CHAPTER 1
20
CHAPTER I
INTRODUCTION
A. Background of the problem Reading skill has an important role
in mastering English. Reading gives a great contribution to the
students who suppose to gain information and knowledge. Reading
also gives a great bridge to understand a textbook, lesson
materials and other resources since they are written in English
which students have to comprehend. Reading comprehension ability is
the key to students success in the process of education. Reading
comprehension is defined as the level of understanding of a text,
this understanding comes from the interaction between the words
that are written and how to trigger knowledge outside the text,
reading comprehension skill increases the pleasure and
effectiveness of reading. However, there are some problems related
to reading comprehension, implementation of learning reading
comprehension in the researchers classroom. the teacher giving the
task to the students to read the text before the project is
implemented, the teacher lecturing on information deemed pertinent
to the students about what to do, the teacher asked the students to
read the text from the beginning up to end of the text, if the
students do not understand the contents of the text, the students
will repeat reading. In the researchers classroom, many students
cannot read well.The researcher found some difficulties that arise
when students in grade X of MA Nurul Jihad Tembilahan Hulu read
Narrative text, the first problems related to students reading
comprehension is students are still low in reading comprehension
ability . The second is the students are not also involved in
learning process actively because teaching and learning process is
more teacher, centered and the students still look passively, it is
shown in interaction learning does not appear, there questions were
not answered, there is problem but the students do not want to
disclose, material in teaching no less varied and students
interest. The third is the teacher only still use the lecture
method of teaching, after that the teacher gives questions related
to the text as the exercise for the students. Based on the fact,
students of class X of MA Nurul Jihad Tembilahan Hulu are difficult
to comprehend reading a text, They did not understand what they
read and many students still look passively, and there questions
were not answered. In another words, the based competence of
reading was not reached yet. Score of KKM at Grade X is point 70,
as the result (40%) students could reach the minimum criteria of
achievement, and (60%) the students should follow remedial class.
The researcher needs a strategy that could assist the students to
comprehend text they the read at before, during, and after process,
Students are also supposed to be involved actively. Students also
need a strategy that could help them .Students more easy to
comprehend a text, and that strategy benefical to improve students
reading comprehension, and teaching strategy which could give
significant effect on reading comprehension is KWL ( know, want,
learn) strategy.According to Ogle (1986: 564), KWL is instructional
technique used to improve reading comprehension an a students
ability to remember the material ,kwl is most often used with
expository reading materials such as classroom textbooks, research
articles, and journalistic pieces, K-W-L (What I Know, What I Want
to Learn, What I Learned) is a teaching model designed to help
students learn from nonfiction text in any content area. KWL
strategy also provides and enjoyably class activity which involves
students before, during, and after reading actively. Based on
problems above, researcher is decides to conduct a research
entitled: IMPROVING STUDENTS READING COMPREHENSION OF NARATIVE TEXT
BY USING KWL STRATEGY AT GRADE X STUDENTS OF MA NURUL JIHAD
TEMBILAHAN HULU.
B. Identification of the problem Based on the background above
the problem of this research are identified as follows:1. The
English teachers still use the lecture method of teaching2. The
Students are less enthusiastic in participating in the lesson3.
Students reading comprehension are still quite apprehensive because
students generally have difficulty in reading comprehension4.
Students of class X MA Nurul Jihad require techniques that can
improve reading comprehension skill.
C. The limitation of the problem Based on the identification
above, the researcher limits this research on the using KWL
strategy in teaching reading narrative text and beneficial to
improve students reading comprehension.D. Research Question Based
on the limitation of the problem above, the researcher formulated
research question: How can KWL (know, want, learn) strategy give
significant improvement on students reading comprehension of
narrative text?.E. Purpose of the ResearchBased on the formulation
of the problem the researcher states the purpose of this research
is to know whether students could improve their reading
comprehension of narrative text by using KWL ( know, want,
learn).F. Significance of the Research It is believed that this
classroom action research has some benefits to be conducted.
Practically, to increase the researchers knowledge of teaching
reading to Senior high school students and share experiences in
teaching them by using KWL ( know, want, learn). Theoretically, for
other English teachers, to improve teachers knowledge about better
strategy in teaching reading, for researcher, to provides valuable
information and facts about the use of KWL ( know, want, learn) for
improving students reading comprehension of narrative text at
Senior high school level. For students, to make students be active
in learning process.
G. Definition of the termsTo avoid misunderstanding in this
research, it is important for the researcher to explain the terms
used in this research. They are as follows: 1. Reading
comprehension: According to Guthrie in Eviyarni (2012:6) reading
comprehension is process of learning from text where the reader
interacts with the printed material to build new meanings.2.
Narrative text: narrative text is an imaginative story to entertain
people. (Wardiman et al, 2008:93) 3. K-W-L ( know, want, learn): is
an introductory strategy that provides a structure for recalling
what students know about a topic, noting what students want to
know, and finally listing what has been learned and is yet to be
learned.( Ogle, 1986 : 564).
CHAPTER IIREVIEW OF THE RELATED LITERATUREA. Review of the
related theories 1. Reading Comprehension Reading comprehension has
an important skill to communicative, communication does not only
occur between speaker and listener, it also takes place between
reader and writer. Readers gain meaning which writer tries to tell
the readers through the text. In this case, writer sends message
through symbols in a text, and readers receive it through reading.
To receive what writer exactly mean in a text, reader do not only
need to read the text simply. Comprehend a text in order to get the
meaning of the text. According to Guethrie in Eviarni (2012:6),
reading comprehension is process of learning from text where the
reader interacts with the printed material to build new
meaning.According to Singer in Nadri (2012), reading comprehension
is a process of interpretation of written symbols, the assimilation
of ideas, and the process of thinking while deciphering symbols,.
It means that reading comprehension begin with the process of
decoding the writers words, understanding the meaning and
contracting them with readers background knowledge to gain writers
idea. Since reading comprehension is a process of constructing
meaning of the written text with readers background knowledge, the
readers prior knowledge directly impacts new learning situations.
When readers get new knowledge from the text, they will relate it
with their prior knowledge, while reading process, readers will
create the visualization of the relation in their mind in order to
get what the writer means in the text ( Williams, 2008).From those
explanations above, it can be concluded that reading comprehension
is process of learning from text where the reader interacts with
the printed material to build new meaning and begin with the
process of decoding the writers words, understanding the meaning
and contracting them with readers background knowledge to gain
writers idea. 2. Type of reading According to Brown (2010:228),
there are four types of reading performance, types of reading that
consist of perseptive, selective, interactive and extensive. 1.
