MPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH KWHL TECHNIQUE AT SMA AL AZHAR 3 BANDAR LAMPUNG

ADMITTED BY 1. Examination Committee

Chairperson : Drs. Heri Yufrizal, M.A., Ph.D. ...

Examiner : Prof. Dr. Cucu Sutarsyah, M. A. ………

Secretary : Drs. Dedy Supriyadi, M. Pd. ………

2. The Dean of Teachers Training and Education Faculty

Dr. H. Bujang Rahman, M. Si. NIP 19600315 198503 1 003

Research Title : IMPROVING STUDENTS’ READING

COMPREHENSION ACHIEVEMENT THROUGH KWHL TECHNIQUE AT SMA AL AZHAR 3 BANDAR LAMPUNG

Student’s Name : Afrilianti Student’s Number : 0513042019

Department : Language and Arts Education

Program : English Department

Faculty : Teacher Training and Education

APPROVED BY: 1. Supervisor Committee

Supervisor I Supervisor II

Drs. Heri Yufrizal, M. A., Ph. D. Drs. Dedy Supriyadi, M. Pd.

NIP 19620804 1989051 001 NIP 19580505 1985021 001

2. The Chairperson of Language and Arts Department

Drs. Imam Rejana, M. Si. NIP 19480421 197803 1 004

By

AFRILIANTI

A Script

Submitted in a Partial Fulfillment of

The Requirements for S-1 Degree

in

The Language and Arts Department

Faculty

of

Teacher Training and Education

FACULTY OF TEACHER TRAINING AND PEDAGOGY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2012

(Classroom Action Research) (A Script)

By AFRILIANTI

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2012

CURRICULUM VITAE

Afrilianti was born on April 11st_{, 1987 in Teluk Betung, Bandar Lampung. She is} the last child of a wonderful couple, Rafdy Sidiq and Yanti (almh). She started her study from kindergarten at Bodixatva in 1991 and graduated in 1993. In the same year, she joined Elementary School at SD Immanuel Bandar Lampung and graduated in 1999. She pursued her study at SMP Xaverius 1 Teluk Betung and graduated in 2002. She continued at SMAN 2 Bandar Lampung and graduated in 2005.

In 2005, the writer registered as a student of English Education Study Program at the Teacher Training and Education Faculty, University of Lampung. During the education time at the university, she joined BEM-U KBM of Lampung

University.

She accomplished her Teacher Training Program as one of the requirements for FKIP students, at SMAN 7 Bandar Lampung from February to April 201

DEDICATION

This script is proudly dedicated to:

My beloved Dad

Who had never stop praying for me,

And to the loving memory of my Mom and Brother (This is one of my evidences that I love you with all my life)

LIST OF APPENDICES

Appendix Page

1. Lesson Plan 1 (Cycle 1) ... 81

2. Lesson Plan 2 (Cycle 2) ... 88

3. Reading Comprehension Test before the Action ... 95

4. Reading Comprehension Test for Cycle 1 ... 98

5. Reading Comprehension Test for Cycle 2 ... 102

6. Students’ Reading Comprehension Scores at Cycle 1 ... 104

7. Students’ Reading Comprehension Scores at Cycle 2 ... 105

8. Observation Sheet of Students’ Activities at Cycle 1 ... 106

9. Observation Sheet of Students’ Activities at Cycle 2 ... 108

10. Observation Sheet for Teacher’s Performance at Cycle 1 ... 110

11. Observation Sheet for Teacher’s Performance at Cycle 2 ... 111

12. Students’ Works at Cycle 1 ... 112

13. Students’ Works at Cycle 2 ... 122

14. Students’ Reading Comprehension Test Result Before the Action ... 130

15. Students’ Reading Comprehension Test Result at Cycle 1 ... 132

16. Students’ Reading Comprehension Test Result at Cycle 2 ... 134

17. Table Students’ Observation Sheet ... 136

18. Teachers’ Observation Sheet ... 137

19. Surat Keterangan Penelitian ... 139

LIST OF TABLES

Table Page 1. Students’ Reading Comprehesion of Report Text Score

Before the Action ... 37 2. Students’ Observation Sheet at Cycle 1 ... 45 3. Students’ Reading Comprehesion of Report Text

Achievement at Cycle 1 ... 52 4. Students’ Observation Sheet at Cycle 1 and Cycle 2 ... 60 5. Students’ Reading Comprehesion of Report Text Achievement

MOTTO

O ye who believe! Persevere in patience and constancy; vie in such perseverance; strengthen each other; and fear Allah; that ye may prosper.

(QS. Ali Imron: 200)

“Khoirunnas Anfauhum Linnas”

The best man kind are those who give benefit for the others (Hr. Bukhori)

TABLE OF CONTENTS

Page

ABSTRACT ... i

APPROVAL ... ii

CURRICULUM VITAE ... iii

MOTTO ... iv

ACKNOWLEDGEMENTS ... v

DEDICATION ... vii

TABLE OF CONTENT ... viii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

I. INTRODUCTION A. Background of the Problems ... 1

B. Formulation of the Problems ... 6

C. Objective of the Research ... 6

D. Uses of the Research ... 7

E. Scope of the Research ... 8

II. FRAME OF THEORIES A. Concept of Reading Comprehension ... 9

B. The Nature of Report Text ... 12

1. Definition of Report Text ... 12

2. Function of Report Text ... 13

3. Generic Structures of Report Text ... 13

C. Concept of KWHL Teaching Technique ... 14

D. Teaching Reading of Report Texts Through KWHL Technique . 20 E. Theoretical Assumption ... 22

III. RESEARCH METHODS A. Setting of the Research ... 24

B. General Description of the Research ... 24

C. Research Procedures ... 25

D. Indicators of the Research ... 27

E. Instruments of the Research ... 29

2. Implementation ... 42

3. Result of the Observation... 44

4. Reflection ... 53

5. Recommendation of Reparation for Cycle 2 ... 54

B. Cycle 2 ... 55

1. Planning ... 56

2. Implementation ... 56

3. Result of the Observation... 60

4. Reflection ... 67

C. Discussion of the Findings ... 68

V. CONCLUSION AND SUGGESTIONS A. Conclusions ... 76

B. Suggestions ... 77

REFERENCES ... 79

APPENDICES ... 81

I. INTRODUCTION

A. Background of the Problem

Senior School Based Unit Curriculum (KTSP 2006) had been conducted in most of schools. The curriculum states that SMA/MA students should be able to use the language in informational level. The curriculum introduces the concepts of some type of English texts where students are expected to be able to develop their thoughts and idea into texts both in oral and written form; such as descriptive, report, recount, procedure, anecdote, and narrative(Depdiknas, 2006).

