation of the Problem
Based on the background of the research, the research problems are
formulated as follows:
a. How is the students’ ability in reading comprehension before teach
by using KWL strategy?
b. How is the students’ ability in reading comprehension after teach by
using KWL strategy?
c. Is there any significant of students’ ability before and after teach by
using KWL strategy?
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1.4 Purpose of the Research
Based on the research problem above, the main purpose of this research is to
explain the effectiveness of KWL strategy in order to help the student to improve
their ability in comprehending reading passage. The purposes of the research are
follows:
a. To describe the students’ ability in reading comprehension before
using KWL Strategy.
b. To describe the students’ ability in reading comprehension after using
KWL Strategy.
c. To describe whether there is significant influence between the
students’ ability that are before and after being taught using KWL
Strategy in reading comprehension.
1.5 Hypothesis of Research
a. Alternative Hypothesis (Ha) states that there is significant effect of
using KWL Strategy on students’ ability in reading comprehension.
b. Null Hypothesis (Ho) states that there is no significant effect of using
KWL Strategy on students’ ability in reading comprehension.
1.6 Significances of the Research
The result of the study is expected to bring some significance and contribution in
teaching and learning English as follows:
a. For the English Teacher
The result of this research is expected to help teachers especially for those
who taught the tenth grade student of SMK Pertanian Pembangunan
Negeri Padang in improving their reading comprehension.
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b. For The Students
It will be useful for student get the opportunities to improve their readings
specify in understanding, developing, and explain main idea of the text.
c. For the Researcher
It can give an experience in teaching reading by using KWL strategy
which is appropriate and effective in teaching reading comprehension.
d. For the other Researcher
As a reference to other researchers who want to study KWL strategy more
intensively in teaching reading comprehension.
1.7 Definition of Key Term
To avoid the ambiguity to this research, the term of this research are
defined as follow:
a. Effectiveness is the result of using KWL strategy as media in reading
comprehension
b. KWL Strategy is an instructional reading strategy that is used to guide
students through a text. Students begin by brainstorming everything
they Know about a topic. This information is recorded in the K
column of a K-W-L chart. Students then generate a list of questions
about what they Want to Know about the topic. These questions are
listed in the W column of the chart. During or after reading, students
answer the questions that are in the W column. This new information
that they have Learned is recorded in the L column of the K-W-L
chart. Ogle ( 1986 ) on http://www.nea.org/tools/k-w-l-know-want-to-
know-learned.html retrieved 20 November 2015
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c. Reading Comprehension is the process of simultaneously extracting
and constructing meaning through interaction and involvement with
written language. It consists of three elements: the reader, the text, and
the activity or purpose for reading. Reading comprehension involves
the ability in finding out main ideas, specific information, and word
meaning. (Rand, 2002 ,11)
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CHAPTER IIRIVIEW OF RELATED LITERATURE
2.1 Reading
There are four skills in English, they are: speaking, listening, reading and
writing. All those skills are very important for English learner. Each skill has
different function in English. So it is better for English learner to master all of
those skills. One of those skills is reading skill. According to Nunan (2003:68-69)
reading is a fluent process of readers combining information from a text and their
own background knowledge to build meaning. The goal of reading is
comprehension. In addition, Nunan stated that reading is an essential skill for
learners of English as a second language. For most of these learners it is the most
important skill to master in order to ensure success not only in learning English,
but also in learning in some content class where reading in English is required.
With strengthened reading skills, learners will make greater progress and
development in all other areas of learning.
Teixeira (2012:1) explains that reading as follow: reading is a key language
skill that has a significant place in the teaching and learning of foreign language.
Teixeira stated that this skill allows students to have access to ideas that is
communicated by people in different locations and eras, gives the opportunity to
broaden their horizons and increase their knowledge. Moreover, reading in a
foreign language is essential not only for promoting the students’ personal and
cognitive development, but also for improving their study and job prospects in a
globalization society. Due to the importance of reading, one of the priorities of
language teaching should provide students with the tools they need to tackle text
in variety of context and to define purposes more intensively. According to
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Grimes (2006:5) reading as an active process of constructing meaning; those who
understand the process best-librarians, reading specialists, and researchers-must
make explicit and active what good readers do subconsciously and internally.
