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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 teaching
2. The Students are less enthusiastic in participating in the lesson
3. Students reading comprehension are still quite apprehensive because
students generally have difficulty in reading comprehension
4. 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 Research
Based 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 terms


To 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 II
REVIEW OF THE RELATED LITERATURE
A. 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 reading
Then , 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 articles
2) Technical reports
3) Reference material
4) Textbooks, thesis
5) Essays, papers
6) Test direction
7) Editorial and opinion writing
2. Job related reading
1) Messages
2) Letters/ e-mails
3) Memos
4) Reports
5) Schedules , labels, signs, announcements
6) Forms, application, questioners
7) Financial documents
8) Directories
9) Manuals
3. Personal reading

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1) Newspapers and magazine


2) Letters, e- mail, greeting cards, invitations
3) Messages, notes, lists, blogs
4) Schedules
5) Recipes, menus, maps, calendars
6) Advertisements
7) Novels, short stories, jokes, drama, poetry
8) Financial documents
9) Forms, questionnaires, medical reports, immigration documents
10) Comic strips, cartoon
4. The types of the Reading Skill
As 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 memory
3) 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
significance
5) Recognize grammatical word classes ( nouns, verb, etc), system ( e.g tense,
agreement, pluralization ) , pattern , roles, and elliptical forms

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6) 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.,

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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 text
1. Orientation
Set the scene and introduces the participants (characters) of the story, the
time and place where the story happened (who, what, when, and where).

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2. Complication
A 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 text
The 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 strategy
KWL 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)

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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 Strategy
According 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

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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 KW-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

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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 Framework
Problem

Poor reading comprehension when


reading narrative text

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Using KWL strategy

Problem Solving

Introduction
teaching
material

Using kwl
strategy

Discussion

Read the
narrative text and
evaluation
Meeting 1
Meeting 2
Meeting 3
Test

Meeting 1
Meeting 2
Meeting 3
Test

Expected result

Students reading comprehension


of narrative text of X grade
students of MA Nurul Jihad to be
improve

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

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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

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b. Students answers the questions about the text narrative.

CHAPTER III
RESEARCH METHODOLOGY
A. Type of the research
This 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 research

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This 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 research
The participants of this research there are 26 students ( 12 males and 14
females), students in grade X.
Table 1: participant of the research
N

Class

male

female

Total

O
1

X
Total

12

14

26
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D. Research instrument
In 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).

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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

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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 tense

3. Bandung Bondowoso fell in love and wanted to marry her.


Her refers to..
a. Roro Jonggrang

c. Prabu Baka

b. Bandung Bondowoso

d. Prambanan Temple

4. 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- orientation

6. What are time connectives that use in the text?


a. Once, Meanwhile, At once

c. Next, finally

b. Next, After

d. Sunday, After

7. What was PrabuBaka?


a. An evil king

c. A daughter Bandung Bondowoso

b. A handsome boy

d. A husband Roro Jonggrang

8. What is the title of the story?

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a. Prambanan Temple
b. Bandung Bondowoso a handsome boy
c. Bandung Bondowoso and Roro Jonggrang
d. Roro Jonggrang statue
9. The antonym of the word far is
a. Near

c. smart

b. Beautiful

d. happy

10. The main idea of paragraph...is there was a beautiful Javanese princess
whose name Roro Jonggrang.
a. Two
b. Three

c. Four
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

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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. Mother

13. The antonym of the word dirty is


a. Beautiful
b. Ugly

c. Diligent
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?

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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 Sheet
The observation is used to determine whether the use of

KWL can

improve students reading comprehension of narrative text or not. Observation

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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 note
A 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 Procedure
The 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.
.

27

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 material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching

28

a.

The teacher explained about the past tense

b.

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 teaching
a. 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 material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
c. Greeting and checking attendance list
d. The teacher introduced the topic of the lesson
While teaching
a. Teacher make KWL column on the white board.

29

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 teaching
c. 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 material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching

30

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. Reflection
At 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

31

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 material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching
a. The teacher explained about the past tense
b. 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 teaching

32

a. 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 material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. 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 teaching

33

a. The teacher giving conclusion about the lesson


b. 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 material
c. Prepared the kwl strategy
d. Prepared teachers observation sheet
e. Prepared students observation sheet
2. Action
Pre- teaching
a. Greeting and checking attendance list
b. 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.

34

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- teaching
a. Greeting and checking attendance list
b. The teacher introduced the topic of the lesson
While teaching
a. The teacher gave reading comprehension test to the students
Post teaching
a. The teacher colleted the students reading comprehension test result
3. Observation

35

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. Reflection
At 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

36

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 activities
Assessment
Yes
No
No
1
2

3.

4.

Teaching& learning activities


Introduction the teaching material
The teacher explains about past tense.
Teacher explains Narrative text
Using 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.