There are four skills of language that have to be taught by English teachers of SMA/MA, i.e. listening, speaking, reading, and writing. (Depdiknas, 2006: 307) Moreover, Christian and Mary (1976) mentioned that reading is the most important skill of all for the most students of English through the world. By reading, the students are able to access much information which might have otherwise been unavailable, especially English text book. Given that the students are expected to read information to access knowledge by their reading skill, reading materials dominate other teaching materials in almost English textbooks. Therefore, reading skill should be paid more attention to achieve the level.

This classroom action research is used to prove whether or not KWHL technique can help students improve their reading comprehension, student participation in

the class and the quality of teacher’s teaching performance.

One may have difficulties to comprehend a passage because of some problems like unfamiliar code in which the text is expressed, the amount of previous knowledge that the reader brings to the text, this complexity of the concept expressed, and vocabulary knowledge. (Nuttal, 1985:5-6).

How ever, the researcheridentified many factors that can cause students’ problem

in reading comprehension, some of them are as follows:

1. The technique that the teacher used in teaching reading, the teacher focuses merely on translation done by herself.

2. Limited background knowledge of the students; most of them have insufficient prior knowledge related to the topic under discussion.

3. Students’ limited vocabulary knowledge.

From those three factors, the researchers assumed that the most influential factor

was the technique used by the teacher in teaching reading. In researcher’s opinion

the teaching technique focused merely on translation which was done mostly by the teacher. As a result, most of the students did many activities which are not suitable to the learning activity, such as, disturbing friends, reading other books, sleeping, chatting, and day dreaming. It can be said that the learning process becomes very boring and monotonous.

Besides, the reading sources in reading class are only taken from the students’ text

book. In contrary, English syllabus in KTSP for SMA/MA students stated that English reading material should be taken from many sources. So the students can access more information and knowledge. Therefore, it also can enrich students’

vocabulary knowledge. Logically, the more students read the reading text from many sources with the related topic, their vocabulary knowledge about the topic will improve.

Moreover, basically, reading is an active thinking activity. The students cannot be said as good readers if they cannot comprehend the text. However, with the conventional technique that the teacher used, it is possible to make reading activity as a passive and boring activity because the students were forced to be more active by thinking harder before and during reading.

Seeing this fact, it was necessary to do a classroom action research which implements four stages: (1) planning, (2) implementation, (3) observation, and (4) reflection (Arikunto, 2006:16) to overcome this problem. Besides, there was no research about this case before in the school.

As a way out to solve the problem, the students needed another effective teaching reading technique which can activate their prior knowledge before and during

reading and can force them to be more active and can enrich students’ vocabulary

knowledge.

Therefore, the researcher presented KWHL technique developed by Debbie Blaskowski (1995); K stands for what the students KNOW about the topic, W

stand for what they WANT to know,H stands for HOW they learn, and L stands for what they haveLEARNED. This technique is slightly modified technique from the technique which is developed by researcher Donna Ogle (1986), which was originally called the KWL (Know-Want-Learn)- shorthand for three questions designed to engage readers in nonfiction texts. What do I KNOW? What do I WANT to know? What have I LEARNED?

(http://www.pwcs.edu/curriculum/sol/kwl.htm. retrieved at October 5th, 2010)

In her research using KWL technique, Donna Ogle (1986:564) in Barker et al (2000:77) designed for nonfiction text at any grade level. She implemented the technique to children in New York to engage their reading comprehension. By helping the students through the three steps in reading comprehension, they thought critically about what they knew and did not know. So that, this technique helped students become active processors of information text. Besides, she also found that this technique improved comprehension of text content because readers made connection between their prior knowledge and what they were reading (Ogle: 1986 in Block and Pressley, 2002:29)

In her findings, it indicates that the KWL technique increase the retention of read

material and improves students’ ability to make connections among different

categories of information as well as their enthusiasm for reading professionals, but it has not been rigorously tested.

Considering the findings about KWL technique and combining it by KWHL technique developed by Debbie Blawskoski (1995), the researcher decided to follow the implementation of KWHL done by Debbie Blawskoski to modify the

technique by adding theHpart. So, the technique become KWHL whereH(HOW they learned) part is put before the L (WHAT they learned). Therefore, the chances of students to find out their answers or learned about the topic is classified inHpart.

Meanwhile, the text that was used in this research is non fiction text, based on the curriculum, report text was chosen because it was taught at the second year students and most the students felt hard to comprehend this type of text compared to the other texts.

Seeing that KWHL technique served systematic activities which can activate was assumed that KWHL technique was appropriate to be implemented in teaching reading of report text. This technique also will lead the students to read more about certain topic under discussion. So, with many reading sources that the students read, their vocabulary knowledge will improve.

However, good technique cannot work properly if the teacher cannot show her best performance in teaching using the technique. That is why; teacher plays important role for the success of the learning process and its product. Therefore,

teacher’s performance in teaching reading comprehension of report texts using KWHL technique will also observe in the research.

B. Formulation of the Problem

Based on the background of the research above, the problems formulated in this research are:

1. How can KWHL technique improve reading comprehension of the second year students’ of MAN 1Bandar Lampung?

2. How can KWHL technique improve the quality of teacher’s teaching

performance?

3. How can KWHL technique improve the number of the students who are active in the reading of report text activity?

C. Objectives of the Research

Based on the research problems, there are three objectives of this Classroom action Research.

1. To find out whether KWHL technique can be used to improve the number of the students who are active in the reading of report text activity.

2. To find out whether the students’ reading comprehension achievement

can be improved when the KWHL technique is implemented.

3. To find out whether teacher’s performance in teaching reading

comprehension using report texts improved when she implements KWHL technique.

