scholarly journals The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension

2020 ◽  
Vol 7 (1) ◽  
pp. 22-31
Author(s):  
Agus Sholeh ◽  
Novita Elok Rosalina ◽  
Riza Weganova,
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Action Research ◽  
Junior High School ◽  
English Education ◽  
Secondary Level ◽  
Written Text ◽  
Study Planning ◽  
Preliminary Study

ABSTRACTThis study focused on enhancing students’ reading comprehension through the implementation of K-W-L (know, want to know, and learned) strategy at the secondary level. The purpose of K-W-L strategy is to offer construction for stimulating and building students’ schemata, to create a determination of their reading, and to conclude what they acknowledged before. This research applied Classroom Action Research based on the model suggested by Taggart and Kemmis (1998), consisting of five stages: preliminary study, planning, implementing, observing, and reflecting. The students were asked what they know about the topic, what they wanted to know about the topic and then what they learned from the text after they had read the written text. Based on the findings of the study, this K-W-L strategy trained students to be brave to present in front of the class to share their ideas with their friends, and it also assured other students to keep on listening and appreciating their friends’ comprehension of the text being studied. It is, therefore, strongly suggested that the English teachers at Junior High School use the K-W-L strategy to improve students’ reading comprehension. ABSTRAKPenelitian ini berfokus pada peningkatan pemahaman membaca siswa melalui pengimplementasian strategi KWL (know, want to know, and learned). Tujuan dari strategi KWL ini adalah untuk menstimulasi dan membangun skemata siswa, menciptakan determinasi dalam membaca, dan menggunakan informasi yang telah mereka miliki sebelumnya. Penelitian ini menggunakan penelitian tindakan kelas berdasarkan model yang disarankan oleh Taggart dan Kemmis, yang terdiri darilima tahap, yakni, studi pendahuluan, perencanaan, pengimplementasian, pengobservasian, dan refleksi. Para siswa diberi pertanyaan terkait apa yang mereka ketahui tentang topik tersebut, apa yang mereka ingin ketahui terkait topik tersebut, dan apa yang telah mereka peroleh setelah mereka membaca teks yang diberi. Berdasarkan hasil penelitian, strategi KWL ini melatih siswa untuk memiliki keberanian dalam berekspresi di depan kelas dan membagikan ide dan opini mereka kepada teman-temannya. Selain itu, strategi ini juga melatih siswa untuk mengapresiasi pemahaman yang dimiliki oleh teman yang sedang melakukan presentasi di depan kelas. Oleh karena itu, peneliti menyarankan guru Bahasa inggris di tingkat sekoah menengah pertama untuk menerapkan strategi KWL untuk meningkatkan pemahaman membaca siswa. How to Cite: Sholeh, A., Rosalina, N. E., Weganofa, R. (2020). The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension. IJEE (Indonesian Journal of English Education), 7(1), 22-31. doi:10.15408/ijee.v7i1.15541

scholarly journals MEASURING STUDENT’S DIFFICULTIES IN READING COMPREHENSION IN LOWER SECONDARY LEVEL

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Adawiyah Adha Asri Rais ◽  
Muhammad Sofian Hadi ◽  
Mutiarani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Main Idea ◽  
Secondary Level ◽  
School Level ◽  
English Text ◽  
High School Level ◽  
Level Of Difficulty ◽  
Junior High School Level

The aim of this study was to prove the ability of students’ comprehension in measuring their difficulties of reading comprehension in junior high school level. This study was conducted towards students’ difficulties related to types of questions of reading comprehension. After analyzing the data from the test, the researchers concluded that the study in MTs 1 Muhammadiyah Ciputat had problems in reading comprehension. There are five sorts of the categories as difficult questions in reading comprehension. They are primary thought, making induction, finding reference, vocabulary, and detail data. The results of study revealed that students’ difficulties in answering reading questions were in comprehending main idea of reading (38%), finding reference (52%), making inference (52%), vocabulary (79%), and detail information (77%). The researchers also measured the level of difficulty in reading comprehension to figure out the students’ ability in comprehending the English text. As a result, most of the students had difficulty in determining the main idea.

scholarly journals IMPROVING STUDENTS’ SPEAKING ABILITY BY USING EXAMPLE NON-EXAMPLE TECHNIQUE AT SECOND GRADE OF STATE JUNIOR SCHOOL 1 LARANGAN PAMEKASAN

