By consedering the problems above, Know, Want and Learned KWL Chart may be a solution. Here the main reason why K-W-L Chart may solve the
students‘ reading problem. The process of K-W-L do in a group and activiting their prior knowledge. From the group students may discuss about the topic
include the difficult word. It is also providing an opportunity for students to expand ideas beyond the text by sharing one another by variety of backgound
knowledge. So, they motivate them to write more and more the information that their group have known about the topic. The class atmosphare will become active
and interesting because they know what are being discuss. In short, it will help students to comprehend the text as pre-reading, a long reading and past reading
activities.
Table 2.3 Teorical Framework
F. Research Hypothesis
Based on theoretical description and theoretical framework, the research hypothesis can be formulated as follow:
1. H Null Hypothesis: there is not a possitive effect of using K-W-L Chart
on students‘ reading comprehension. 2. H
a
Alternative Hypothesis: there is a possitive effect of using K-W-L Chart on students‘ reading comprehension.
Reading is one of the essential aspect for students
to increase their knowledge
KNOW Students have
problems on reading comprehension
Activiting prior
knowledge Listing
possible question
Reading a text
Using K-W-L Chart
Answering the listed
questions
Comprehend the text WANT
LEARNED Diagram
Organizer
23
CHAPTER III RESEARCH METHODOLOGY
This writer discusses the research methodology related to the content of this research. They are time and place of the study, method and design of the
study, population and sample, instrument of the study, preliminary analysis, technique of data analysis and Statistical Hypothesis.
A. Time and Place of The Study
The study was conducted in September to November2016 in the first semester. It takes palce in MTs. Daarul Hikmaah Pamulang which is located at
Surya Kencana, Pamulang Barat, Tangerang Selatan. In collecting the data, the researcher needs five weeks and it will do some steps, as follow:
Table 3.1 The Schedule of the Study
No Time
Activity 1
1
st
week a. Asking permission to head master of the school and
meeting with English teacher b. Validation and realibility test
2 2
nd
and 3
rd
week the writer come to both of class experimental and
controlled class as observer. 3
4
th
- 5
th
week the witer gave pre-test and teach to both controlled and
experimental classes 4
6
th
week the writer give post test to both controlled and
experimental classes and calculate the data
B. Method and Design of the Study
In this research, the method used quantitative method in the design quasi- experiment. Quantitative method is a type of educational research in which the
researcher decides what to study; ask specific, narrow questions, collect quantifiable data from participants; analyze these numbers using statistics and
objective manner.
1
Muijs stated that quasi-experimental research is especially suited to looking at the effects of an educational intervention, such as a school
improvement program, project to improve a specific element.
2
Meanwhile, Sugiyono also states, quantitative method is defined as a method that aims to
investigate a certain population or sample, involves an instument to collect the data and analyzes it quantitatively in order to test the formulated
hyphotesis.
3
Generally, this quasi-experimental design collect numerical data must be analyzed matematically to explain cause and effect.
In experimental research, the researcher manipulates at least one independent variable, controlled other relevant variables, and observes the effect
on one or more dependent variables. Independent variable of this research was referred to K-W-L chart, while the dependent variable was referred to reading
comprehension. Morever, the procedure of conducting this design was dividing the samples into two groups. In this case, the students were grouped into
experimental and controlledlededed class.the experimental class was given the material in the learning process by conducting K-W-L chart as the treatment,
while the controlledlededed class was not given the treatment or in other word theytaught as usual by using conventional teaching that is lecture through printed
material. Furthermore, it is necessary to get initial data o
f students’ reading comprehension, so the writer conduct the pre-test for both classes. Then,
treatments were also conducted in order to get significant result when comparing two groups. During the treatments, the experimental classfill the column Know
K to recall their prior knowledge about the topic, then they list some questions in column Want W about information that they want to know. Afer that, they
have a descriptive text from the writer and a long the reading process they might search the answer of listing question. Then, they could fill the column Learned
L with the new information. At the end, they answered some question relared
1
John W. Cresswell, Educational Research, Unted States: Pearson: 2008 p. 46
2
Daniel Muijs, Doing Quantitative Research Education, London: SAGE Publications, Ltd, 2004, p.27.
3
Prof. Dr. Sugiyono, MetodePenelitianPendidikan,Bandung: Alfabeta, 2013, p.50