37

The teacher asked to the Students to


answers the questions about the text
narrative text

Observation sheets for the Students activities


Table: 3
No

Students Attention
Yes
No
Teaching& learning activities
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
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
The studens pay attention when the
teacher divides students into fourt
groups, and each group was divided
one the title narrative text

38

Students write down sefisific


questions that they think may be
answered in the text
The students read the text narrative

3.Field Note
This field note is also needed to describe the situation of the class and
students reaction during learning process.
Table 4: Field note
No

Day and date


Teacher

Activities
Students

1
2
3
4

G. Technique of analyzing Data


a. Quantitative data
Data 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

39

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 score
To 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 items
For example, there were 20 items in the test and the correct answers were
15. The score was: 75
15 100 = 75
20
2. 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

40

R= Number of correct answer


N= Number of students taking the test
The 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.

fx

m=
N

( Airasian: 2000: 3)
m = mean score

fx

= The sum of students score

N = Total number of students


4. 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 =

(xx )

N- 1

( Arikunto : 2004: 115)


Sd = Standard Deviation
X = Score
X = Mean score/ expected value

41

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 data
To 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 reduction
Data 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 Display
The 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 conclusion

42

Drawing 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 1V
RESEARCH 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

43

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 29 th 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
Accepted

Number of items
1,2,3,4,5,7,9,10,11,12,13,14,15

( 0.30 - 0.70)

17,18,19.

6, 20
Rejected

Difficult
( < 0.30)

Total
16

Persentage
80%

10%

44

Easy

8, 16

10%

( < 0.70)
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 6
Result of Students Scores in Try Out
No

Students Name

Scores

KKM ( 70)

Agus merliana

55

Incomplete

Agustina

70

Complete

Anti safitri

55

Incomplete

Apipudin

55

Incomplete

Arbaiyah

50

Incomplete

Suriyan

60

Incomplete

Dita eka safitri

60

Incomplete

Hafsah

50

Incomplete

Khairiah

55

Incomplete

10

Jamilah

60

Incomplete

11

Kasmawati

45

Incomplete

12

Kurniawan utama p

65

Incomplete

13

M. erwin

50

Incomplete

14

M. lutfi

65

Incomplete

45

15

M. rian firdaus

70

Complete

16

M. syah

55

Incomplete

17

Mardatillah

55

Incomplete

18

Novianti

35

Incomplete

19

Ramadania

65

Incomplete

20

Ria mardani

30

Incomplete

21

Siti amisah

70

Complete

22

M. khairurizal

35

Incomplete

23

Uci anjella. P

35

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:

46

Table 7
The Observation Result of Students Activities in cycle 1
N

Observation point

Students Attention
Yes

O
Introduction

The students understand about the topic of the


lesson
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.
TOTAL
Using Kwl Strategy

No
P

69.2%

30.8%

16

61.5%

10

38.5%

20

76.9%

23%

17

65.4%

34.6%

The students pay attention when the teacher shows 18


the column Kwl in the whiteboard
The students pay attention when the teacher 20
mention one example of the title about narrative
text
The students telling and write in the white board, 16
what they know about the title
The students read a text about narrative text
21
TOTAL
Discussion
The studens pay attention when the teacher divides 20
students into fourt groups, and each group was
divided one the title narrative text
Students write down sefisific questions that they 19
think may be answered in the text
Student read the text narrative
16
TOTAL

68.25%

31.7%

69.2%

30.8%

76.9%

23%

61.5%

10

38.5%

80.8%
72.1%

19.2%
27.9%

76.9%

23%

73%

26.9%

61.5%
70.5%

10

38.5%
29.5%

47

Average = P/3

70.3%

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 I
Students Attention
Students activities

Yes
P

No
P

Introduction

68.25%

31.7%

Using kwl

72.1%

Group Discussion

70.5%

29.5%

Average

70.3%

29.7%

27.9%

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

48

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 1
No

Score

Result
F

1
2
3
4

70 - 82
58 - 69
46 - 57
34 - 45
Total
F: Frequency
P: Percentage

7
10
4
5
26

P
26.9%
38.5%
15.4%
19.3%
100%

Table 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

49

reading comprehension was still under the criteria of successful on minimum


standard of achievement (KKM).
C. Reflection 1
Based 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 Observation
As 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
N

Observation point

Students attention

50

Yes

Introduction
The students understand about the topic of
the lesson
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.
TOTAL
Using Kwl Strategy

F
20

P
76.9%

P
6

F
23%

21

80.7%

19.2%

19

73%

26.9%

23

83.4%

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 white
board, what they know about the title
The students read a text about narrative text
TOTAL

21

80.7%

23

83.4%

Discussion
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
Student read the text narrative
TOTAL

No

Average = P/3

3
78.5%

76.9%

23%

21

80.7%
80.4%

19.2%
18.2%

23

83.4%

11.5%

24

92.3%

7.7%

25

96.1%
90.6 %

3.8%
7.7%

Observation Result of Students Activities in the Cycle I

No

19.2%

20

Table 11

Yes

20.15%

11.5%

83.1%

Students Attention

11.5%

15.3%

51

Students activities

Introduction

78.5%

20.15%

Using kwl

80.4%

18.2%

Group Discussion

90.6 %

7.7%

Average

83.1%

15.3%

Chart 1
Percentages of Students Activities of Observation in Cycle I and II

71%

Yes
29%

Cycle I

85%

No
15%

Cycle II

B. Result of Post test 2


After 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.

52

Table 12: The percentage of Students scores in the post test 2


No

Score

Result
F

1
2
3
4

85 91
78 84
70 77
63 69

2
5
12
4

7.7%
19.2%
46.2%
15.4%

56 62

11.5%

Total
F: Frequency
P: Percentage

26

100%

Table 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

53

criteria of successful action or KKM ( 70).


C. Reflection 2
Based 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

Graph. 1 The Result of Mean on pre-cycle(pre-test), cycle 1, cycle 2


80
70
60
50
40
30
20
10
0

58.47
43.97

pre-cycle

cycle 1

70.322
cycle

54

A. Discussion of Research Findings


This 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

55

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.

56

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

57

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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