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

Sholeh, Agus; Rosalina, Novita Elok; Weganova, Riza

doi:10.15408/ijee.v7i1.15541

Cited by 9 publications

(14 citation statements)

References 5 publications

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“…Based on the result of the study related to the implementation of K-W-L strategy in teaching reading comprehension. This result supported and strengthened the results of previous studies conducted by (Fajri et al, 2019;Made, 2021;Nirwan, 2020;Riswanto et al, 2014;Rusmiati, 2017;Sholeh et al, 2020;Taheri & Mohamadi, 2015;and Wulandari, 2017).…”

Section: Discussionsupporting

confidence: 91%

“…There were several studies which investigated regarding the impact of using K-W-L strategy on students' reading comprehension such as Fajri et al (2019) that implementing K-W-L strategy to the tenth-grade students; Made (2021) implementing K-W-L strategy to the tenth-grade students; Nirwan (2020) implementing K-W-L strategy to the English department students in the second semester; Riswanto et al ( 2014) implementing K-W-L strategy to the eighth-grade students; Rusmiati (2017) implementing K-W-L strategy to the eleventh-grade students; Sholeh et al (2020) implementing K-W-L strategy to the eighth-grade students; Taheri & Mohamadi (2015) implementing K-W-L strategy to the first-grade high school students; and Wulandari (2017) implementing K-W-L strategy to the eighth-grade students. The result of these previous studies have showed that the K-W-L strategy could improve students' reading comprehension achievement.…”

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confidence: 99%

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Improving Students’ Reading Comprehension by Using K-W-L (Know, Want to Know, Learned) Strategy

Sari,

Astrid,

Salsabila

2023

JADILA

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This study aimed to find out the impacts of the use K-W-L strategy in improving reading comprehension among the twelfth grade students of SMA Mandiri Palembang and to know whether there was a significant difference on reading comprehension between students who were taught using K-W-L strategy and those who were not. This study used quasi-experimental design with non-equivalent pretest-posttest design. The population of the study was the twelfth grade students of SMA Mandiri Palembang, and the sample was taken by using convenience sampling technique. The total number of sample was 54 students, 27 students belonged to experimental group and 27 students belonged to control group. In collecting data, the researcher used test. The test was given twice to experimental and control groups, as a pretest and posttest. The data of students’ pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS 22 program. The finding showed that the p-output from paired sample t-test 0.000 was lower than 0.05 and t-value 8.985 was higher than t-table with df=26 (1.705). Then, from the independent sample t-test showed that the p-output 0.000 was lower than 0.05 and t-value 5.022 was higher than t-table 1.674. Therefore, it can be concluded that there was a significant difference on students’ reading comprehension achievement who were taught by using K-W-L strategy and those who are not at SMA Mandiri Palembang.

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Section: Discussionsupporting

confidence: 91%

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confidence: 99%

Improving Students’ Reading Comprehension by Using K-W-L (Know, Want to Know, Learned) Strategy

Sari,

Astrid,

Salsabila

2023

JADILA

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“…Before taking the test, respondents were exposed to the KWL reading method adapted from O'Brien (2007) to guide them through the reading process. This method is proven to activate students' background knowledge, guide their reading as well as organize their thoughts to allow for greater cognition (Sholeh, Rosalina, & Weganova, 2020;Tok, 2013).…”

Section: Data Collectionmentioning

confidence: 99%

Reading Habits and their Correlation with Reading Achievement among ESL Learners in Selected Malaysian Secondary Schools

Hassan¹,

Azmi²,

Muhamad³

et al. 2021

AWEJ

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Reading is a complex process that involves cognitive, physical, intellectual, cultural, and linguistic processes. Research shows that learners who read extensively tend to accomplish a high level of academic achievement. In Malaysia, the educational goal has shifted from simply forming literate citizens to nurturing a well-educated and intellectual society. Promoting efficient reading habits can be an effective approach to realizing this goal. This study, therefore, aims to examine reading habits and ascertain their correlation with reading achievement among final-year English as a Second Language (ESL) learners in selected Malaysian secondary schools. The study utilized a cross-sectional survey in which data were gathered from a sample of 351 ESL learners using questionnaires and written tests as data-gathering instruments. The analysis was conducted by means of descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed a significant relationship between ESL learners’ reading habits and their reading achievement. Additionally, ESL learners’ reading habits contribute significantly to their reading achievement. These findings highlight the significance of reading habits in determining ESL learners’ reading achievement itself. However, this study is limited to reading habits and reading achievement among students in selected secondary schools. Thus, further research may replicate this study in the context of computer-assisted or blended learning

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“…The teachers may easily adapt this literacy technique to fit the demands of every level of student and every subject area. (Sholeh et al, 2020).…”

Section: (What I Learned)mentioning

confidence: 99%

The Effect of KWL Strategy on EFL Students’ Reading Comprehension Achievement

Zuriah,

Mutia

2023

EEdJ

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This study sought to ascertain whether implementing KWL (Know, Want, Learned) has a significant effect on EFL students' success with reading comprehension of a public junior high school in Pangkalpinang, Bangka Belitung province. This research employed experimental research with quasi-experimental design. The sample of this study was the eight-graders. The sample consisted of 80 students’ which belongs to two classes; 42 experimental class and 38 students’ in control class. The test was analyzed by using t-test analysis of SPSS 22 (Statistical Package for the Social Sciences). The result of study showed it was effective to use KWL strategy by obtaining this result: the experimental class mean score was 79.45, which means it was higher than the control class’ (mean=79.37). In conclusion, KWL strategy use significantly influences how well students understand what they read.

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

Cited by 9 publications

References 5 publications

Improving Students’ Reading Comprehension by Using K-W-L (Know, Want to Know, Learned) Strategy

Improving Students’ Reading Comprehension by Using K-W-L (Know, Want to Know, Learned) Strategy

Reading Habits and their Correlation with Reading Achievement among ESL Learners in Selected Malaysian Secondary Schools

The Effect of KWL Strategy on EFL Students’ Reading Comprehension Achievement

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