title derives from the three principal components of K-W-L recalling what is known; determining what students want to learn, and identifying what is learned-
plus mapping text and summarizing information.”
32
The K-W-L is a process in which the teacher models and guides the students in active engagement with informational text.
33
Taught in this K-W-L strategy make the students to self-regulated what they want to learn from the text,
it can act as self-controlled curriculum differentiator in the ability that individual determine what they want to discover about a topic, and it provides relatively
direct feedback concerning what students actually did learn.
34
In addition mapping and summarizing are added to K-W-L because reorganizing and writing of the
text are strength tools in helping student process information from the text.
35
From the paragraphs above, K-W-L Plus is included in pre-reading activity that motivate students by recalling their metacognitive skill. K-W-L Plus
is an easy process in learning reading that helps the learner to comprehend the text. It is also powerful device to stimulate students mind to critically think about
a topic.
b. The Procedures of Know Want Learn Plus Technique
Ogle as the first developer has stated the steps in this K-W-L as a logical three-step procedure. She has named this three-step procedure the K-W-L for the
three basic cognitive steps required: accessing what I Know, determining what I Want to learn, and recalling what I did learn as a result of reading.
36
For the further explanation, the following paragraphs provide the explanation of each
step.
32
Eileen Carr and Donna Ogle, K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987, p. 626.
33
Camille Blachowicz, Reading Comprehension: Strategies for Independent Learners, New York: Guilford Press, 2008, p. 113.
34
Raymond Philippot and Michael F. Graves, Fostering Comprehension in English Classes, New York: The Guilford Press, 2009, p. 123.
35
Carr and Ogle, loc. cit.
36
Ogle, op.cit., 1986, p. 565.
The teacher and students begin the process by doing brainstorming together what they know about the topic given. Here, the teacher has an important
role to motivate and guide the students to investigate their prior knowledge in order to stimulate so that they can explore everything that they have already know
about the topic.
37
After brainstorming and discussing, students note on their individual worksheet what they know about the topic in the column K what I
know.
38
Then, the students have to categorize the information that they have already know. That will be useful to students in reading to involve them in
thinking of the more general categories of information.
39
For example, from the figure 1 the students categorize what they know about “killer whales” as
description, food and location. The second step of the logical procedure is exploring students’ curiosity.
Using the list of information and categories generated, students identify areas about which they want to uncover more information. This activity develops the
students’ own reason for reading-reading to find answers to questions that will increase their source of knowledge on the topic.
40
The students should note again the question that they have on the worksheet column W what I Want to know.
After brainstorming and questioning the topic, moreover the students have finished their reading. The last step is “what I did Learned”, here the teacher ask
the students to describe, usually in written form, what they learned from the completion of reading. This will take much time for students to describe what the
important information from the reading text.
41
To make the explanation clear, the example of K-W-L chart activity is given as follow:
37
Blachowicz, op.cit., 2008, p. 114.
38
Carr and Ogle, op. cit. 1987, p. 627.
39
Ogle, 1986, loc. cit.
40
Ibid, p. 566.
41
Philippot and Graves, op. cit., 2009, p. 123.