Perseptive, in the keeping with the set of categories specified for
listening comprehension, similar specification are offered here,
except with some differing terminology of capture the uniqueness of
reading. Perseptive reading task involve attending to the component
of large stretches of discourse: letter, word, punctuation. Bottom
up processing is implied. 2. Selective, this category is largely an
artifact of assessment formats. In order to ascertain ones reading
recognition of lexical, grammatical or discourse features of
language within a very short stretch of language, certain typical
task are used: picture- cued tasks, matching, true / false,
multiple choice, etc. Stimuli include sentence, brief paragraphs
and simple charts and graphs. Brief responses are intended as well.
A combination of bottom up and top down processing my be used. 3.
Interactive, include among interactive reading types are stretches
of language of several paragraphs to one page or more in which the
reader must, in a psycholinguistic sense, interact with the text.
That is, reading is a process of negotiating meaning; the reader
brings to the text a set of schemata for understanding it, and
intake is the product of that interaction. Typical genres that lend
themselves to interactive reading are anecdotes, short narrative
and description, excerpts form longer texts, questionnaires, memos
announcements, direction, recipes, and the like. The focus of an
interactive tasks is to identify relevant feature ( lexical,
symbolic, grammatically and discourse) within texts of moderately
short length with the objective of retaining the information that
is processed. Top down processing is typical of such tasks,
although some instances of bottom up performance may be necessary.
4. Extensive, extensive reading, as discuss in this book, applies
to texts of more than a page, up to including professional
articles, essays, technical reports, shorts stories and books. ( it
should be not that reading research commonly refers to extensive
reading as longer stretches of discourses, such as long articles
and books that are usually that outside a classroom hour. Here that
definition is massaged a little in order to encompass any texts
longer than a page). The purposes of assessment usually are to tap
into a learners global understanding of a text, as opposed to
asking tests takers to zoom in on small details. Top down
processing is assumed for most extensive tasks.
3. Genres of readingThen , in this section the researcher will
describe about the genres of reading In accordance to Brown (2010:
225) states that three kinds of the genres of reading, namely;1.
Academic reading 1) General interest articles2) Technical reports3)
Reference material4) Textbooks, thesis5) Essays, papers6) Test
direction 7) Editorial and opinion writing 2. Job related reading
1) Messages2) Letters/ e-mails3) Memos4) Reports5) Schedules ,
labels, signs, announcements6) Forms, application, questioners7)
Financial documents8) Directories 9) Manuals3. Personal reading 1)
Newspapers and magazine2) Letters, e- mail, greeting cards,
invitations3) Messages, notes, lists, blogs4) Schedules5) Recipes,
menus, maps, calendars6) Advertisements 7) Novels, short stories,
jokes, drama, poetry 8) Financial documents9) Forms,
questionnaires, medical reports, immigration documents10) Comic
strips, cartoon 4. The types of the Reading SkillAs stated by Brown
( 2010 : 227) that there are two kinds of skill in reading,
namely;a. Micro skills 1) Discriminate among the distinctive
graphemes ( letters or letter combinations that produce a phoneme)
and orthographic patterns of English.2) Retain chunks of language
of different lengths in short term memory3) Process writing at an
efficient rate of speed to suit the purpose 4) Recognize a core of
words and interpret word order patterns and their significance5)
Recognize grammatical word classes ( nouns, verb, etc), system (
e.g tense, agreement, pluralization ) , pattern , roles, and
elliptical forms6) Recognize that a particular meaning may be
expressed in different grammatical forms 7) Recognize cohesive
devices in written discourse and their role in signaling the
relationship between and among clauses.b. Macro skills 1) Recognize
the rhetorical convention of written discourse and their
significance for interpretation. 2) Recognize the communicative
function of written texts, according to form and purpose 3) Infer
context that is not explicit by activating schemata ( using
background knowledge)4) From describe events, ideas, etc., infer
links and connections between events, deduce cause and effects, and
detect such relations as main idea, supporting idea, news
information, given information, generalization, and
exemplification.5) Distinguish between literal and implied
meanings.6) Detect culturally specific references and interpret
them in a context of the appropriate cultural schemata.7) Develop
and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation
of text.8) From all the skills that stated above, in this research
the researcher focuses only on point D of macro skill namely from
describe events, ideas, etc., infer links and connections between
events, deduce cause and effects, and detect such relations as main
idea, supporting idea, new information, given information,
generalization, and exemplification.
5. Narrative text Narrative is one genre in English, according
to Wardiman et al (2008:93) narrative text is an imaginative story
to entertain people. The purpose of narrative text to amuse or
entertain the readers with actual or imaginary experiences in
difference way, Sudarwati( 2007: 62). A narrative starts with an
orientation, it is about the opening paragraph where the characters
of the story are introduced (who, when, where), following the
orientation, a complication, it about a series of events in which
the main character attempts to solve the problem. Finally , a
re-orientation, it is optional, the ending of the story. It is
sometimes contains the solution. Based on syllabus, narrative text
is provided for students at Senior High School in the first
semester. Based competence in learning narrative text for reading
is students are able to understand and fluently.As another text
genre, narrative text also has its own generic structure, and the
features of language which are used. 6. Generic structure of
narrative text1. OrientationSet the scene and introduces the
participants (characters) of the story, the time and place where
the story happened (who, what, when, and where). 2. ComplicationA
crisis, a series of events in which the main character attempts to
solve the problem. 3. Resolution The crisis is resolved, for better
or worse. 4. Re- orientation It is optional. The ending of the
story. It sometimes contains the solution. 7. Language feature of
narrative textThe feature of language that are used commonly in
narrative text are:1. The use of noun phrases ( a beautiful
princess, a huge temple)1. The use of connectives ( first, before
that, then, finally)2. The use of adverbial phrases of time and
place ( in the garden, two days ago)3. The use of the simple past
tense ( He walked away from the village)4. The use of action verbs
( walk, sleep, wake up)5. The use of saying verbs ( say, tell,
ask)6. The use of thinking verbs, feeling verbs, verbs of senses (
She felt hungry, she thought she was clever, she smelt something
burning) 8. KWL strategyKWL is instructional technique used to
improve reading comprehension of students ability to remember the
material , KWL is most often used with expository reading materials
such as classroom textbooks, research articles, and journalistic
pieces, K-W-L (What I Know, What I Want to Learn, What I Learned)
is a teaching model designed to help students learn from nonfiction
text in any content area. K-W-L strategy allows students to take
inventory of what they already know and what they want to know.