D. Uses of the Research

The uses of the research are as follow: 1. Practically

This research can be useful for English teacher, students, and also school. a. The teacher

Through this research, the teacher can apply KWHL technique as one of

reading comprehension technique that can improve her students’ reading

comprehension achievement and also improve her performance in teaching.

b. The students

The implementation of KWHL technique in this research may make the students actively involving in the reading of report text activity by activating their prior knowledge before and during reading so that it can

improve the students’ reading comprehension achievement. c. The school

The results of this research can be used as a consideration whether the school will implement KWHL technique for all grades of senior high school students so as to improve their reading comprehension achievement and make the students actively involve in the reading class. 2. Theoretically

The results of this research are expected to confirm and clarify the previous theories about teaching reading through KWHL technique.

E. Scope of the Research

The researcher used a classroom action research method which involves two observers. The first observer was the researcher herself as the teacher and the second observer was the researcher’s partner who is also the English teacher

of the school.

The research was done in two cycles. The first cycle was done based on the problem of the research then the second cycle was done based on the result of the analysis from the first cycle.

In teaching and learning process, the teacher usedKWHLtechnique and focus on improving of students’ reading comprehension achievement of report texts. In addition, to know the improvement of students’ reading

comprehension achievement, there was a reading test for them. Besides, the researcher also focuson teacher’s performance when sheimplements KWHL

technique and the students’ activities when the technique was being implemented to get more accurate that application of KWHLtechnique in the reading ofreport textsactivity that will support the result of this research.

II. FRAME OF THEORIES

A. Concept of Reading Comprehension

Before reading comprehension is defined, it is important to define what reading is. Wadswort (1978) as cited in Beny Fitri Yunita (2008,7) states that reading is a process of deriving meaning from written symbols. To convey a meaning readers perceive the symbols and try to determine what they mean, either while perceiving them or shortly thereafter. For the reader there are functionally related aspects to reading. One of the aspects is perceiving written symbols, a visual activity; the other is describing a meaning to, or comprehending the collection of symbols.

Afterwards, Mc Whorter (1986:12) states that reading is a way of taking new ideas and identifying information to be learned. It means that when someone is reading a text, he may find new things that he has not known yet and he may also find information that will help him in learning something. In this case, his knowledge will certainly be better than before.

Smith (1982: 166) states that reading is a matter of identifying letters in order to recognize words in order to get the meaning from what is read, involving making

background knowledge about the texts they read will have difficulties in comprehending the text.

Moreover, Smith (1983) also defines reading as a process of understanding a certain text in the term of questions that formulate concerning with the text. In this case, the readers should be able to understand the contents of text through question being made.

Based on the quotations above, reading can be said as way to fulfill the reader’s

eagerness about topic being read. Before reading a text, reader must have many questions of some problems. Through reading, they can answer their questions by themselves.

Reading is also defined as a construct process of guessing and active process of deriving meaning (Grellet, 1981:1; Goodman, 1976; Smith, 1978 in Suparman, 2005:1)

Therefore, Skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world. Reading involves an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitudes, and beliefs. In short, it can be said that reading is an active process. The reader forms a preliminary expectation about the material, and then selects the fewest, most productive cues necessary to confirm or reject that expectation (Mackay in Simanjuntak, 1989). This knowledge coupled with the achievement to make linguistic predictions, determines the expectations the reader will develop as he reads. This is sampling process in

which the reader takes advantages of his knowledge of vocabulary, syntax, and discourse.

From all the assumptions about reading above, it means reading is an active process and it needs thoughts and the ability in making sense of the text that is being read.

Readers’ knowledge of linguistic and background knowledge of the world will influence their achievement in reading comprehension can be understood that reading is a very important skill for students. Comprehension means relating what someone does not know or new information, to what he already knows (Eskey, 1986:15).

Smith (2004:13) states that comprehension may be regarded as relating aspects of the world around human being-including what they read- to the knowledge,

intentions and expectations already preserved in readers’ head. Readers must be able to relate new things to what already know if readers are to comprehend them and relating something new to what they already know is of course learning.

If the reader can read the words but they do not understand what they read, they are not really reading. (Dallman in Marantina, 2006:6). One learns to read and one learns through reading, by elaborating what he/she knows already. Thus, comprehension is fundamentally relating the new to the already known. To understand readers must begin by considering what it is that they already have in their heads that enables readers to understand the world. Reading is more than

knowing what a letter of alphabet stands for, reading involves more than recognition, which is without comprehension, no reading take place.

Reading the words of a composition is one thing, but comprehension is the vital point for the reader. Reading the words has no benefit if the reader does not comprehend what is being read. It is clear that in making sense of text, the reader relates new information from the text being read to his previous knowledge that has stored in his mind.

B. The Nature of Report Text

Referring to 2006 (KTSP) curriculum, there are some types of text that should be recognized and comprehended by the second year students of SMA/MA; narrative, report, hortatory and analytical exposition, and spoof text. In this research, the text that will expose is report text.

1. Definition of Report text

Reportis a text which can be written out with a descriptive technique. It describes an object to the readers (Siahaan and Shinooda, 2008:43).

The term of report used in this research is based on the report text which is exposed in 2006 (KTSP) curriculum; stated by Gerott and Wignel in Depdiknas (2005). This kind of text is also called Report by Hammond et.al. in Depdiknas, (2005), Hardy and Klarwein (1990) who has classified this term into two types, that is: Short Report and Long Report. Besides, Derewiaka in Depdiknas (2005) called this term as Information Report. It is needed to notice that the term of

Report here is different from Newspaper Report which is used by Hardy and Klarwein. In KTSP,Newspaper Reportis called News Item, so it is different from thereporttext meant.

2. Functions of Report Text

Report textdescribes the general characteristics from certain things; living or non-living things (Depdiknas, 2005). Although the function of this text is to describe something, this text is different from descriptive text which explains certain thing specifically and without generalization.