2019 ◽  
Vol 7 (1) ◽  
pp. 11
Author(s):  
Arisandi Setiyawan ◽  
Ina Daril Hanna
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
Second Grade ◽  
Minimum Standard ◽  
Second Grade Students ◽  
Speaking Skill ◽  
Preliminary Study ◽  
Classroom Action Research

This study is a classroom action research (CAR). This study proposed example non example technique to teach English for second grade students at state junior high school 1 Larangan Pamekasan to solve the students’ problems on speaking skill. The result of the preliminary study indicated that the problem of the students toward their speaking skill is the average speaking score is lower than the minimum standard of learning (KKM). Based on the pre-test, the students who got score more or equals to 75 are 7 students and 33 students got less 75. Then the researchers collaborated with the teachers try to solve the problem using example non-example technique using classroom action approach. The results showed that the instruction through example non-example technique in the Cycle I and Cycle II, there was improvement of students’ speaking ability at second grade of state junior high school 1 Larangan Pamekasan. The students were more imaginative and feel free to show their understanding about the pictures. It made they motivate to learn and they could improve their speaking ability.

scholarly journals How to Make Use of Facebook to Write Descriptive Texts?

2019 ◽  
Vol 4 (1) ◽  
pp. 53
Author(s):  
Dini Kurnia Irmawati
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Junior High School ◽  
Student Motivation ◽  
Junior High School Students ◽  
School Students ◽  
Content Organization ◽  
Text Types ◽  
Preliminary Study

This study involved the junior high school students and focused on the use of Facebook through process-genre based approach to help the students solve problems related to idea development and organization in writing descriptive texts. This study used collaborative classroom action research consisting of two cycles. The findings show that the use of Facebook equipped with the descriptive scaffold through process-genre based approach could improve their skills in writing descriptive texts. The publishing on wall application also improved the student’ motivation. The scores of the students’ writing products in terms of content, organization, vocabulary, grammar and mechanics improved significantly from preliminary study to Cycle 1 and from Cycle 1 to Cycle 2. It is recommended that Facebook can be used to teach other kinds of text types and on different grades and levels of education.

scholarly journals Improving Students’ Vocabulary Achievement through Word Game

2016 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Nur Hidayat
Keyword(s):  
High School ◽  
Action Research ◽  
Research Design ◽  
Junior High School ◽  
Junior High ◽  
Female Students ◽  
Junior High Schools ◽  
Word Game ◽  
Preliminary Study ◽  
Vocabulary Achievement

This paper is based on a study on students’ vocabulary of grade seven in junior high school using word game. This study is conducted based on the preliminary study which indicated that the students felt difficulties in learning English because of the lack of vocabulary.The subjects are 38 students who consist of 28 male, and 10 female students at seven grade of one of junior high schools in Gresik. The purpose of this study is to improve students’ vocabulary achievement through word game. The data is collected by interview, observation, questionnaires and test. The data is analyzed by using triangulation. The research design of this study is classroom action research which consist of four steps: planning, acting, observing and reflecting. The results of this study shows that word game can help students to memorize the vocabularies easier motivate students and make them more interested in learning vocabulary.

scholarly journals Mind Mapping-Enhanced Reading Comprehension to Indonesia Islamic Junior High School Students: An Action Research

2021 ◽  
Vol 8 (1) ◽  
pp. 24-31
Author(s):  
Dewi Nopita ◽  
Satria Agust ◽  
Yuni Indriani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Action Research ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Mind Mapping ◽  
Post Test

This classroom action research was conducted in a State Islamic Junior High School in Tanjung Pinang at the 8th grade in academic year 2020-2021. The purpose of the research was to describe how mind mapping can improve students’ reading comprehension of descriptive texts. The participants of the research consisted of 27 students. To gather the research data, the researchers used observation and test. The test was administered three times (pre-test, post-test 1, and post-test 2). Then, the data got from the observation were analyzed qualitatively while those from test were analyzed quantitatively. The result of pre-test was 9 students (33,3%) scored ≥70. In the post-test first cycle, the score of 16 students (59,25%) was ≥70, and in the post-test cycle II, 20 students (74,1%) scored ≥70. The results of the tests showed that the number of students who got score ≥70 improved. Meanwhile, the result of the observation showed that the use of mind mapping was successful in improving students’ reading comprehension. The students became more interested and more motivated to learn. It showed that ≥70% of the students participated actively in the teaching and learning process. Therefore, it is recommended for teachers to use this technique to upgrade students’ learning achievement.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH SUMMARIZING STRATEGY AT JUNIOR HIGH SCHOOL