Patel (2008:113) defines reading as an active process which consists of
recognition and comprehension skill. Furthermore, Wren (2000:13) stated that
reading comprehension is the ability to construct linguistic meaning from written
representations of language.
Finally, according to National Council of Researchers of English (2014)
reading is a complex and purposeful socio cultural, cognitive, and linguistic
process in which readers simultaneously use their knowledge of spoken and
written language, their knowledge of the topic of the text, and their knowledge of
their culture to construct meaning with text. Each of these types of knowledge
impacts the sense that readers construct through print. Readers easily comprehend
text with familiar language but are less successful at comprehending text with
unfamiliar language. Readers easily comprehend text on familiar topics but are
less successful at comprehending texts on unfamiliar topics. At the same time, the
interpretations readers construct with texts as well as the types of texts they read
are influenced by their life experiences.
Based on definition above we can conclude that reading is fluent process of
readers combining information from a text and their own background knowledge
to build meaning, also an active process which consists of recognition and
comprehension skill, this skill allows students to have access to ideas that is
communicated by people in different locations and eras, give the opportunity to
broaden their horizons and increase their knowledge, furthermore, reading is the
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most important skill to master in order to ensure success not only in learning
English, but also in learning in any content class where reading in English is
required.
2.2 Reading Comprehension
According to Rand (2002:11) reading comprehension is the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language. It consists of three elements: the reader, the
text, and the activity or purpose for reading. Reading comprehension involves the
ability in finding out main ideas, specific information, and word meaning.
Considering this sentence whether it can be read and comprehended: “Apple
banana blue walk tree happy sing”. Surely students are able to read each of the
words in that sentence and understand what they meant independently. An apple
is a fruit that is usually round and red, green or yellow. A banana is another fruit
that is yellow. Blue is a color and so forth. However, when you look at the
sentence as a whole, it does not make a sense. This nonsense sentence
demonstrates the difference between being able to read words and comprehend
text. Mikulacky (2007:74) states that reading comprehension is more than just
recognizing and understanding words. True comprehension means making sense
of what you read and connecting the ideas in the text to what you already know. It
also means remembering what you have read. In other words, comprehending
means thinking while you read.
Thus, based on the explanation above the researcher can sum up that reading
comprehension is the act of understanding what readers are being read. It is an
intentional, active, interactive process that occurs before, during and after a person
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reads a particular piece of writing. Without comprehension, reading is nothing
more than tracking symbols on a page with eyes and sounding them out. People
read for many reasons but understanding is always a part of their purpose.
Reading comprehension is most important because without it, reading does not
provide the reader with any information.
2.3 KWL Strategy
According to Ogle (1986:564-570) K-W-L is an instructional reading
strategy that is used to guide students through a text. Students begin by
brainstorming everything their Know about a topic. This information is recorded
in the K column of a K-W-L chart. Students then generate a list of questions about
what they Want to Know about the topic. These questions are listed in the W
column of the chart. During or after reading, students answer the questions that
are in the W column. This new information that they have Learned is recorded in
the L column of K-W-L chart. Follow is an example of the KWL Chart:
Table 1KWL Chart
Name :_________________ Date :_________________Class :_________________ Topic :
What I Already Know… What I Want to Know… What I Have Learned...
Bellanca (2007:2) states that KWL (Know-Want-Learned) strategy is an organizer
to help students check theirs prior knowledge of a topic, concept, or process
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before learning about it. With this prior knowledge, the brains of the students will
recall what their already know about the topic. When they get new information,
students will use their brains to join the old knowledge with the new.
Furthermore, He added KWL strategy helps students engage with texts in
deliberate and purposeful ways. In the first phase K (Know), students activate
prior knowledge. Then in the second phase they predict what additional
information they are likely to need W (Want to know), and develop a plan to
gather that information. In the final phase L (Learned), students reflect on the new
knowledge generated or retrieved as the plan is implemented. This strategy is
particularly effective in setting a purpose for reading of non-fiction text and
motivating further reading. Students may use a content-area text, an article, or any
other non-fiction source that can lead to further “uncovering” of information
about a topic through continued reading in search of answers to questions they
themselves generate.
