THE EFFECT OF USING KWL (KNOW-WANT-LEARN) TECHNIQUE ON STUDENTS` ACHIEVEMENT IN READING NARRATIVE TEXT.
THE EFFECT OF USING USING KWL (KNOW-WANTLEARN) TECHNIQUE ON STUDENTS’ IN
READING NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By :
HANA MEILIANI GINTING
Registration Number : 2103321016
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The greatest gratituade expressed to Almighty God Jesus Chirist for the
love and that enable the researcher to accomplish this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts faculty.
Dra.Meisuri, M.A., the Secretary of English Department.
Study Program.
who has given his great supervision.
Nora Ronita Dewi, S.Pd, S.S, M. Hum., the Head of English Education
Dr.Sri Minda Murni, M.S., her Academic Advisor, and her Reviewer,
Dr. Rahmad Husein, M.Ed., . her Thesis Consultant, who has given
advice, suggestions, guidance and also encouragement, so that this thesis
could have been accomplished.
Reviewer
Dra. Sri Juriati Ownie,M.A and Drs. Johan Sinullingga, M.Pd, her
All the Lectures of English and Literature Department thanks for their
valuable knowledge, advices, and guidance during her academic years in
English Department and the assistance in setting the administration
procedures.
Euis Sri Wahyuningsih, M.Pd, and Mr. Pantes, the Academic staff,
and administrative Staff.
ii
Dr. Suhairi, M.Pd., The Headmaster of SMA Negeri 1 Perbaungan,.
The writer sincerely thanks to her Dad and her Mom ( Nabbi Ginting
and Rehulina Br. Sitepu) for never giving up on her and for their tireless
pray and love to the writer not only in completing this thesis but also in
along her life. The writer’s special gratitude also goes to her dearest
Sister (Yenni margaretha Ginting) , for being so cute and relieving and
her Sisters ( Bella Natalia Ginting, Sri Devina Ginting, Mellisa trulin
Ginting ) for being so good her younger sister and younger brother
(Renaldi Gospel Christian Ginting) who always keep the writer on the
right way and cover her with so much love and caring.
A lot of thanks all her beloved best friends Ext A’10 ,Ext B’10, Ext C 10
for many valuable times spend together at class and anywhere together in
love, and all helps and support in completing the thesis. and understanding
each other; (Andi Putra Barus. Amk., Penyta Sinaga,Rinda S.Pd, Putri
Nurul Siregar ,S.Pd, Sartika Dewi Panjaitan, Lisma Yana Ginting,
Ester Lina Manurung, S.Pd, Lisnawati, S.Pd, Rocanda ,S.Pd And All
of My firends in PPLT 2014) for my friends in campus. The writer
always feel grateful to have such many unforgettable moments with you. I
love you
All students of class A Ext ’10 of English education that could not be
mentioned one by one for their support, Information, and encouragement
in the precious time of studying, learning, and playing together.
Medan,
September 2015
The Writer
Hana Meiliani Ginting
NIM. 2103321016
iii
ABSTRACT
Meiliani, Hana Ginting. 2103321016. The Effect of KWL (Know-WantLearn)Tehnique on the Students’ Achievement in Reading Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2015.
This study was aimed at finding out the effect of using KWL(Know-WantLearn)Technique on students’Achievement in reading narrative text. This study
was an experimental research design. The population of this study was grade X
students of SMA Negeri 1 Perbaungan with the total number of students was 60
as samples and all of the students was taken by using cluster sampling technique.
The students were divided into two groups, namely experimental and control
group. The experimental group was taught by using KWL(Know-Want-Learn),
while the control group was taught by using without KWL (Know- Want- Learn).
The instrument of collecting data was multiple choice tests which then divided
into pre-test and post-test. To obtain the result of the reliability of the test, the
researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.64, which means that the
reliability of the test is high. The data were analyzed by using t-test formula. The
result of the analysis showed that tvalue is higher than ttable (4.01 > 2.00) at the level
of significance 0.05 with the degree of freedom (df) 58. It means that there is a
significant effect of using KWL (Know-Want-Learn) on the students’
achievement in reading narrative text.