Students can categorize information about the topic that they
expect to use.According to Ogle (1986).The K-W-L strategy serves
several purposes: elicits students prior knowledge of the topic of
the text, sets a purpose for reading, helps students to monitor
their comprehension.The purpose of the K-W-L procedures is to help
students become good readers by learning to do the things that good
readers do. Specifically it helps students learn to activate their
background knowledge and to set purposes for reading. KWL stands
for determining What I Know, What I Want to Learn, and reviewing
What I Have Learned. 9. Procedures of KWL StrategyAccording to Ogle
( 1986: 570) The K-W-L strategy consists of a multi-step procedure:
brainstorming and categorizing, purpose-setting through
questioning, and examining answers to those questions,this
procedure is intended to help teachers become more responsive to
helping students access appropriate knowledge when reading
expository text. K-W-L is also intended to support student learning
before, during, and after reading.
B. Review of the related findings Nurul Husna ( 2012) in her
thesis titled: The Effect of Using Know Want Learned (KWLs
Technique) Toward Students Reading Comprehension of Hortatory
Exposition Text at SMAN 1 Batipuh. This research is a type of
Experimental. The population of this research is the students grade
XI SMAN 1 Batipuh ( 2011- 2012), devided into two classes ( XI IPS
2, XI IPS 3), females 33 persons and males 29 persons, instrument
which used is reading comprehension test ( pre test and post test),
the test provided in form multiple choices test, it was about 40
items. Based on the results of the matter is conclude d that the
use of learning techniques KWL can give a better effect on students
understanding in reading.Effendi ( 2011) in his thesis titled: The
Effectiveness of Using KWL Strategy to Increase Students Reading
Comprehension Achievement. This research is a type of Experimental.
He has proven that the average score of the experimental group in
the reading comprehension posttest was ( 22.13), with a standard
deviation of (1.48); while the average score of the control group
in the same test was (19.41), with a standard deviation of ( 1.19).
The different between the two averages was (2.72). Next Alice
Lescure (2012) had conducted a study about the effects of K-W-L on
ELL Middle School Students' listening comprehension of science
content. This study addressed the effect of using a K-W-L strategy
on the number of comprehension questions answered correctly on a
test administered immediately after a science passage was read
aloud to ELL, middle school students. Test accuracy during baseline
conditions and during K-W-L conditions was compared. The
participants in this study were middle school students in an ELL
classroom at a suburban school located in Westerville, OH. The
students range in age was 11 to 15. All students lived in the
United States for less than three years and came from a country in
which a language other than English was spoken.A reversal design
demonstrated increased reading comprehension for all six students.
Reading comprehension was measured by immediate recall on same day
quiz accuracy. Each student was taught the K-W-L procedure before
the initial intervention phase. Findings indicated that same day
quiz accuracy improved during the initial K-W-L intervention and
during the return to intervention phase.Based on the related
finding above, it can be concluded that this research and previous
researches above has correlation, in term of reading comprehension
and its problem solving KWL strategy. However they have some
differentiations, they are in term of the research design,
participant, research question and also the place of the
research.
C. Conceptual FrameworkProblem
Poor reading comprehension when reading narrative text
Using KWL strategy
Problem Solving
DiscussionUsing kwl strategy
Introduction teaching material
Read the narrative text and evaluation
Meeting 1
Meeting 2
Meeting 3
Test
Meeting 1
Meeting 2
Meeting 3
Test
Students reading comprehension of narrative text of X grade
students of MA Nurul Jihad to be improveExpected result
The problem that will be research is the Students reading
comprehension of narrative text at the X grade of MA Nurul Jihad
Tembilahan Hulu, problem will be obstruct to improve in reading
comprehension. Because of that, we need to solve the problem.To
solve this problem by using KWL strategy this consisted of there
are following explanation:1. Introduction the teaching material a.
Teacher explains about past tense. b. Teacher explains narrative
text. 2. Using KWL strategy a. Teacher makes KWL column on the
board. b. Teacher mentions one example of the title about narrative
text c. Students tell or write , what they know about the title,
and make the questions about the title d. Teacher asks the students
to read a text about the narrative e. Teacher and
studentsaretogether answers on the questions that thestudents in
column one. 3. Discussion a. Teacher divides students into five
groups, and each group was divided one example narrative text. b.
Students read the text. c. Students write down specific questions
that they think may be answered in the text. 4. Read text narrative
and evaluation a. Teacher asks the students to read a text
narrative b. Students answers the questions about the text
narrative.
1
3
CHAPTER III RESEARCH METHODOLOGYA. Type of the researchThis
research is classroom action research, the researcher chooses this
kind of research to improve teaching quality and students reading
comprehension by doing an action through using K-W-L
strategy.According to Carr and Kemmis in Kusumah (2009:8) classroom
action research is a form of a self reflective inquiry under taken
by participants in social situation to improve rationality and
justice of (a) their own social or educational practices,(b) their
understanding of these practices and (c) the situation in which
these practices are carried out. Based on the theories above,
researcher supposes there would be some change when an action in
this case KWL ( know, want, learn) strategy is applied in the
teaching reading process that would improve students comprehension
in reading. In other word, this research does not only affect
students learning achievement, but also the quality of teachers
teaching process. This research is conducted by using four steps in
each cycle. They are planning, action, observation, and
reflection.
B. Location and time of the researchThis research was conducted
at the X grade of MA Nurul Jihad Tembilahan Hulu, this research was
conducted from October up to November 2013. This school is located
on Saptamarga street, Tembilahan Hulu. C. Participant of the
researchThe participants of this research there are 26 students (
12 males and 14 females), students in grade X. Table 1: participant
of the research NO Class male female Total
1 X 12 14 26
Total 26
D. Research instrumentIn order to get the data for the study,
the writer found the suitable research instrument, such as:1. Test
In this research, the test was given in two Cycle, and test used
multiple choices, the first is ( in fourth meetings). The second is
in the last of the research ( in the eighth meetings).The test was
given to the students as written test in the form multiple choices
( students are asked to choose the best answers: a, b, c, or
d).
Test : Bandung Bondowoso and Roro Jonggrang ( The legend of
Prambanan Temple) Once, there was a beautiful Javanese princess
whose name was Roro Jongrang.Roro Jonggrang whose beauty was very
famous in the land was the daughter of Prabu Baka, an evil king.