Based on some definition above, the writer can sum up that KWL strategy
is most effective way to help students’ comprehension about the texts, because
KWL strategy is designed for the teachers to effectively respond to students'
knowledge when they read expository material, but can also be used for narrative
material that comes under the heading of genres such as myths, poems, etc. It also
encourages students to become involved in active thinking and cooperative
learning with their classmates. The main purpose of the KWL Teaching Strategy
is to elicit students' prior knowledge of the topic of the text, set reading goals (for
what they want to know), and monitor their comprehension of the topic after
reading the text. KWL strategy is designed to help students develop for more
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active approach to reading expository material. The teachers first model and
stimulate the kinds of thinking needed for learning and then give students
individual opportunities to list what they know, what questions they want answer,
and what they have learned from reading the text. In this way, the benefits of
group instruction are combined with individual student commitment and
responsibility. The strategy was developed to translate current research findings
about the active, constructive nature of reading into an instructional lesson format.
It has also been useful in helping the teachers better communicate the active
nature of reading in group settings. And also, will help them make predictions
about what they will be reading through the generation of question they would
like to have answer, helps students to organize what they have learned when they
are finished reading.
2.4 The Use of KWL Strategy in Teaching Reading
According to Ogle (1986: 570) KWL is an instructional scheme that
develops active reading of expository texts by activating learners‟ background
knowledge. It provides a structure for recalling what learners know about a topic,
noting what they want to know, and finally listing what has been learned and is
yet to be learned. Learners begin by brainstorming everything they know about
the topic. The relevant information is recorded in the K column of the KWL
Chart. Learners then generate a list of questions about what they want to know
about the topic. These questions are listed in the W column. During or after
reading, learners answer these questions. What they have learned is recorded in
the L column.
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Purpose of The KWL (Know-Want-Learned) strategy provides a structure
for activating and building prior knowledge, establishing a purpose for reading
and for summarizing what was learned. The strategy can help students reflect and
evaluate their learning experience, as well as serve as a useful assessment tool for
teachers.
2.5 Procedure of Using KWL Strategy
According to Ogle (1986:565) the procedure of K-W-L have three basic
cognitive steps required: accessing what I Know, determining what I Want to
learn, and recalling what I did learn as a result of reading. There are the
procedures of KWL (Know, Want, and Learned) technique:
a. Researcher needs to create a KWL chart to guide the students. This can be
done on large chart or on the chalkboard. It is very simply, just divide the
space into three columns and label them “Know”, “Want to Know”,
“Learned”. In this step, the researcher takes a role as an organizer as well as
the controller. The researcher explains what the students will do in every
column and give information needed to make sure that the students
understand the activity.
b. After making the chart, the researcher gives the students the topic and asks
the students what they know about it. Generate as many ideas as possible
relying on the students’ prior knowledge. Record all the ideas in the first
column. This is a brainstorming activity, which is considered as a great way
to begin a reading lesson because it engages all the students, including the
silent ones who may not be talking but in listening to their peers. The
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researcher should also provide some words or terms to help if they can’t find
ones related to the topic given.
c. On the “K” column is complete with all possible ideas, the researcher
together with the students categorizes the information. This step will help
the students to structure the content for the next step that is formulating
questions to be investigated that bring more meaning and clarify to the topic.
d. Researcher asking the students to write down things they want to know
about the topics or generating questions they want to answer as they read the
text. These questions they want to answer as they read the text. These
questions become the basis for “W” (what students want to learn). Questions
may be developed from information gleaned in the preceding discussion and
from thinking of the major categories of anticipated information. This
process helps the students define their purpose independently for reading.
e. After filling the column, the students are asked to share and discuss their
ideas. This is an excellent opportunity to model and show the students the
value of inquiry. It is possible that the students do not know what they
should ask or what they want to know. To anticipate this condition, the
researcher should also provide some questions to guide the students. Doing
the K and W column, the researcher takes a role a source. This role is
important in these steps because the researcher’s questions and information
actually will also lead the students to understand what is discussed in the
text that they are about to read.