Furthermore, report text has the following functions: to inform (Hardy and Klarwein in Depdiknas, 2005), to provide information about natural and non natural phenomena(Hammond, et,al. in Depdiknas, 2005), to document, organize and store factual information on a topic, classify and describe the phenomena of our world, ; about a whole class of things like hones, bikes, or oceans. (Derewianka in Depdiknas, 2005), to describe the way things are, with reference to a range of natural, man-made and social phenomena in our environment. (Gerot and Wignel in depdiknas, 200) ,to describe the way things are, with reference to a whole range of phenomena, natural, synthetic and social in our environment (Callaghan and Rothery in Depdiknas, 2005)

3. Generic Structures of Report Text

Like other texts, report text has its own structures or Generic (Schematic) Structures, they are: (1)General classification. It tells what the phenomena under discussion are. (2) Description. It describes and tells what the phenomena under

discussion are like in terms of parts (and their functions), qualities, habits or behaviors, if living; uses, if non-natural. (Gerott and Wignell in Depdiknas, 2005)

Meanwhile, according to Hardy and Klarwein in Depdiknas (2005), report text is divided into two types, they are: Short reportand Long report. In short report the generic structures are: Classification which can also begin with definition and description of subtopic, in sequence given in the question.

Meanwhile in Long Report, the generic structures are: classification or definition anddescription of features in order of importance.

Besides, Derewiaka in Depdiknas (2005) states this following generic structure of report text: (1) Opening general statement/ general classification, (2) sometimes the opening statement may also indicate a particular aspect of the topic that is being treated, E.g. There are many different types of bike in Australia. (3) Facts about various aspects of the subject (color, shape, habits, behavior, etc); giving examples, comparing and contrasting, describing components and their function.

C. Concept of KWHL Teaching Technique

KWHL ( KNOW, WANT to know, HOW to find out, what have been LEARNED),

a slight modification of KWL, is a technique used by Debbie Blaskowski (1995), a fourth-grade teacher at the Weyerhaeuser School in Weyerhaeuser, Wisconsin.

KWLteaching technique is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active thinking during reading. It is a classic instructional practice that prompts all the thinking embedded in comprehension

(Car and Ogle, 1987 in Buehl, 2009:107). It helps students activate what they already know before they begin a reading assignment. A natural offshoot of the

student’s activity is the generation of questions they would like to have answered. Students use the text to confirm and enhance their knowledge and to satisfy their questions. It also helps students to organize what they have learned when they are finished reading.

KWL is shorthand for three questions for three questions designed to engage readers in nonfiction texts: What do I KNOW? What do I WANT to know? What have I LEARNED? The questions will elicit students’ prior knowledge, improve

their curiosity about a topic, and support research, motivating students to seek

answers for their questions in other texts. Recently, teachers have added the “H”

after the L part or before the L so the students can also consider, HOW will I go about the learning, or HOW will I learn more? If the H is put before the L, the

question is HOW I learn? (http://www.pwcs.edu/curriculum /sol/kwl.htm,

retrieved on October 3rd 2010).

KWL consist of three separate steps and the entire process is usually carried out by filling in a chart that consists of three columns - a column labeled what I KNOWa column labeled whatI WANT to know/learn, and a column labeled what I have LEARNED. The student should begin by identifying everything that he or she already knows about the specific topic that the material covers and write a series or brief phrases that describe what he or she already knows in the what I KNOWcolumn. This allows the student to gauge exactly how much knowledge he or she already has about the subject and how much knowledge he or she needs to

learn about that subject. Next, the student should make a list of questions or topics inwhat I WANT to know/ learn column that he or she hopes to find the answer to or learn about while reading the material/text. Finally, the student should write down a phrase, term, or other brief description of every key point that he or she learned while reading the material in what I LEARNED column. This will allow the student to compare what he or she has learned with what he or she wanted to know.

As Donna Ogle (1986) had presented, the steps for KWL can be designed as follow:

1. Have students make a chart with three columns. The first two columns should be completed before instruction on the topic takes place. The third columns should be completed after instruction.

2. The first column is the “K” column. In the column students writewhat they already know, or think they know, about the topic.

3. The second column is the “W” column. In this column students write about

what they want to know about the topic.

4. The third column is the “L” column. In this column students write about

what they learned or still need to learn about the topic after instruction has occurred.

The column is a follow:

For example, the topic that will be discussed is about Dinosaurs. So that, the column will be as follow:

Dinosaurs

What We Know What We Want to Find Out

What We Learned Dinosaurs are large.

Dinosaurs are dead. They lived a long time ago.

There is a movie about dinosaurs.

How long ago did they live?

Why did they die?

How do we know what they looked like?

Who are the people who study dinosaurs?

An archeologist has an exciting life.

Dinosaurs eat plants and some eat meat. Some dinosaurs were gigantic, but had small brains.

Fossils uncover dinosaur traits

Seeing the example, categories of information about dinosaur we expect to use are, size, career or eating habits. In report text, these characteristics of living thing (dinosaur) are called description.

In the first column, students write some sentences about what they have already known. In the second column, students write some questions about what they want to know. In this phase, students improve their curiosity. They must have questions to fulfill their need of new information. So that they know in what purpose they are reading. And in the last column, they write the new information that they have got.

Slightly different from KWL presented by Donna Ogle, in this research, the researcher will implemented the KWHL technique which is developed by Debbie

Blaskowski (1995). Therefore, the procedure will also be slightly different from KWLstrategy used by Donna Ogle (1986).

The lesson that is developed by Debbie Blaskowski is designed to guide students in using their prior knowledge of the topic will be discussed. By activating their prior knowledge to develop a foundation, students may be to improve their knowledge base and make connections. Additionally, students may be able to practice working in cooperative groups and share information thus learning together. The column used by her is as follows:

K (Know) W (Want to know) H (How to find out) L (Learn)

The steps used by Debbie Blawskowski are as follows:

1. Introducing the KWHL strategy by having a big KWHL chart taped to white board, explain how and why we use it (graphic organizer in the form of column), and model.

2. Then, the teacher gives the students one or two more examples for each section of the KWHL and adds them to the chart (guided practice). If students are having difficulty at this point, go back and model the use of the strategy again.

3. When students appear to understand the use of strategy, the teacher asks the students get into groups of three. The teacher may organize the groups by having the students in many interesting ways, such as by picking a card or sticker of picture related to the topic. The students with the same picture

on their card or sticker are in the same group. Also, on the back of each sticker, write one of the following jobs:

- leader = This person gathers materials and keeps the group on task. The leader also makes sure everyone agrees.

- reporter= This person reports to the class what the group has decided for each part of the KWHL

- recorder= This person records what the group decides for each part of the KWHL organizer.

Explain the role of each job.

All students are to participate in the sharing of ideas for the KWHL chart. 4. Review rules in working with their group (how to work together,

cooperative group voices, etc…).