One day, a handsome young man with super natural power, named
Bandung Bondowoso, defeated and killed Prabu Baka. On seeing
princess Roro Jonggrangs beauty, Bandung Bondowoso fell in love and
wanted to marry her. Meanwhile, Princess Roro Jonggrang felt sad
due to the death of her father. She did not want to marry Bandung
because he had killed her father. But she was also afraid of
Bandung. So to refuse politely, she made a condition. I will marry
you but have to build one thousand temples in one night as a
wedding gift. Requested Roro Jonggrang. Bandung agreed with this
condition . Helped by the spirits of demons, Bandung Bondowoso
started building the temples. Approaching midnight, the work was
nearly done. RoroJonggrang knew and though, What shall I do?
Bandung is smarter than me. I will lose against Bandung. Suddenly
she got an idea. She woke up all the women in the palace and
ordered them to make the noisy sounds of grinding rice so that the
roosters would think it had already dawn. Bandung Bondowoso got
frustrated because he failed to complete the thousandth temple. The
princess has deceived me! following his anger, he cursed
RoroJonggrang, you have cheated me. Now, the thousandth temple is
you! At once, the princess turned into a statue. Knowing this,
Bandung Bondowoso regretted this and he went away into a far land.
From then, people called the temple Prambanan Temple and the
princess statue, Roro Jonggrang statue.
Find out: 1. Who were the participants in the story?a. Roro
Jonggrang, Bandung Bondowoso, Prabu Baka b. Malin Kundang, Pirates,
Merchant. c. Prambanan Temple, Roro Jonggrang d. Javanese princess,
Prabu Baka, Prambanan Temple. 2. What tense is mostly used in the
story? a. Simple present tense c. Simple past tense b. Simple
Future tense d. Present perfect tense3. Bandung Bondowoso fell in
love and wanted to marry her. Her refers to.. a. Roro Jonggrang c.
Prabu Baka b. Bandung Bondowoso d. Prambanan Temple4. What is the
main idea of the last paragraph? a. The princess turned into a
statue . b. Bandung Bondowoso regretted this and he went away into
a far land c. Bandung Bondowoso started building the temples d.
There was a beautiful Javanese princess whose name RoroJonggrang.
5. What is the function of the last paragraph? a. Orientation c.
Resolution b. Complication d. Re- orientation6. What are time
connectives that use in the text? a. Once, Meanwhile, At once c.
Next, finally b. Next, After d. Sunday, After7. What was PrabuBaka?
a. An evil king c. A daughter Bandung Bondowoso b. A handsome boy
d. A husband Roro Jonggrang8. What is the title of the story? a.
Prambanan Temple b. Bandung Bondowoso a handsome boy c. Bandung
Bondowoso and Roro Jonggrang d. Roro Jonggrang statue9. The antonym
of the word far is a. Near c. smart b. Beautiful d. happy10. The
main idea of paragraph...is there was a beautiful Javanese princess
whose name Roro Jonggrang. a. Two c. Four b. Three d. One
MALIN KUNDANG A long time ago, in a small village near the beach
in West Sumatra, lived a woman and her son, Malin kundang. Malin
kundangs father had passed away when he was a baby, and he had to
live hard with his mother. Malin kundang was a healthy, diligent,
and strong child. He usually went to the sea to catch fish, and
brought it to his mother, or sold it in the town. One day, when
Malin kundang was sailing as usual, he saw a merchants ship which
was being raided by a small band of Pirates. With his brave and
power, Malin kundang defeated the Pirates. The merchant was so
happy and asked Malin kundang to sail with him. Malin kundang
agreed. Many years later, Malin kundang become a wealthy merchant,
with a huge ship, loads of trading goods, many ship crews, and a
beautiful Wife. In his journey, his ship landed on a beach.The
villagers recognized him, and the news ran fast in the town: Malin
kundang became a rich man and now is here. His mother, in deepful
sadness after years of loneliness, ran to the beach to meet her
beloved son again. When the mother come, Malin kundang, in front of
his well dressed wife, his crews and his Malin kundang and for
three times yelled at him. At last Malinkundang said to her Enough,
old women! I have never had a mother like you, a dirty and ugly
peasant! Then he ordered his crews to set sail. Enraged, she cursed
Malin kundang that he would turn into a stone if he didnt
apologize. Malin kundang just own gloriness, denied to meet that
old ,poor and dirty women. For three times she begged laughed and
set sail. In the quiet sea, suddenly a thunderstorm came. His huge
ship was wrecked and it was too late for Malin kundang apologized.
He was thrown by the wave out of his ship, fell on a small island,
and suddenly turned into stone.
11. What is the main idea of the second paragraph? a. Malin
kundangs father had passed away when he was a baby b. Malin kundang
was a healthy, diligent, and strong child c. The merchant was so
happy and asked Malin kundang to sail with him d. He usually went
to the sea tocath fish 12. The merchant was so happy and asked
Malin kundang to sail with him. Him refers to.. a. Malin Kundang c.
Merchant b. Pirates d. Mother13. The antonym of the word dirty is
a. Beautiful c. Diligent b. Ugly d. Clean 14.What is the function
of the first and second paragraph? a. Orientation c. Resolution b.
Complication d. Re- orientation 15. What are noun phrases that use
in the text? a.Strong child, Huge ship, a beautiful wife. b. Malin
kundang, Pirates, Mother c. Healthy, diligent, happy d. One day,
many years later, a long time ago. 16. What is the title of the
story? a. Dirty women c. Malin kundang b. rich man d. Turned into
stone.
17. Where is Malin kundang stone located at? a. South Sumatra c.
Riau b. West Sumatra d. North Sumatra 18. Based on the text, these
statements are true, except.. a. Malin kundang became a rich man,
with a beautiful wife b.Malin kundang had to live hard with his
father c. The merchant was so happy and asked Malin kundang to sail
with him. d. Mother cursed Malin kundang that he would turn into a
stone if he didnt apologize. 19. I have never had a mother like
you, The pronoun I function as a. Subject c. Possessive b. Object
d. Possessive pronoun 20.Which one of the following phrases
indicates an adverb of time in the text? a. In the town. c. In a
small village b. In the quiet sea d. Many years later
2. Observation SheetThe observation is used to determine whether
the use of KWL can improve students reading comprehension of
narrative text or not. Observation checklist for teachers developed
lesson plans based on each meeting, while the observation sheet for
students reading comprehension of a discourse. Based on the
indicators that students are able to recognize, identify and
understand the contents of the discourse. The observation will be
conducted by collaborator while the researcher teaches the
students.3. Field noteA field note used by the researcher in
collecting the data. It is used to identify the detail behaviors or
action which would be done by the teacher and students in teaching
and learning activities. E. Research ProcedureThe procedure of this
classroom action research involves planning, action, observantion,
and reflection. Here is the figure that adapted from Kemmis and
Taggart in Eviarni (2012: 38) show model of this research
procedure..