f. The researcher asks the students to look for the answers of the questions in
their W column while they are reading. Students can fill out their “L”
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columns either during or after reading. As they read, students should note
new information in L column. This will help them select important
information from each paragraph and it provides a basis for future reference
and review. After filling the column, the researcher will help and guide
students to classify the information into classes. The first one is information
needed to answer the question from “W” column and the second one is new
information found in every paragraph. In this step, the researcher’s role is
more as a participant.
g. Students discuss what they have learned from the passage. Questions
develop before and during the reading should be reviews to determine how
they were solved. If some questions have not been answers, students can be
guided to seek further information in appropriate materials. In this step, the
researcher will be an assessor who gives feedbacks and do some corrections
so that the students will get better understanding about the text.
2.6 The Previous of the Research
In fact, there are many researchers have reported about the effectiveness of
using KWL strategy to improve students ability in English teaching reading to
make the teaching and learning process more effective.
The first is Hamdan (2014) by the title of “KWL-Plus Effectiveness on
Improving Reading Comprehension of Tenth Graders of Jordanian Male
Students“. The problem of this research was that Jordanian English teachers use
almost one set of reading strategies among which no meta-cognitive strategies as
KWL-Plus was used. In an open survey of a pilot study conducted on 70 teachers
of English in10 Jordanian public schools and 10 private schools teaching grades
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seven through ten, the researcher asked the English teachers to list down all the
reading strategies they use with their students. He found that none of them listed
KWL-Plus. This study examines the effect of the meta-cognitive strategy, the
KWL-PLUS, on improving reading comprehension of Tenth Graders of Jordanian
students. It aims at improving tenth graders’ abilities to construct meaning from
text. The findings indicated that the experimental group of the public school
scored higher on the reading comprehension post-tests than their peers did in the
control group. The researcher concluded that the strategy was effective in
improving the reading comprehension performance and recommended that the
strategy should be integrated into the English curriculum of the Jordanian schools.
The second is Samaikomsun ( 2012 ) by the title “The effect of KWL
technique on reading comprehension of Mattayom Suksa III Students Watratcha-
o-rot School”. The problem of this study was most student need to improve
reading comprehension skill because the method of teaching did not support them
to read and think. Moreover, they lacked of practice of appropriate ways and the
use of inappropriate reading strategies in the reading instruction. As the finding of
this research was that students’ English reading ability was significantly different
at 0.01 level after learning through KWL- plus. The scorer of students’ post-test
(M=14.59) was higher than the scorer of students’ pre-test (M=8.52). The main
gain difference between the pre-test and post-test was 6.07. According to the
results, the KWL-plus technique had positive effect on students’ English reading
comprehension. That is, students improved their reading ability after learning
through KWL-plus technique. She has conducted her research at Mattayom Suksa
III Students Watratcha-o-rot School.
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The third is Utami (2014) by the tittle of “ The Effect Of Know-Want-
Learned (KWL) Strategy And Students’ Reading Attitude Toward Students’
Reading Speed Of Hortatory Exposition Text At Grade Xi Of SMAN 1 Curup
Selatan. The problem of her research was he students had difficulty to
comprehend the text in appropriate or given time and they weren’t interest to read
English text or material. It led the students reluctant to be active reader, and
showed negative attitude toward reading English. In addition, the teacher also
tended to ignore to train the students to use reading strategy and improving their
reading speed. The teacher usually used monotones strategy in teaching reading.
The finding of the research was that 1) KWL strategy gives significant effect
toward students’ reading speed compared to Three-Phased strategy. 2) Students’
reading speed with high reading attitude who are taught through KWL strategy is
significantly higher than those who are taught through Three-Phased strategy 3)
Students’ reading speed with low reading attitude who are taught through KWL
strategy is not significantly higher than students who were taught through Three-
Phased strategy. 4) There is no interaction between teaching strategies (KWL
strategy and Three Phase strategy) and students’ reading attitude towards
students’ reading speed. In sort, the use of KWL strategy for teaching reading
speed is more effective to be applied for the students with high reading attitude.