Keyword :Know–Want-LearnTechnique, Reading Narrative Text Achievement.
i
TABLE OF CONTENTS
ABSTRACT .........................................................................................
i
ACKNOWLEDGEMENT .................................................................
ii
TABLE OF CONTENT........................................................................
iv
LIST OF TABLES ......................................................................... .....
vi
LIST OF APPENDICES ................................................................. ...
vii
CHAPTER I: INTRODUCTION ........................................................
1
A. The Background of Study ..................................................................
B. The Problem of Study ........................................................................
C. The Objective of Study......................................................................
D. The Scope of Study ............................................................................
E. Significance of Study..........................................................................
1
4
4
4
5
CHAPTER II: REVIEW OF LITERATURE ....................................
6
A. Theoretical Framework .....................................................................
6
1. Reading ......................................................................................
7
2. The purpose of Reading .............................................................
7
3. Level of Reading Comprehension.............................................
9
a . Literal Comprehension................................................................
9
b. Interpretative Comprehension......................................................
9
c . Applied Comprehension..............................................................
10
4.
Genre Of Text ...................................................................... ...
10
a.
. Narrative .................................................................................
11
b . The Elements Text of Narrative.................................................
11
c . . The Languange Features of Narrative Text....................... .......
12
5.
6.
Technique................................................................................... 12
Know –want-Learn (KWL) Technique.....................................
14
7. The Procedure of Using K-W-L Technique.................................
16
8. . Team........................................................................................... .....
18
iv
B . Conceptual Framework...............................................................
19
C.
Hypothesis .......................................................................................
20
CHAPTER III: RESEARCH METHOD............................................
22
A. Research Design................................................................................
22
B. Population and Sample.....................................................................
23
a. Population...................................................................... ...........
23
b. Sample......................................................................... ............
23
C. Instrument for Collecting Data .........................................................
24
D. Procedure of Research......................................................................
25
1. Pre-test ......................................................................................
25
2. Treatment..................................................................................
25
3. post-test.....................................................................................
29
E. Validity and Reability of Test ............................................................
29
F. The Reliability of the Test .................................................................
30
G. The Technique for Analyzing the Data.............................................
31
CHAPTER IV DATA AND DATA ANALYSIS.............................. ..
32
A. The Data .....................................................................................
B. Data Analysis....................................................................... .......
C. Research Finding ........................................................................
32
35
38
CHAPTER V CONCLUSION AND SUGGESTIONS .....................
39
A. Conclusion ................................................................... ........
B. Suggestion ............................................................................
39
40
REFERENCES......................................................................................
41
APPENDIX .................................................................................. .........
42
v
LIST OF TABLES
Table 1.1 The Topic Dinousaurus .............................................................
18
Table 2.1 The Activities of Teacher and Students experimental group..... 26
Table 3.1 The Research Design ................................................................. 22
Table 3.3 The Activities of teacher and stuents in control group............... 28
Table 4.1 The Score of pre-test and post-test and experimental goup .....
33
Table 4.2 The score of pre-test and post-test control group ....................
34
vi
LIST OF APPENDICES
Pages
Appendix A. Students’ The score of Pre-test and
Post-test of Experimental Group……………………....
Appendix B. Students’ The score of Pre-test and
Post-test of Control Group…………………………......
Appendix C The Score of the Reability of the test ............................
Appendix D The Calculation of Pre-test and Post-test of Experimental
Group. .............................................................................
Appendix E The Calculation of t-test for Control Group ...................
Appendix F Values of the Correlation Coefficient for Different Levels
of Significance ................................................................
Appendix G Reading Test..................................................................