5. Come back together as a whole group. Have the reporters from each group share their KWHL charts. Add information to the large chart at the front of the classroom.

Closure:

Take a look at the KWHL chart. Review what the students already know and want to know. Explain that in the text meeting we will start learning some things about

the topic that has been discussed and hopefully start to fill in the “What I Learned about the topic” section of the chart.

Beside assumptions and procedures above, the technique has also following advantages:

1. It provides teachers with an inventory of students’ background knowledge

about a topic and reminds students what they already know.

2. Class prior knowledge is “pooled”, as students who know less about a topic are included in interactive conversations with students who brings more knowledge to the reading.

3. Students are guided into meaningful organization of new information in order to synthesize their understandings.

4. Students’ misconceptions about the topic are revealed and addressed during

instruction.

(Buehl, 2009: 109-110)

D. Teaching Reading of Report Texts Through KWHL Technique

Reader’s prior knowledge influences their comprehension in reading. The readers

who have insufficient prior knowledge will have difficulties in comprehending the text that they read. Therefore, it is important to activate reader prior knowledge before and during reading.

As the researcher assumes that KWHL is a good technique to build students prior knowledge before and during reading, students are expected to be more active by building their own prior knowledge individually and then by working together in group in activating their prior knowledge before and during the reading activity by using the KWHL organizer (column).

The KWHL organizer (column) provides students with a framework to explore their prior knowledge on a topic and consider what they would like to know and learn. This organizer can be used as an individual or group strategy but is most effective when students are given the opportunity to reflect individually before sharing with others.

Based on the KWHL procedures presented by Debbie Blaskowski, the researcher presented her own procedure in this research. The procedure is as follow:

1. First of all, after teacher opens the lesson, she tells the students that they are in the reading class and tells about the topic that they will learn today. Then, the teacher also tells the students that they will try to implement an interesting technique in reading. Then the teacher divides the students into groups. She distributes the KWHL column to each group. The teacher explains how to use the column by drawing a big KWHL column in the white board.

2. In “K” (what the students have KNOWN) section, teacher asks some students to mention orally what they have known about the topic in the “K” column.

3. In “W” (what they WANT to know) section, every student is asked to makea question about what they want to know more about the topic. Then the

students should write their questions in “W” column. Make sure that every

student writes their own question, although they work in the group.

4. In “H” (HOW they learn) the teacher asked the students to find the answers of their questions. The teacher distributes the report texts with the topic has been discussed before. They will find out the answers of their questions from the text. Moreover, they will identify the general idea and the specific information from the texts.

5. In “L” (What they have LEARNED) section , teacher asks them to make a

conclusion of what they have learned by mentioning the specific information from the texts.

Seeing the procedures of the technique mentioned above, the researcher

assumes that this technique can improve students’ reading comprehension

achievement and makes the students actively involve in the learning activity. By implementing this technique, the students do not only learn for themselves but they also learn how to share their knowledge to the others. Moreover they are motivated to read out of the school hours to get more knowledge and information to fulfill their curiosity. By reading more texts, it will also enrich their vocabulary knowledge.

E. Theoretical Assumption.

From the literature review above, the researcher assumes that reading is an active process. It means that no reading without thinking. By thinking and connecting what readers have already known to what have not known yet, readers then will comprehend the texts and will access the information and knowledge that they need from the texts. Finally, for SMA/MA students, the informational level that is stated in the curriculum may be achieved.

Besides, it can be assumed that reading is extremely important in learning language. Christian and Mary (1976) mentioned that reading is the important skill of all for the most students of English through the world. In reading process, reader needs comprehension, because no comprehension means no reading. Dallman (1982:23) said that raeding is more than knowing what each letter of

alphabet stands for: reading involves more than word recognition; than comprehension is an essential of reading; that without comprehension no reading takes place.

It is also believed that students’ prior knowledge will determine their

comprehension achievement in reading a text. Therefore, in this case, KWHL technique is the appropriate technique because it serves systematic activities for active thinking during reading. The technique is also assumed will lead the students to read more to fulfill their curiosity from the other sources. With the more texts that the students read, their vocabulary knowledge will also improve and it will make them also easily comprehending the text. That is why, the technique is believed can improve the number of students who are active in learning activity. Therefore, reading activity will not become a boring activity anymore. Furthermore, the reading comprehension achievement of report text can be improved.

III. RESEARCH METHOD

A. Setting of the Research

In this research, she intendedto find out the significant improving of students’

reading comprehension achievement by Classroom Action Research method. In this classroom action research, she made the lesson plan was made based on the

procedures of the technique that was implemented, and taught her students based on the lesson plan. It is not a problem if the teacher also becomes an observer while giving the implementation. It is because according to Suhardjono (2006:57) Classroom Action Research is a research which was done by a teacher working together with another researcher or done by the teacher herself who also acted as a observer in the class or school where she taught. Therefore, the researcher was helped by her partner who observed everything occurred in the classroom during the

teaching and learning process.

B. General Description of the Research

Based on the problems that have been identified, she examined some problem in caused and tried to find the problem solution. Problem solution conducted in teaching reading of report text through KWHL technique. Researcher made lesson plan and

taught the students based on the lesson plan. Then, the researcher and her partner (an observer) noted the important things in teaching and learning process.

Furthermore, she were analyzed and discussed the observation results during teaching learning process (the strength and weaknesses which was done by the teacher and students during teaching learning process of reading report text using KWHL technique) and learning result (the reading comprehension test). Learning process analysis was donebased on researcher’s and her partner’s observation. Based on this analysis, it was decided to conduct the next cycle. It focused on the weaknesses of the previous cycle.

C. Research Procedures

The research was divided into two cycles. Each cycle consisted of four stages: (1) plan, (2) implementation, (3) observation, and (4) reflection (Arikunto, 2006:16). The stages are illustrated as follow:

Planning CYCLE 1 Observation

Planning

Implementation Reflection

CYCLE 2 Implementation

Observation Reflection

The cycles are classified as follow:

1. Planning

Based on the problem of the research, the lesson plan was prepared; selected the material based on the syllabus for the teaching learning process through KWHL technique. The reading material wasreport textswhich were taken from many sources. Additionally, the observation sheets were prepared, and also reading written test for the students in the form of open-ended question and true false test items.