Their research finding and result showed the use of KWL reading strategy
can make teaching reading comprehension to students more effective, and make
students get achievement in reading comprehension. This research is different
from the research that mentioned above, because this is focus on report text.
Actually, KWL strategy is useful to comprehend the text which contains general
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classification and description. So the writer wants to try to conduct the research
focusing on KWL strategy in providing report text. Then, this research will be
take different places. This is at first grade students of SMK Pertanian
Pembangunan Negeri Padang. Because ideally, the first student of SMK must to
mastered reading and have skill in reading comprehension for improving their
study and job prospects in a globalization society.
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CHAPTER IIIRESEARCH METHOD
c.1 Research Design
Based on the research problem, it reflects that this study as the research
employed a true experimental method with pretest-posttest control group design.
The diagram is below:
R O1 X O2
R O3 O4
Where :
R = Random assignment
X = Treatment
O = Pretest and Posttest for both groups
(Sugiyono, 2012:92)
This research aims to explain KWL strategy as the treatment to improve
students’ reading comprehension. This research will achieved if the experiment
design will used because the purpose of the experimental research will investigate
the possible cause-and-effect relationship by manipulating one independent
variable to influence the other variable.
Gay (2000:367) explains that an experimental research is the only type of
research that can test hypotheses to establish cause-and-effect relationship.
Furthermore, Arikunto (2010: 9) stated that an experimental research is the
method to seek causal relationship between two factors that is intentional to be
appeared by researcher with eliminating or alleviating the other factor that disturb.
The purpose of experiment research is to describe whether there is an effect or not
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from the treatment that given to the subject there are three kind of experimental
research; they are pre experimental design, quasi experimental design, and true
experimental design or pure experimental. Finally, Sugiyono (2010:57) stated that
experimental method is a method of research used to search for a specific
treatment effect against the other under conditions unmanageable.
Based on the definition of some experts, it is understood that the
experimental research will conduct to determine the effect of a treatment or
treatment of research subjects. Thus experimental studies in education is research
that aims to assess the effect of a treatment on student behavior or testing
hypotheses about the presence or absence of the influence of the action when
compared with other measures.
The treatment gives after pre-test. Pre-test is to describe the students score
before treatment. After give treatment the researcher also gives post-test to
describe the score after treatment (KWL strategy be effectiveness), is it any
significant differences between and after post-test. The result of the test is in the
numerical form. The researcher analyzes the data used numerical calculation
especially use kind of statistic method T-test.
c.2 Population and Sample
a. Population
According to Gay (2000:122) population is the group of interest to the
researcher, the group to which she or he would like the result of the study to be
generalization. Furthermore, they stated generalization is the extent to which the
results of one study can be applied to the other population or situation.
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According to Sugiyono (2012:119) population is “wilayah generalisasi
yang terdiri atas: obyek / subyek yang mempunyai kualitas dan karakteristik
tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik
kesimpulannya”.(Population is the generalization areas that consist of:
object/subject that have specific quality and characteristic determine by the
researcher to study and then drawn the conclusions).The population of this
research is the tenth grade of SMK Pertanian Pembangunan Negeri Padang in
academic year 2015/2016. The population is all of the second semester students,
which consist of four classes they are class X. 1.1, X. 1.2., X.2.1 and X.2.2 Figure
3 follow is for the relevant information:
Table 2The Population of Research
No Class Number of Students1 X.1.1 322 X.1.2 323 X.2.1 294 X.2.2 29
Total 122Sources: SMK Pertanian Pembangunan Negeri Padang, academic year 2015/2016
b. SampleGay (2000:121) states that sampling is the process of selecting a number
of individuals for a study in such a way that they represent the large group from
which they were selected. Furthermore, Gay stated that the purpose of sampling is
to gain information about the population by using sample. According to Arikunto
(2002:112) sample is half or represent of the population of the subject research. If
the subject is less than 100 peoples, it would be better to take all of the population.
But, if the total subject is more than 100 peoples, it is better to take 10 – 15 % or
20 -25 %.