Appendix H The English Lesson Plan ................................................
vii
42
43
44
46
47
49
50
61
LIST OF TABLES
Table 1.1 The Topic Dinousaurus ..............................................................
17
Table 2.1 The Research Design ..................................................................
22
Table 3.1 The Activities of Teacher and Students in Experimental group...
26
Table 3.2 The Activites of Teacher and students in control group..............
28
Table 4.1 The score of Pre-test and Post –test Experimantal group ..........
33
Table 4.2 The Score of Pre-test and Post-test control gorup ......................
34
LIST OF APPENDICES
Pages
Appendix A. Students’ The score of Pre-test and
Post-test of Experimental Group……………………....
Appendix B. Students’ The score of Pre-test and
Post-test of Control Group…………………………......
Appendix C The Score of the Reability of the test ............................
Appendix D The Calculation of Pre-test and Post-test of Experimental
Group. .............................................................................
Appendix E The Calculation of t-test for Control Group ...................
Appendix F Values of the Correlation Coefficient for Different Levels
of Significance ................................................................
Appendix G Reading Test..................................................................
Appendix H The English Lesson Plan ................................................
vii
42
43
44
46
47
49
50
61
CHAPTER I
INTRODUCTION
A. The Background of the study
Language is one of the most important things in communication and it is
used as a tool of communication among nations all over the world. As an
international language, English is very important and has many interrelationships
with various aspects of life owned by human being. In Indonesia, English
considered as the first foreign language and taught formally from elementary
school up to the university level.
In learnes languange such as English, there are four language skills that
should be mastered, such as : listening, speaking, reading, and writing. The
reading skill became very important in the education field, students need to be
exercised and trained in order to have a good reading skill. Reading is also
something crucial and indispensable for the students because the success of their
study depends on the greater part of their ability to read. If their reading skill is
poor they are very likely to fail in their study or at least they will have difficulty in
making progress. On the other hand, if they have a good ability in reading, they
will have a better chance to succeed in their study.
In addition, the students classes X in SMA NEGERI 1 PERBAUNGAN.
Why the writer have a fact that shows after students read the text and then their
teacher asked them questions not all of them can answer the quoestions,
1
2
sometimes the students say it is because of the questions is so difficult but it is
because their lack in Reading Comprehension.
Reading is a process of comprehension to get the meaning of a text. For
senior high school students, they study about some texts such as : describtive text,
narrative, disscussion, news item, report etc. In this study the writer focus on
Narratie Text. Narrative text is tells word events, which can be informative or
enteraining, and can be past world events or present happenings. So the writer wil
give a questions based on the materials.
Based on the researcher’s experience in doing PPL (Teaching Training
Practice) in Senior High School at SMA NEGERI 1 PERBAUNGAN, precisely
when she taught reading, she found the students would get bored easily if the
material was reading, It took a long time for them to be able to comprehend the
text as a whole. They thought that they should open dictionary to translate word
by word into Bahasa in order to know the content of the reading and then would
be able to answer all the questions . Most of them got the score below the standrad
70 for KKM . Furthermore, the teacher also applied the traditional starategy from
time to time : read, find out difficult words then answer the questions.
From the fact above the researcher’s above to find one the best solution
to solve the problem is by using correct KWL (Know-Want-Learn)Technique.
There are so many strategy
that can be
used to improve the students’
achievement in reading. One of them is ( KWL) Technique . KWL Technique
will help the students in reading narrative text.
3
KWL Technique stand for know, will or want and Learned. This technique
concern or focus to help students to bulit up meaning from they had read and also
help them to examine their progress toward their goals.
This technique is aimed to be a good exercise for a study of group or a
class that it can direct the students in reading narrative text. It means KWL
technique useful to help the students to find out the spesific information from
narratie text after read it.