2. Implementation

In this step, the teacher taught the students based on the lesson plan that has been made. Here, KWHL technique was implemented in teaching reading ofreport texts process.

3. Observation

The researcher was helped by her partner as an observer who took a note or did the observation toward teaching and learning activity. While the teacher implemented the technique, the observer was monitoringthe learning process and the students’

activity. Besides, the observer also observedthe teacher’s performance in

implementing the KWHL technique. The important thing was noted. In addition, the test was also given to the students in order to get data accurately.

4. Reflection

In this step, the researcher and her partner analyzed the result of the reading test of the students as the learning product. She also analyzed everything occurred in the teaching learning process based on the observation sheets. It was done to find out the improvement after the teacher implemented KWHL technique in teaching reading of report text in the classroom. In analyzing, they did reflection was discover the weakness and strength of the implementation of KWHL technique, and also to knew the problems faced by both teacher and students during teaching and learning process. By doing so, it was found tune one some improvements should be done in the next cycle. If the indicators of the research have not been fulfilled in the first and in the second cycle, the researcher as the teacher together with the observer planned the next step to improve the quality of the learning process in the next cycle. On the other hand, if the indicators were already achieved was not carried out the next cycle.

D. Indicators of the Research

The success of this classroom action research was divided into two parts:

1. Learning Process

In learning process, there are two aspects which become the focus of this

research: the students’ activities and the teacher’s performance toward the

Observation done to observe the teacher and the students in the teaching learning process by observing the activities occurred in the class and by filling the observation sheets. Furthermore, the observation is done to find out

students’ activity in the learning process that includes in the pre-activity, while activity, and post-activity. In pre-activity, the observation focusedon students’

interest to follow the class and respond to the topic. Besides, in while activity, the observation focusedon students’ attention to teacher’s explanation and also on their respond to teacher’s questions and instructions. In post-activity, the focus was beingon students’ respond to teacher’s question, in this caseis to improve reading comprehension through KWHL technique. The target is if 80% of students or more will participate in the teaching learning process. According to Arikunto (2006:210), if more than 75% of students are actively involved in teaching and learning activities, it can be categorized as a good level, so the researcher decide to set 80% as the target.

Besides observing the students’ activities, the researcher also observed the

teacher’s performance during teaching and learning process. It was expected

that teacher’s score for her teaching performance can reach 70. So, if the

teacher can get 70 in her teaching performance, it means she can teach the students well. There are some aspects that would be scorefor the teacher’s

performance; it involves the activities in the teaching and learning process from pre-activity, main activity, and post activity. The teacher’s performance in applying KWHL technique was observed in main activity.

2. Learning Product

The target of the learning product determined by the researcher is 60 or more. It was done because 60 is the minimum standard score or KKM (Kriteria

Ketuntasan Minimal) stated by the school for English subject. So, if at least

80% of students’ scores can reach 60 or more for the reading comprehension

test, it means that the KWHL technique can improve students reading comprehension achievement.

E. Instruments of the Research

To collect the data, the researcher used two kinds of instrument: (1) Reading comprehension written tests, and (2) Observation sheets.

Each kind of instrument will be explained as follows:

1. Reading Comprehension Test

The tests were written test in the form of open-ended question item test and true false item test. The tests were administered at the end of every cycle in the learning process.

2. Observation Sheets

There are two observation sheets in this research, observation sheet for the

students’ activities and that for the teacher’s performance.Here is the example

Students’ Observation Sheet

No Students’ Activity Students’ Code % Note

A B C D

1. Pre-activities

a. Interested in following the class

b. Respond to the topic enthusiastically

2. While Activities

c. Pay attention to the

teacher’s explanation

d. Respond to the teacher’s

questions

e. Follow the teacher’s

instruction

3. Post Activity

f. Able to respond to the

teacher’s questions

To avoid the assumption that the problem in the classroom comes only from the students, the researcher also observes teacher performance during the teaching learning process. The observation was about teacher’s ability in handling the

class, which is to create effective and communicative learning. Here is the

Teacher’s Observation Sheet

No. Aspects Observed Score (by giving a tick)

1 2 3 4

1 Pre-activities

• Doing an apperception.

• Informing the competence that will be achieved to the students.

2 While-activities

A. The Mastery of Learning Material • Correlating the material with

other relevant knowledge.

• Correlating material with the real life.

• Achieving communicative competence.

• Using logical structure • Using language components. B. The Learning Strategy

• Doing a teaching & learning process which is suitable with the competence.

• Doing a coordinated teaching learning process.

• Doing a teaching learning process

which can build the students’

imagination.

• Doing a teaching & learning process which is suitable with the time allocation.

• Emphasizing on using English in the teaching & learning process. • Emphasizing on teaching the

language skills integratively. C. The Use of Learning Media

• Showing the skill in using the learning media.

• Producing an interesting message from the media.

3

• Involving the students in making and using the media.

D. The Students’ Involvement

• Building the active participation of the students in the teaching & learning process.

• Giving positive responds to the

students’ opinion.

• Facilitating the interaction between teacher-student and student-student.

• Showing a conducive interpersonal relationship.

• Growing the students’ enthusiasm

in learning. E. Evaluation

• Monitoring the students’

improvement after the teacher explains the lesson.

• Doing a final evaluation which is relevant to the competence. Post-activities

• Doing s reflection/ making summary of the lesson by

involving the students’

participation.

• Doing a follow-up by giving direction or tasks as a remedy

Total Score Description of Score

Description of scores: 1. 40–59 : Poor 2. 60–69 : Enough 3. 70–79 : Good 4. 80–100 : Very Good

(Source: Dep. Pendidikan Nasional, 2006) In this action research, the target of teaching performance was that the teacher can reached 70 by applying linking expression practice through picture

composition technique. If the teacher can reached this target, it means that the teacher’s teaching performance is good.

F. Data Analysis

The data analysis was done during and after the data have been collected in every cycle. The researcher and the teacher analyzed and made reflection from the data collected from the first cycle. From the analysis and reflection, it was found out that there were the strength and also the weakness of the first cycle so that researcher and teacher knew what should be improved the weakness aspect by giving solution in the following cycle.