Figure 3.1 Cyclical process of this Research procedure
The procedure of this research will be designed based on figure
3.1, thus , the procedure is as follows:Cycle 1 In cycle 1, there
were fourth meeting, and the last meeting the researcher do reading
comprehension test for cycle 1.Meeting 1 1.Planning In this
research, the writer explained about past tense and narrative text
before teaching kwl strategy, to improving students reading
comprehension of narrative text at grade X of MA Nurul Jihad
Tembilahan Hulu. The preparation for this planning such as:a.
Prepared lesson plan.b. Prepared the materialc. Prepared the kwl
strategy d. Prepared teachers observation sheete. Prepared students
observation sheet 2. Action Pre- teachinga. Greeting and checking
attendance listb. The teacher introduced the topic of the lesson
While teachinga. The teacher explained about the past tenseb. The
teacher explained about the narrative text c. The teacher gave a
narrative text to the students to read and ask the students about
comprehension about the text. Post teachinga. The teacher giving
conclusion about the lesson b. The teacher closed the lessonMeeting
2 1.Planning In this research, the writer planed to the application
of using kwl strategy in improving students reading comprehension
of narrative text at grade X of MA Nurul Jihad Tembilahan Hulu. The
preparation for this planning such as:a. Prepared lesson plan.b.
Prepared the materialc. Prepared the kwl strategyd. Prepared
teachers observation sheete. Prepared students observation sheet 2.
Action Pre- teachingc. Greeting and checking attendance listd. The
teacher introduced the topic of the lesson While teaching a.
Teacher make KWL column on the white board. b. Teacher mention on
example of the title about narrative text c. Students telling or
write, what they know about the title, and make the questions about
the title Post teachingc. The teacher giving conclusion about the
lesson d. The teacher closed the lesson Meeting 3 1.Planning In
this research, the writer planed to the application of using kwl
strategy in discussion to improving students reading comprehension
of narrative text at grade X of MA Nurul Jihad Tembilahan Hulu. The
preparation for this planning such as:a. Prepared lesson plan.b.
Prepared the materialc. Prepared the kwl strategyd. Prepared
teachers observation sheete. Prepared students observation sheet 2.
Action Pre- teachinga. Greeting and checking attendance listb. The
teacher introduced the topic of the lesson While teaching a.
Teacher divides students into five groups, and each group was
divided one example narrative text. b. Students read the text. c.
Students write down specific questions that they think may be
answered in the text. Post teaching a. The teacher giving
conclusion about the lesson b. The teacher closed the lesson
Meeting 4 Evaluation a. Teacher asked to the students to read a
text narrative. b. Students answers the questions about the text
narrative text 3. Observation The reseacher and collaborator
observed the students activities in learning the narrative text and
the teacher activity in teaching narrative text and the use of KWL
strategy by using observation checklist . 4. ReflectionAt the
point, the researcher reflect on and , evaluated and discribed
effect of the action. If all of the participants get the good score
70 ( score of KKM), it means that writer successes to do this
classroom action research. Consequently, the cyclical process of
this research can be stopped. Cycle 2 In cycle 2, there were fourth
meeting, and the last meeting the researcher do reading
comprehension test for cycle 2.Meeting 1 1.Planning In this
research, the writer explained about past tense and narrative text
before teaching kwl strategy, to improving students reading
comprehension of narrative text at grade X of MA Nurul Jihad
Tembilahan Hulu. The preparation for this planning such as:a.
Prepared lesson plan.b. Prepared the materialc. Prepared the kwl
strategy d. Prepared teachers observation sheete. Prepared students
observation sheet 2. Action Pre- teachinga. Greeting and checking
attendance listb. The teacher introduced the topic of the lesson
While teachinga. The teacher explained about the past tenseb. The
teacher explained about the narrative text c. The teacher gave a
narrative text to the students to read and ask the students about
comprehension about the text. Post teachinga. The teacher giving
conclusion about the lesson b. The teacher closed the lesson
Meeting 2 1.Planning In this research, the writer planed to the
application of using kwl strategy in improving students reading
comprehension of narrative text at grade X of MA Nurul Jihad
Tembilahan Hulu. The preparation for this planning such as:a.
Prepared lesson plan.b. Prepared the materialc. Prepared the kwl
strategyd. Prepared teachers observation sheete. Prepared students
observation sheet 2. Action Pre- teachinga. Greeting and checking
attendance listb. The teacher introduced the topic of the lesson
While teaching a. Teacher make KWL column on the white board. b.
Teacher mention on example of the title about narrative text c.
Students telling or write, what they know about the title, and make
the questions about the title Post teachinga. The teacher giving
conclusion about the lessonb. The teacher closed the lesson
Meeting 3 1. Planning In this research, the writer planed to the
application of using kwl strategy in discussion to improving
students reading comprehension of narrative text at grade X of MA
Nurul Jihad Tembilahan Hulu. The preparation for this planning such
as:a. Prepared lesson plan.b. Prepared the materialc. Prepared the
kwl strategyd. Prepared teachers observation sheete. Prepared
students observation sheet 2. Action Pre- teachinga. Greeting and
checking attendance listb. The teacher introduced the topic of the
lesson While teaching a. Teacher divides students into five groups,
and each group was divided one example narrative text. b. Students
read the text. c. Students write down specific questions that they
think may be answered in the text. Post teaching a. The teacher
giving conclusion about the lesson b. The teacher closed the lesson
Meeting 4 1. Planning In this research, the writer collected the
students reading comprehension test to result students reading
comprehension of narrative text at grade X of MA Nurul Jihad
Tembilahan Hulu. The preparation for this planning such as: a.
Prepared lesson plan. b. Prepared the material c. Prepared the
field note d. Prepared reading comprehension test 2. Action Pre-
teachinga. Greeting and checking attendance list b. The teacher
introduced the topic of the lesson While teachinga. The teacher
gave reading comprehension test to the students Post teaching a.
The teacher colleted the students reading comprehension test result
3. Observation The reseacher and collaborator observed the students
activities in learning the narrative text and the teacher activity
in teaching narrative text and the use of KWL strategy by using
observation checklist .
4. ReflectionAt the point, the researcher reflect on and ,
evaluated and discribed effect of the action. If all of the
participants get the good score 70 ( score of KKM), it means that
writer successes to do this classroom action research.
Consequently, the cyclical process of this research can be stopped.