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Based on the explanation above this research is using the simple random
sampling. According to Gay ( 2000:123) Simple random sampling is the process
of selecting a sample in such a way that all individuals in the defined population
have an equal and independent chance of being selected for the sample. The
researcher chose the class X.1.1 as the experimental group and the class X.1.2 as
control group.
3.3 Research Variables
This research consists of two variables; they are the independent variable
and the dependent variable.According to Narbuko(1997:119) the independent
variable is the single variable that is not influenced by other variables, while the
dependent variable is a kind of variable that is affected by other variables.
a. Independent Variable
The independent variable in this research is the KWL strategy that will be
used to make students more interest in teaching and learning process of
English reading.
b. Dependent Variable
The dependent variable is the English reading comprehension of the tenth
grade students of SMK Pertanian Pembangunan Negeri Padang.
3.4 Research Setting and Subject
The subject and setting of this research is the tenth grade students of
SMK Pertanian Pembangunan Negeri Padang is located at Jl. Pertanian Lubuk
Minturun, Keluruhan Lubuk Minturun, Kota Padang. The students from ATPH
department will selected as the subject of this research
3.5 Research Instrument
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The main technique is test to obtain the data needed for analyzing the data
to the researcher. The test divides into pretest and posttest. The pretest will give
before apply KWL strategy. After treatment, the post test will be given. To
explain whether or not KWL strategy can improve students comprehend in
reading, the researcher use data from evaluation test. The researcher would
compare the result of students’ scores in the first (pre-test) and second (post-test)
based on the criteria of success. If at least 55% or more of students can reach 75
or more on reading test, it is considered successful. It is based on the students
reading test score which are still under the minimum passing criterion or Kriteria
Ketuntasan Minimal (KKM).
Test is done before and after treatment. The pretest is given before the
treatment to explain the students’ score before treatment. Posttest is given after
treatment to explain the students’ score after treatment and how far treatment can
influence the reading ability of the students. Both of the tests in the form of
reading worksheet test which ask students to do the evaluation test. The tests
before and after treatment have same type in order to make the data which is
gotten valid.
3.6 Research Hypothesis
This study consist of two hypotheses, they are:
Ha : There is significant effect of using KWL Strategy on students’ ability in
reading comprehension at the tenth grade students of SMK Pertanian
Pembangunan Negeri Padang.
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Ho: There is no significant effect of using KWL Strategy on students’ ability in
reading comprehension at the tenth grade students of SMK Pertanian
Pembangunan Negeri Padang.
Explanations:
Ha will be accepted if t-value > t-table H0will be rejected if t-value < t-table
T-table is the score gotten from t distribution, while t-value is the score gotten
from calculation using the formula of t-test.
3.7 Data Collection Technique
In conducting a research, it is necessary to collect the data required.
Sugiyono (2010:137) stated that data collecting can be done in many setting,
various sources, and various means. It also known that research was a system
attempt to provide answer to problems or to question. Then, to solve the problem,
test will take to collect the data.
a. Test
1) Pre-test
In this research, the pre-test will used to find the students' English
reading comprehend in reading text. It will conduct to all class X1.1 and X.1.2
at SMK Pertanian Pembangunan Negeri Padang.
2) Post-test
Afterward, the post-test will conduct to measure the effect of KWL
strategy used after the application of treatment in experimental group. The
use of post-test also determines whether the test is effective or not by
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comparing the achievement of post-test scores in both classes those
experimental and control
3.9 Technique of Data Analysis
In this research, the researcher used statistical data analysis technique to
describe the different score between the students’ achievement in reading
comprehension before and after teach by using KWL strategy. This technique of
data analysis belonged to quantitative data analysis and the data will analyzed
statistically by using T-test. The T- test is used to determine whether two means
are significantly different at a sellected probability level.
Sources: ncalculators.com
Where:
x̄1 is the mean of first data set
x̄2 is the mean of first data set
S12 is the standard deviation of first data set
S22 is the standard deviation of first data set
N1 is the number of elements in the first data set
N2 is the number of elements in the first data set
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