In data analysis, the data was being classified into two categories, that was, the data of the learning process and of the learning product.

a) Learning Product

In order to find out the learning product, the researcher used written reading test to collect the data. After giving the test, she checkedstudents’ testand gave the

score. Besides, the researcher analyzedstudents’ reading testto find out the errors made by the students. This analysis was being very important to know what to improve in the next cycle. Next, she calculated the number and

percentage of the students who get 60 or more, since referring to the ministry of education standard, the indication of successful teaching learning process is that

if at least 70% of students’ score are 60 or more. She used this scale to score their writing ability.

The following formula was being used to calculate the percentage of students who get≥ 60:

Number of students who get≥ 60

Total number of students

b) Learning Process

Observation sheets were used in collecting the data from the learning process. The result of the observation sheets was analyzed after every cycle is done. The observation was beingdone to observe students’ activities and also teacher’s performance; and both was analyzed separately.

• Students’ Learning Activities

In analyzing the data from observation to students’ learningactivities, she counted the number of activities done by the students and then calculated the percentage of the students’ activities. The following formula was used:

A x 100% n

% A = percentage of students’activities A = number of students’ activities observed

n = number of students in the class

Next, the researcher made a description from the data that have been analyzed.

• Teacher’s Teaching Performance

In analyzing data from teacher’s performance, the researcher counted the

total score by summing up scores from all aspects covering teacher’s

activities in pre-activity, while activity, and post-activity. The researcher was also made a description from the data that have been analyzed.

V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the analysis, the researcher draws some conclusions, as follow:

1. KWHL technique is proved able to improve the number of the students who are active in reading of report text activity during the teaching and learning

process. This can be seen from the result of researcher’s observation. It shows

that in cycle 2, more than 80% students were actively involved during the teaching and learning process. They actively asked questions, answered

teacher’s questions enthusiastically in following every steps of KWHL,

especially in group activity when they have to find out their own questions related to the topic under discussion.

2. The teacher’s performance in reading class improved when KWHL technique

was implemented. It is proved by the data from teacher’s performance

observation sheet in Cycle 2. The technique forces the teacher to act perfectly as a facilitator and expert because the students become more active in asking questions to the teacher. It means the technique makes the students-teacher relationship became more alive in than without using KWHL.

3. It was also found that the product of teaching and learning process (reading comprehension achievement) was also improved. It means that KWHL technique can be used to improve students’ reading comprehension achievement of report text. It is proved by the data that shows the students’

improvement in reading comprehension tests in cycle 2 (24% improvement). Specially, the technique improves their curiosity through the questions they made. So, the students able to grasp and infer the general and specific information from the text that they read easily.

B. Suggestions

Based on the conclusions above, the researcher puts forward the following suggestions:

1. English teacher of senior high school should consider the implementation of KWHL technique in teaching reading of report text to improve the number of students who are active during the teaching-learning process, her performance

in teaching reading and the students’ reading comprehension achievement. As

discussed in earlier section, the technique can be used to make the students

actively involved in the learning process and to improve teacher’s teaching

performance. Because KWHL technique is good to improve the quality of the teaching and learning process, so it will automatically improve the learning product.

2. English teachers should have wide knowledge about certain topic of the reading texts when she implements KWHL technique in reading class. So, besides preparing the lesson plan, the teacher should also prepare many texts

under discussion from different sources. The texts will help the teacher to act perfectly as a facilitator and expert in reading class to answer students’

questions.

3. In implementation the technique, the teacher should make sure that her students have average or good writing ability. At least the students can make a short sentence accurately . So, that the application of the technique can run smoothly.

4. For the teacher who will implement the technique and evaluate her/his

students’ reading comprehension achievement through open-ended questions,it is better for her/him to have a guideline to score the students’

answer. So, the score that is achieved by the students is fair.

5. In this research, KWHL technique is used in teaching non-fiction text in the form of report. Besides, the class that was used as the subject was small class. So, it was easy to implement the technique. Therefore, it is hoped that this research can contribute such a reference for future research that will apply KWHL technique in teaching fiction text or the other of texts in larger class at every grade level.

Alaska Departement of Education and Early Development. 2000.KWL (KNOW/WANT/LEARNED) Chart.

http://www.eed.state.ak.us/tls/Frameworks/sstudies/part4a15.htm. Retrieved on July 12th, 2010.

Arikunto, S. and Suhardjono, S. 2006.Penelitian Tindakan Kelas.Jakarta: Bumi Aksara.

Baker, L. and Guthrie J, T. 2000.Engaging Young Readers: Promoting

Achievement and Motivating, Second Edition.New York: Guilford Press. Accessed from:

http: //books.goggle.co.id/books studies+about+KWL+technique&source. Retrieved on May 14th, 2011.

Block, C. and Pressley, M. 2002.Comprehension Instruction: Research-based Best Practices, Third Edition. New York: Guilford Press. Accessed from: http: //www.worldcat.org/oclc/47831530. Retrieved on July 14th, 2011. Dallman, R. I. 1982.Teaching of Reading.New York: CBS College Publishing. Depdiknas, Dirjen Pendidikan Dasar dan Menengah. 2005.Materi Pembelajaran

Terintegrasi-Bahasa Inggris-Pembelajaran Text Report.Jakarta: Depdiknas. Doyle, B. S. 2004.Main Idea and Topic Sentence.London: Ward Lock

Educational.

Elliot, J. 1991.Action Research for Educational Change.Philadelphia: Open University Press Milton Keynes.

Eskey, D. 1970.A New Technique for the Teaching of Reading to Advanced Students.TESOL Quarterly.

Heaton, J. B. 1991.Writing English Language Tests.London and New York: Longman.

Mc. Whorter, K. T. 1986.College Reading and Study Skills. Boston: Little Brown.

Micheal, S. 1998.An Educators’s Re_{ference Desk Lesson Plan KWL - A Reading}

Comprehension Strategy.Desey: Mankato State University.

Nuttal, C. 1982.Teaching Reading Skills in Foreign Language. London: Heinemann Education Book.

Ogle, D. 1986.Strategies for Reading Comprehension, K-W-L. http://www.readingquest.org/strat/kwl.html.

Retrieved on December 14th, 2011.

Rubin, D. 1993.A Practical Approach to Teaching Reading. Needham: Macmilan.

Siahaan, S. and Shinoda, K. 2008.Generic Text Structure.Yogyakarta: Graha Ilmu.