F. Data Collecting Technique.In collecting the data, the writer
used the test, observation and field note. The test was given to
the students is answer the questions based on the narrative text.
Test was given twice in this research, for that reason the
researcher prepared narrative texts. 1. Test In the test for the
students, Test was provided in form multiple choices, this test was
given in the last meeting of each cycle, in doing the test students
was work individually. The result of this test shows the students
reading comprehension improvement after the teacher finished the
action in each cycle. 2. Observation sheets As mentioned before,
there are two kinds of observation sheet. The first observation
sheet for teacher and observation sheet for students. The
observation is used to evaluate students and teachers activities
and condition of the class while teaching and learning process.
Table 2 Observation sheets for the teacher
activitiesNoTeaching& learning activitiesAssessment
YesNo
1
2
3.
4.
Introduction the teaching material The teacher explains about
past tense. Teacher explains Narrative textUsing KWL strategy
Teacher make KWL column on the board. Teacher mention one example
of the title about narrative text. Teacher asked to the students to
telling or write, what they know about the title, and make the
questions about the title Teacher asks the students to read a text
about the narrative Teacher and students are together to answer on
the questions that the students in column one. Discussion Teacher
divides students into five groups, and each group was divided one
example narrative text. Teacher asked to the students to read the
text. Teacher asked to the students write down specific questions
that they think may be answered in the text.Evaluation Teacher
asked to the students to read a text narrative. The teacher asked
to the Students to answers the questions about the text narrative
text
Observation sheets for the Students activities Table: 3No
Teaching& learning activitiesStudents Attention
YesNo
1
The students pays attention to the teacher explanation about the
use past tense
The students pays attention to the teacher explanation about
narrative text
The students read a narrative text and ask the students about
comprehension about the text
2
The students pay attention when the teacher shows the column Kwl
in the whiteboard
The students pay attention when the teacher mention one example
of the title about narrative text
The students telling and write in the whiteboard, what they know
about the title
The students read a text about narrative text
3
The studens pay attention when the teacher divides students into
fourt groups, and each group was divided one the title narrative
text
Students write down sefisific questions that they think may be
answered in the text
The students read the text narrative
3.Field NoteThis field note is also needed to describe the
situation of the class and students reaction during learning
process.Table 4: Field noteNo
Day and date Activities
TeacherStudents
1 2 3 4
G. Technique of analyzing Data a. Quantitative dataData
collected in the form of quantitative data were analyzed
calculating and percentage. This technique is used a general
picture the behavior of students in the learning process, the
effectiveness of actions, and obstacles encountered in the
implementation of action research and the learning outcomes
achieved by students at the end of each cycle. The reseacher using
these formulas follow:
1. Individual scoreTo analyze individual score of each student
in answering the test, the formula was used: M = X 100 N ( Haris et
al in Nadri: 2012: 32) M = Individual score X = Number of correct
answer N = Number of itemsFor example, there were 20 items in the
test and the correct answers were 15. The score was: 75 15 100 = 75
202. Facility of Value To find out how easy or difficult a
particular item\in the test, it was calculated by: F.V = R N (
Heaton in Nadri: 2012: 33) F.V = Facility Value R= Number of
correct answer N= Number of students taking the testThe item was
accepted if the index of difficulty was between 0.30 0.70. it was
rejected if the index below 0.30, called too difficult and over
0.70 called too easy.3. Mean Score After that, find mean score
using this formula.m = N( Airasian: 2000: 3) m = mean score = The
sum of students scoreN = Total number of students4. Standard
Deviation It shows how much the variation of the score from the
mean or expected value. A low standard deviation indicates that the
score tend to be very close to the mean, whereas high standard
deviation indicates that the score are spread out over a large
range of values. Sd = 2 N- 1( Arikunto : 2004: 115) Sd = Standard
Deviation X = Score X = Mean score/ expected value N = Number of
participant After calculating standar deviation of the test, the
reseacher made some range of score based on its standard deviation
and the KKM ( 70), and then accounted the number of the students
who got score in each range. b. Qualitative dataTo analyze the
technique of qualitative data, in analyzing the qualitative data,
the researcher use technique of data analysis that suggested by
Miles and Huberman will be used as cited in Eviyarni (2012 : 41) .
Miles and Huberman suggest there activities:a. Data reductionData
reduction is the process of selecting data which are relevant
important , meaningful, and the data which is not useful in order
to explain about what is going to be analyzed, the research only
focus on the data that can be analyzed in order answer the
researcher question of this research.b. Data DisplayThe Data are
displayed by making or describing them into group charts or network
, this activity is especially for the data from reading compression
test, the purpose of this activity is to make organized
information, so that the researcher could see what was happening (
whether the scores or achievement of reading compression improve or
not).c. Drawing conclusionDrawing conclusion is the gist analysis
that give statement about the effect of classroom action research
the result of observation, field note and reading compression test
will be together in order to answer the research question of this
research.
CHAPTER 1VRESEARCH FINDING
A. The Description of the Data Action research is aimed to
improve the quality of education and solve any problems which are
occurred in teaching and learning process using an effective way.
This action research has purpose to improve students reading
comprehension through KWL strategy. And this chapter is going to
discuss about the research finding during the action research . The
findings include the process of using KWL strategy during the
action and its effects on students reading comprehension. Before
starting the activity, the researcher gave Try out to the students
of class X. The Try out was given one day before cycle was
conducted in order to know students reading comprehension ability
before using KWL strategy. After that, the researcher taught by
using KWL strategy. The first cycle consisted of four meetings.
During the teaching process, the teacher english in MA Nurul jihad
observed the students and teachers activities using observation
sheet. After the cycle 1 finish, the researcher gave the post test
in order to know the improvement of students reading comprehension
after conducting cycle 1. All of the items in post test were exacly
same as in the try out. It consists of some texts where each
contains some related questions. It is multiple choice test,
consists of twenty questions. The students had to answer the
questions based on the text.B. The Presentation of the Research
Findings A . The Result of Try Out Before giving the post test, all
of the items in the post test were tried out to other X year
students in other class which the students were not the
participants of this research, because in MA Nurul jihad X grade
only 1 class so the researcher try out to MA Sabilal Muhtadin in
class X. This consists of 23 students and all of them joined the
try out was given at October 29th 2013. Try out was given in order
to know the validity and realibility of the test. The items were
accepted if the facility value were between 0.30 0.70. They were
below 0.30, called too difficult. And if the scores were over 0.70,
the items were too easy.Table 5: The Facility Value of the Try Out
Facility Value Number of itemsTotalPersentage
Accepted ( 0.30 -
0.70)1,2,3,4,5,7,9,10,11,12,13,14,1517,18,19.1680%
Rejected Difficult ( < 0.30) 6, 20210%
Easy( < 0.70) 8, 16210%
Based on the result of the try out in the table above, there
were 16 items (80%) that were accepted to be used. And there were 4
items that were rejected. They were 6, 20, 8, and 16. Some of the
rejected items had scores below 0.30, they were number 6, 20. The
other items had score over 0.70; items number 8,16. All the
rejected items were revised before giving them in the post test.
