d. Use of simple present tense. The descriptive text is text that describe factual object. It means that It have to use simple present tense, except the object was
died or extinct. Furthermore, according to the Andersons descriptive text also has
linguistic feature. There are verb in the present tense, adjective to describe the features of the subject, then topic sentence to begin paragraphs and organize the
various aspects of the description.
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In summary, reading descriptive text, readers must pay attention to the grammatical features that may be distinguised from other
kind of text. They are focused on specific participants using simple present tense. In Addition, Descriptive text is an apporiate text for students. The text may
explore many new areas in the world of things, people, and event. Then, they also can activate their prior knowledge about something that they have ever known or
heard. Moreover, the students need anticipation with questions or with specific intent.
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They turns to the text with the purpose of what they want to know. It also increase their curiosity to search the answer of questions because they have asked
questiosn as they have gone along. So, the students need to have a way in their reading process to get comprehension.
C. Know, Want and Have Learned K-W-L Technique
1. The Consept of K-W-L Technique
There are many kinds of reading techniques that may be applied in reading text to help students esier to comprehend the text itself. It depends on stud
ents‘ purposes and interest. One of the techniques is Know, Want, and have Learned
K-W-L chart technique. K-W-L Ogle, 1986 is a process in which the teacher models and guides active engagement informational texts. It is a group process
using the knowledge and information students bring to help each other build a better starting place for learning and share the result of their reading.
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19
Mark Anderson and Kathy Anderson, Text Types in English 3 Sydney: Macmillan, 2003, p.26.
20
John J. DeBoer, Martha Dallamann, The Teaching of Reading, Columbus: Holt, Rinehart,and Winston, Inc: 1964, p.8
21
Camille Blachowicz and Donna Ogle, Reading Comprehension, New York: The Guilford Press: 2008, p. 113.
K-W-L stands for ‗what I kow‘, ‗what I want to know‘, and ‗what I have
learned‘. The purpose of K-W-L chart technique provides a structure for activiting and building prior knowledge, establishing a purpose for reading and for
summarizing what was learned. So, this technique may evaluate their learning experience, as well as serve assessment tool for teacher. K-W-L guides students
thought their reading material. it is primary purposes is to develop a framework which students may use as they read.
2. The K-W-L Chart
The K-W-L chart has three columns. First, provides students with the opportunity to brainstorm and list the ideas in K items and details that they
already know about the topic. Second, they review the topic again and consider what they still want to know. They list these items in the W section of the chart.
Item should be listed as questions. Third, as they read or after they read, students add details that they have kearned while reading. They list these items in the L
section of the chart.
K Know Pre-reading
W Want to Know whilst-reading
L Have Learned Post-Reading
Students list everything they think or they know
about the topic; concept what they do already
know. Students tell what they
want to know about the topic. Make questions as
the purpose of reading After
students have
finished reading
or studying a topic, they list
what they have learned about new facts, ideas,
or viewpoints that they had not yet considered
before.
Table 2.2 K-W-L Chart
3. The Prosedure of K-W-L Chart
K-W-L stands for three questions that readers should ask themselves. Two questions are asked before reading; what do I know? and What do I want to learn.
Then, the last question is asked after the reading; What had I learned from this text?. All of the question correspond to the mental operations to accessing prior
information, determining reading purposes, and recalling information.
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Based on Blachowicz and Ogle, here are the procedures to apply K-W-L chart in teaching
reading:
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1. The teacher guides students in brainstorming or probe their prior knowledge what they already know about the topic of reading. It helps to have students list
and share their ideas 2. Teacher creates a K-W-L chart on the board, overhead projector, or computer
and writing down the information about what students think or ideas in K –
What do we Know ? column. The teacher is not to correct or evaluate but to encourage and stimulate students to think broadly about what they bring about
the study. 3. Teacher asks students to think of questions they have about the topic.
generally, it will surface on through brainstorming or discussion process. They may begin by reviewing what they know, and finding where their knowledge is
incomplete. Write questions on the chart in the colmn marked W - What do we Want to know?
4. The students now should read the text. They are reminded to look for answers to their questions, and for any new ideas they did not anticipate.
5. The students report the things they have learned both they report answers they found to their questions, and then they report any other interesting or important
ideas they discovered. It may be writing on the chart in the column marke L- What have we Learned?
Thus it concludes that in the K-W-L technique tea cher‘s role stimulates
questions for all to persuade as they learn to learn. Because the teacher is the first one to write on the board, it permits students to see models what the students will
22
Gillet, Temple, Temple, Crawford, Understanding Reading Problem, Boston: Pearson, 2012, p.173.
23
Camille Blachowicz and Donna Ogle, Reading Comprehension, New York: The Guilford Press: 2008, p. 114.