Simanjuntak, E. G. 1988.Developing Reading Skills for English Second

Language Students.Jakarta: Departemen Pendidikan dan Kebudayaan.

Smith, F. 2004.Understanding Reading.http://www.books.google.com. Retrieved on December 14th, 2011.

Tannenbaum, T. J. 1993.Practical Ideas on Alternative Assessment - KWL. http://www.videocourses4teachers.com/courseDescriptions. Retrieved on January 1st, 2012.

Universitas Lampung. 2011.Pedoman Penulisan Karya Ilmiah.Bandar Lampung: Universitas Lampung.

Wardhani, G. A. and Wihardit, K. 2006.Penelitian Tindakan Kelas. Jakarta: Universitas Terbuka.

A = number of students’ activities observed n = number of students in the class

Next, the researcher made a description from the data that have been analyzed.

• Teacher’s Teaching Performance

In analyzing data from teacher’s performance, the researcher counted the total score by summing up scores from all aspects covering teacher’s activities in pre-activity, while activity, and post-activity. The researcher was also made a description from the data that have been analyzed.

76

V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the analysis, the researcher draws some conclusions, as follow:

1. KWHL technique is proved able to improve the number of the students who are active in reading of report text activity during the teaching and learning process. This can be seen from the result of researcher’s observation. It shows that in cycle 2, more than 80% students were actively involved during the teaching and learning process. They actively asked questions, answered teacher’s questions enthusiastically in following every steps of KWHL, especially in group activity when they have to find out their own questions related to the topic under discussion.

2. The teacher’s performance in reading class improved when KWHL technique was implemented. It is proved by the data from teacher’s performance observation sheet in Cycle 2. The technique forces the teacher to act perfectly as a facilitator and expert because the students become more active in asking questions to the teacher. It means the technique makes the students-teacher relationship became more alive in than without using KWHL.

achievement of report text. It is proved by the data that shows the students’ improvement in reading comprehension tests in cycle 2 (24% improvement). Specially, the technique improves their curiosity through the questions they made. So, the students able to grasp and infer the general and specific information from the text that they read easily.

B. Suggestions

Based on the conclusions above, the researcher puts forward the following suggestions:

1. English teacher of senior high school should consider the implementation of KWHL technique in teaching reading of report text to improve the number of students who are active during the teaching-learning process, her performance in teaching reading and the students’ reading comprehension achievement. As discussed in earlier section, the technique can be used to make the students actively involved in the learning process and to improve teacher’s teaching performance. Because KWHL technique is good to improve the quality of the teaching and learning process, so it will automatically improve the learning product.

2. English teachers should have wide knowledge about certain topic of the reading texts when she implements KWHL technique in reading class. So, besides preparing the lesson plan, the teacher should also prepare many texts

78

under discussion from different sources. The texts will help the teacher to act perfectly as a facilitator and expert in reading class to answer students’ questions.

3. In implementation the technique, the teacher should make sure that her students have average or good writing ability. At least the students can make a short sentence accurately . So, that the application of the technique can run smoothly.

4. For the teacher who will implement the technique and evaluate her/his students’ reading comprehension achievement through open-ended questions,it is better for her/him to have a guideline to score the students’ answer. So, the score that is achieved by the students is fair.

5. In this research, KWHL technique is used in teaching non-fiction text in the form of report. Besides, the class that was used as the subject was small class. So, it was easy to implement the technique. Therefore, it is hoped that this research can contribute such a reference for future research that will apply KWHL technique in teaching fiction text or the other of texts in larger class at every grade level.

Arikunto, S. and Suhardjono, S. 2006.Penelitian Tindakan Kelas.Jakarta: Bumi Aksara.

Baker, L. and Guthrie J, T. 2000.Engaging Young Readers: Promoting

Achievement and Motivating, Second Edition.New York: Guilford Press. Accessed from:

http: //books.goggle.co.id/books studies+about+KWL+technique&source. Retrieved on May 14th, 2011.

Block, C. and Pressley, M. 2002.Comprehension Instruction: Research-based Best Practices, Third Edition. New York: Guilford Press. Accessed from: http: //www.worldcat.org/oclc/47831530. Retrieved on July 14th, 2011. Dallman, R. I. 1982.Teaching of Reading.New York: CBS College Publishing. Depdiknas, Dirjen Pendidikan Dasar dan Menengah. 2005.Materi Pembelajaran

Terintegrasi-Bahasa Inggris-Pembelajaran Text Report.Jakarta: Depdiknas. Doyle, B. S. 2004.Main Idea and Topic Sentence.London: Ward Lock

Educational.

Elliot, J. 1991.Action Research for Educational Change.Philadelphia: Open University Press Milton Keynes.

Eskey, D. 1970.A New Technique for the Teaching of Reading to Advanced Students.TESOL Quarterly.

Heaton, J. B. 1991.Writing English Language Tests.London and New York: Longman.

Mc. Whorter, K. T. 1986.College Reading and Study Skills. Boston: Little Brown.

80

Micheal, S. 1998.An Educators’s Re_{ference Desk Lesson Plan KWL - A Reading} Comprehension Strategy.Desey: Mankato State University.

Nuttal, C. 1982.Teaching Reading Skills in Foreign Language. London: Heinemann Education Book.

Ogle, D. 1986.Strategies for Reading Comprehension, K-W-L. http://www.readingquest.org/strat/kwl.html.

Retrieved on December 14th, 2011.

Rubin, D. 1993.A Practical Approach to Teaching Reading. Needham: Macmilan.

Siahaan, S. and Shinoda, K. 2008.Generic Text Structure.Yogyakarta: Graha Ilmu.

Simanjuntak, E. G. 1988.Developing Reading Skills for English Second Language Students.Jakarta: Departemen Pendidikan dan Kebudayaan. Smith, F. 2004.Understanding Reading.http://www.books.google.com.

Retrieved on December 14th, 2011.

Tannenbaum, T. J. 1993.Practical Ideas on Alternative Assessment - KWL. http://www.videocourses4teachers.com/courseDescriptions. Retrieved on January 1st, 2012.

Universitas Lampung. 2011.Pedoman Penulisan Karya Ilmiah.Bandar Lampung: Universitas Lampung.

Wardhani, G. A. and Wihardit, K. 2006.Penelitian Tindakan Kelas. Jakarta: Universitas Terbuka.