The facility value of the try out was showed in appendix XIII Table
6Result of Students Scores in Try Out NoStudents NameScoresKKM (
70)
1Agus merliana55 Incomplete
2Agustina70 Complete
3Anti safitri55 Incomplete
4Apipudin55Incomplete
5Arbaiyah50 Incomplete
6Suriyan60 Incomplete
7Dita eka safitri60 Incomplete
8Hafsah50Incomplete
9Khairiah55 Incomplete
10Jamilah60 Incomplete
11Kasmawati45 Incomplete
12Kurniawan utama p65 Incomplete
13M. erwin50 Incomplete
14M. lutfi65 Incomplete
15M. rian firdaus70 Complete
16M. syah55Incomplete
17Mardatillah55Incomplete
18Novianti35 Incomplete
19Ramadania65 Incomplete
20Ria mardani30 Incomplete
21Siti amisah70Complete
22M. khairurizal35 Incomplete
23Uci anjella. P35 Incomplete
B . The Result of the Reseach in the First Cycle A. The Result
of Observation During the teaching process by using KWL strategy,
the Teacher english in MA Nurul Jihad observed the students and
teachers activities using observation sheet to see how they were
involved in the process. The result of observation of the students
activities can be seen from the table below:
Table 7 The Observation Result of Students Activities in cycle
1NO Observation point Students Attention
Yes No
Introduction F PF P
1The students understand about the topic of the lesson 869.2%
830.8%
The students pays attention to the teacher explanation about the
use past tense 16
61.5%
10
38.5%
The students pays attention to the teacher explanation about
narrative text 2076.9% 623%
The students read a narrative text and ask the students about
comprehension about the text. 17
65.4%
9
34.6%
TOTAL 68.25%31.7%
2 Using Kwl Strategy
The students pay attention when the teacher shows the column Kwl
in the whiteboard 18 69.2%830.8%
The students pay attention when the teacher mention one example
of the title about narrative text 2076.9%623%
The students telling and write in the white board, what they
know about the title 1661.5%1038.5%
The students read a text about narrative text 2180.8%519.2%
TOTAL 72.1%27.9%
3
Discussion
The studens pay attention when the teacher divides students into
fourt groups, and each group was divided one the title narrative
text 2076.9%623%
Students write down sefisific questions that they think may be
answered in the text 1973%726.9%
Student read the text narrative 16 61.5%1038.5%
TOTAL70.5%29.5%
Average = P/370.3%29.7%
In the introduction as we see on the table 7 that the highest
point was when the teacher explanation obout narrative text by the
total 76.9%. In addition, in the KWL strategy the highest point was
when the teacher mention one example of the title about narrative
text by the total of persentage is 76.9%. And the class discussion
the highest point was when the teacher divides students into fourt
groups, and each group was divided one the title narrative text, by
the total persentage is 76.9%. The detail of students activities
are presented in Appendix
Table 8 Observation Result of Students Activities in the Cycle
IStudents activitiesStudents Attention
Yes No
P P
Introduction68.25% 31.7%
Using kwl72.1% 27.9%
Group Discussion70.5%29.5%
Average 70.3%29.7%
B. The Result of Post Test 1 After conducting four meetings in
the first cycle , the reseacher gave post test 1 to the students in
order to know the improvement of the students reading comprehension
after using kwl strategy . It was multiple choices test, consisted
of 20 questions and they were exactly same as the questions in the
post test. The participants were 26 students. It was conducted on 7
November 2013. The students scores are presented in Appendix XIV
Based on the the analizing data of the result of post test 1 ( see
Appendix XVI) the standard deviation was 12. And then, The
reseacher clasified students score based on the standard deviation
as in the following table. Table 9: The percentage of Students
scores in the post test 1No Score Result
F P
1 70 - 82 7 26.9%
2 58 - 69 10 38.5%
3 46 - 57 4 15.4%
4 34 - 45 5 19.3%
Total 26 100%
F: Frequency P: PercentageTable 9 shows the Result of post test
in the cycle 1. There were 7 students ( 26.9%) who got scores over
than 1 standard deviation ( 1Sd) from the KKM. It means that the
scores were in the range 12 point (1Sd) over than (70 82). There
were 10 students (38.5%) got scores less than 1 standard deviation
(-1Sd) from the KKM. These students got scores in range 12 point
under the KKM (58 69). And 4 students ( 15.4% ) got scores less
than 2 Standard Deviation (-2Sd) from the KKM, their scores were in
the range 24 point under the KKM (46 57). And there were 5 students
( 19.3%) got scores less than 3 standard deviation (-3Sd) from the
KKM. Their scores in the range 36 point under the KKM (34
45).Totally, there were only 7 students (26.9%) who could reach the
KKM. The average of post test 1 was 60 . It means that the students
achievement in reading comprehension was still under the criteria
of successful on minimum standard of achievement (KKM). C.
