g. The Affecting Factors in Reading
When reading a text, the readers will use their reading skill to comprehend the text. There are also the factors that affect in comprehending a text. Here some
factors that can affect in reading. David divides the factors which affect reading comprehension into two
categories; inside and outside of mind. The inside factors are linguistic competence that the readers have, interest about various topics,
motivation how much the reader care about the reading task, and the reader’s reading ability. The outside factors fall into two categories – the
element on the page and the qualities of the reading environment. The elements on the page –textual characteristics- include factors like text
readability and text organization. The qualities of reading environment include factors like the things the teacher does before, during, or after
reading to help students understand what is the text; the ways peers react to the task; and the general atmosphere in which the task is to be
completed.
30
From the explanation above, the factors that affect reading are divided into two. The inside of mind, what the readers have in their mind and their feeling to
the text. Then, the outside factors related to the text itself and the environment or reading situation.
B. Know Want Learn Plus Technique
a. The Understanding of Know Want Learn Plus Technique
Know Want Learn originally was conducted by Donna M. Ogle in 1986. She assumed that this easy procedure helps teacher become more responsive to
students’ knowledge and interest when reading expository material, and it models for students the active thinking involved in reading for information.
31
Then in 1987, Ogle and Carr completed the K-W-L by adding two sections: mapping and summarizing. They stated “we have developed a reading-
thinking strategy called K-W-L Plus which focuses on the student as learner. The
30
Pearson P. David, Teaching Reading Comprehension, New York: Hollt, Rinehart and Winston, 1978, p. 9.
31
Donna M. Ogle, K-W-L: Teaching Model That Develops Active Reading of Expository Text, The Reading Teacher, Vol. 39, No. 6 Feb., 1986, p. 564.
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.
Kategori