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Herfyna Asty
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Action Research ◽  
Junior High School ◽  
Average Score ◽  
Positive Perception ◽  
Teaching Technique ◽  
Class 1 ◽  
Reading Text ◽  
Comprehension Tests

<p>The observations showed that there were five problems faced by the students in reading comprehension class : (1) students were lazy to read English texts; (2) students fount difficulty to understand the contents of reading text because the have limited vocabulary; (3) students did not  have enough time because they have busy to consult the dictionary for any difficult words they found on the reading text; (4) the students were extremely passive during the class; and (5) the teaching technique used by the teacher was not interesting to the students.</p><p>To solve the problems, a classroom action research of applying the summarizing strategy was conducted. The results showed that the application of the summarizing strategy to reading comprehension classes successfully improve students’ performance on reading comprehension tests. This success was confirmed by increasing average students score during cycle 1 to cycle 2. The average score during cycle 1 was 64.13, the average score during cycle 2 was 69.88, and that during cycle 3 was 72.38. Furthermore, students’ perceptions of the application of summarizing strategy to reading classes were also improving. These were supported by average percentages of positive perception of 40.5 in cycle 1, 73.9 in cycle 2, 84.6 in cycle 3.</p><p>Thus, it was concluded that the summarizing strategy id effective to improve students’ reading comprehension. In addition, the strategy also enhances students’ perceptions of the application of the strategy to reading classes.</p>

scholarly journals USING VIDEO RECIPE TO IMPROVE THE JUNIOR HIGH SCHOOL STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT

2019 ◽  
Vol 6 (2) ◽  
pp. 108
Author(s):  
Jupri Jupri
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Future Research ◽  
School Students ◽  
Procedure Text ◽  
Preliminary Study

Based on the results of a preliminary study, it was found out that the students of SMPN1 Batu have problem in writing procedure texts. The students cannot optimize themselves in written communication in English. To cope with the problem, the researcher conducted an action research Using Video Recipe to Improve the Junior School Students’ Ability in Writing Procedure Text. This action research was done in grade seven of SMPN1 Batu which involved 26 students and has been conducted in one cycle which covered: planning, implementing, observing, and reflecting. The data was obtained through the result of the test, observation checklists, and interview. The study was implemented through four steps: (1) the teacher planned the action based on the result of preliminarystudy, (2) the teacher implemented the action by presenting recipe videos as the model to guide the students in writing procedure text, (3) the observer observed and recorded the action, and (4) the teacher analyzed the data which finally became the reflection of the cycle. The results of the study reveal that the utilization of video recipe can improve the junior high school students’ ability in writing procedure text. Future research in this area should be expanded to examine the nuanced differences in revision based upon different purpose of writing.

scholarly journals USING GROUP WORK TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

2020 ◽  
Vol 3 (1) ◽  
pp. 14-18
Author(s):  
Adib Ahmada
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Group Work ◽  
English Education ◽  
Reading Skill ◽  
Education Department ◽  
First Semester ◽  
Comprehension Skill ◽  
Preliminary Study ◽  
Academic Year

The reading comprehension skill of the First Semester class of  English Education Department of Islamic  Institute of Darussalam Blokagung Banyuwangi in Academic Year 2018/2019 was low. It could be seen based on the result of preliminary study that was conducted by the researcher. Therefore, the researcher tried to use group work strategy to solve the problems. Since the study aimed to improve the students’ reading comprehension skill, the researcher used a Classroom Action Research as a research design. This research was conducted at the First Semester class of  English Education Department of Islamic Institute of Darussalam Blokagung Banyuwangi that consists of 25 students.  To measure their improvement in reading comprehension, the lecturer had determined the criteria of success. It was if the students reached the score above 70. The researcher found that group work strategy could improve students’ reading skill. The students reading skill increased from 24%, 64%, to 92% (preliminary study, the first cycle and the second cycle).

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

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