Reflection 1Based on the result of the action in the first cycle,
it was found that the average score of post test 1 was 60. It means
the score did not reach the KKM that is 70. Therefore, the
reseacher had reason to continue the reseach to cycle 2. It means
that the first cycle was not successful yet. C. The Result of
Research in the Second Cycle A. The result ObservationAs in the
first cycle, the Teacher english in MA Nurul Jihad observed the
students and teachers activities using observation sheet to see how
they were involved in the process. Based on the result on the
observation sheet, it seemed that the students and teacher
activities in teaching and learning process were better than
before, as the result students achievement in reading comprehension
also increased. The result of observation of the students
activities can be seen from the table below:
Table 10 The Observation Result of Students Activities in Cycle
II
NO Observation point Students attention
Yes No
Introduction F P P F
1The students understand about the topic of the lesson 2076.9%
623%
The students pays attention to the teacher explanation about the
use past tense 2180.7% 519.2%
The students pays attention to the teacher explanation about
narrative text 19 73% 726.9%
The students read a narrative text and ask the students about
comprehension about the text. 23
83.4%
311.5%
TOTAL 78.5%20.15%
2 Using Kwl Strategy
The students pay attention when the teacher shows the column Kwl
in the whiteboard 21 80.7% 519.2%
The students pay attention when the teacher mention one example
of the title about narrative text 23 83.4% 311.5%
The students telling and write in the white board, what they
know about the title 20 76.9% 6 23%
The students read a text about narrative text 21 80.7% 5
19.2%
TOTAL 80.4% 18.2%
3 Discussion
The studens pay attention when the teacher divides students into
fourt groups, and each group was divided one the title narrative
text 23 83.4% 311.5%
Students write down sefisific questions that they think may be
answered in the text 24 92.3% 2 7.7%
Student read the text narrative 25 96.1% 1 3.8%
TOTAL 90.6 % 7.7%
Average = P/3 83.1% 15.3%
. Table 11 Observation Result of Students Activities in the
Cycle IStudents activitiesStudents Attention
Yes No
P P
Introduction78.5% 20.15%
Using kwl80.4% 18.2%
Group Discussion90.6 % 7.7%
Average 83.1%15.3%
Chart 1Percentages of Students Activities of Observation in
Cycle I and II
B. Result of Post test 2After conducting third meetings in the
second cycle, the reseacher gave the post test 2 to the students in
order to know the students improvement in reading comprehension
after teaching by using KWL strategy. The result of post test 2 was
also compared with the post test 1. The post test 2 was given to 26
students of class X. It was conducted on November 21, 2013. It was
multiple choiches, consisted of 20 questions. The students scores
are presented in Appendix XVII. Based on the analyzing data of the
post test 2 result ( see Appendix XIX), the standard deviation (Sd)
was 7. And then, the reseacher classified students scores based on
the standard deviation as in the following table. Table 12: The
percentage of Students scores in the post test 2No Score Result
F P
1 85 91 2 7.7%
2 78 84 5 19.2%
3 70 77 12 46.2%
4 63 69 4 15.4%
5 56 62 311.5%
Total 26 100%
F: Frequency P: PercentageTable 12 show the result of post test
in the cycle 2. There were 2 students (7.7%) who got scores over
than 3 standard deviation (3Sd) from the KKM. It means that these
students got scores in the range 21 point ( 3Sd) over the KKM ( 85
91). 5 students (19.2%) got scores over than 2 standard deviation
(2Sd) from the KKM. It means that their scores were in range 14
point (2Sd) over the KKM ( 78 84). There were 12 students (46.2%)
got scores over than 1 standard deviation (1Sd) from the KKM. These
students got scores in the range 7 point over the KKM ( 70 77).
There were 4 students ( 15.4%) got scores less than 1 standard
deviation (-1Sd) from the KKM. Their scores were in range 7 point
under the KKM ( 63 69). And their were 3 students (11.5%) got
scores less than 2 standar deviation (-2Sd) from the KKM. There
scores were in the range 14 point under the KKM ( 56 62).Totally,
there were 19 students ( 73% ) who could reach the KKM. The average
score of post test in cycle 2 was 72.5. It can be concluded that
the result of reseach in cycle 2 was successful because it was over
than the minimum criteria of successful action or KKM ( 70). C.
Reflection 2Based on the result of the post test 2, the mean scores
was 72.5. There score improved 12.5 points from post test 1 in the
first cycle ( 60). It has reached the minimum criteria of
successful action ( 70). The result of the observation showed that
most of the students did their activities during the four meeting
in cycle 2. The students could participate in learning process more
actively. It can be concluded that the result of the research in
the second cycle was successful since it can be seen from: 1. The
mean score of the post test was 72.5, it has reached the minimum
criteria of successful action. 2. Most of the students did their
activities in learning process, The researcher could stop the
action because the result of the second cycle was successful. C.
The comparison of Try Out, Post Test 1, Post Test 2. In conducting
this research, the writer found that using KWL strategy improved
the students ability in reading comprehension of narrative text. It
could be seen from the result of post test 1 and post test 2 can be
seen in the cart below. Chart 2: The average score of the students
in the try out, post test 1 and post test 2
A. Discussion of Research FindingsThis research was conducted
for two cycles. The researcher strived to improve students reading
comprehension by using think pair share. In every cycle, the writer
taught English by think pair share. As the result, students reading
comprehension had improved from cycle to cycle. The mean score of
students reading comprehension test result increased 60 This was
categorized as Enough in cycle I. In cycle II, the mean score also
improved become 77 was categorized Good. Thus, the researcher
stopped at cycle II. The data observation in cycle I showed that
66% of students paid attention during teaching learning process.
Then, in cycle II showed that 80% of students paid attention during
teaching learning process. This means that, there was improvement
of students who were involved on teaching and learning process. It
was from 66% (cycle I) into 80% (cycle II).The observation result
of students activities in the cycle I showed that students paid
attention during teaching learning process at meeting 1 was
62%.then, at meeting 2 was 73%. At meeting 3 was 63%. While, in
cycle II showed that students paid attention during teaching
learning process at meeting 1 was 75%. Then, at meeting 2 was
89%.atmeeting 3 was 75%. The data of observation in cycle I showed
that 66% of students paid attention during teaching and learning
process. Then, in cycle II showed that 80% of students paid
attention during teaching and learning process.Besides, based on
the result of observation sheet for students there was an
improvement between students participation in cycle I and cycle II,
from 66% into 80%. The improvement of the students activities
between cycle I and cycle II as much as 14%.The result of the study
using kwl showed that the students active participation was
increased. The number of students shared, asked and answered
questions was increased. This occurred since the strategy
encouraged students to share ideas, asking questions as well as
answering questions between pairs. The success of the
implementation of Think-Pair-Share that had been proven to improve
the students reading comprehension as well as enhancing students
participation in terms of sharing ideas, asking and answering the
questions was closely related to the role of the teacher. The
teacher did not only involve in designing lesson plan, preparing
the materials as well as the media but also in developing the
procedures of Think-Pair-Share that ultimately resulted in the
increase of students reading comprehension scores and
participation.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A . Conclusion After conducting all
of the treatment and calculated the data, it can be seen that using
KWL strategy could improve reading comprehension of the X Grade
students of MA Nurul Jihad Tembilahan Hulu. Based on the students
scores in the post test 1, and post test 2, there was a significant
improvement among the scores. B. Suggestions Based on the result of
this reseach , finally the reseacher wants to offer some
suggestions for teacher and students that want to use KWL strategy
. For teacher who wants to used KWL strategy in teaching reading ,
it is suggested for the teacher to be able to manage the time well
in using this strstegy because it spends much time espesially in
class with large amount of students.
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