To support this theory, the writer found some preliminary research that
used KWL(know-want-learn) as a Technique in teaching-learning process. One of
them is a research titled The effect of using teams”Know-Want-Learn”strategy in
Teaching Reading comprehesion (Siregar ;2014). The result of this research
showed that using the strategy for the students made a students to improve about
the narrative text. In fact, narrative text have some similarities because have
orientation and sequence of events. (Sari ; 2009) The effect of KWL(know-wantlearned)technique on students’ Achievement in reading narrative text, .
On reading narrative text there is researches which is analyzing the using
reading narrative text
Based on the previous explanation, this study is designed to conduct the
research to prove wheter KWL (Know-want-Learn) Technique improve students’
reading narratie text. The researcher decides to carry out a research entitled:
The
effect
of
using
KWL(Know-Want-Learn)Technique
Students’Achievement In reading Narrative Text.
On
4
B. The Problem of the Study
Based on the background of the study, problem of the study is formulated :
Is there any effect of using “K-W-L”Technique in Reading Narrative Text.
C. The Objective of the Study
The objective of this study is to find out wheter the K-W-L Technique
affects students’ achievement reading narrative text.
D. The Scope of the Study
The main purpose of this study is to see the effect of using KWL
Technique on the students’ achievement in reading narrative text, so this study
only focuses on the students’ achievement while reading narrative text in terms of
finding out the spesific information indeed helpd by using KWL technique itself.
E. The Significance of the study
The findings of the study will give much contibution to the following
significance :
It helps the teacher to improve their skill or ability in teaching
especially reading narrative text.
It helps the students to comprehend narrative text, and to make them.
Easy to find out the specific information from the narratie text that
they read.
5
It will give the information to the readers who want to be a good
reading narrative text teacher.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research finding, it is concluded that there is a significant
effect of applying KWL (Know-Want-Learn) Technique fo Reading Narrative
Text. The students taught by applying KWL (Know-Want-Learn) Technique
(tobserve =4.01) is higher than without applying KWL( Know-Want-Learn)
Technique (ttable = 2.00). Therefore, alternative hypothesis (Ha) is accepted and
null hypothesis (Ho) is rejected. This is supported by the data analysis results in
which the tobserve > ttable (4,01 > 2.00) at the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher suggests that:
Teachers applying KWL (Know-Want-Learn)Technique in their teaching
learning process by focusing on the students so that they get more information
from their reading by showing them how to find and use information from a
text to answer the questions.
Students apply KWL (Know-Want-Learn) in reading comprehension because
it can help students in comprehending a text in order to find and use
information from a text to answer the questions.
The researchers who are interested in doing a research related to this study
apply KWL ( Know –Want –Learn) Technique on different level of learners
39
40
through different genre to prove the effectiveness KWL ( Know –Want –
Learn) Technique of on students’ in reading narrative text.
REFERENCES
Arikunto, S . 2006. Produser Penelitian Suatu Pendekatan, Jakarta. : Rineka
Cipta
Alexander , J.E.1988. Teaching Reading ! 3rd ed. London : Scott, Foresman
Best , J.W. & Khan, J.V. 2006. Research in Education. 10th Edition. Englewood:
Cliffs.
Conner, J. (2006). "Instructional Reading Strategy. London
Grabe, W & Stoller F.L. 2002. Teaching and Researching Reading: Harlow:
Pearson Education.
Grabe, William and Stoller, L.Fredericka. 2002. Teaching and Reasearching
Reading. England: Pearson Education.
Gerot, l & Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray:
Antipodean Educational Enterpries.
Jones, R. 2007. Strategies for Reading Comprehension.
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The Guilford
Press.
McKnight, Katherine S. 2010. The Teacher’s Big Book of Graphic Organizers: 100
Reproducible Organizers that Help Kids with Reading, Writing, and
the
Content Areas. San Francisco: Jossey-Bass.
Martin, J.R.1992. English Text Sytem and Structure. London .
Pardiyono. 2007. Pasti Bisa!! Teaching Genre- Based Writing. Yogyakarta: Andi.
Siregar, Sri Rezeky. P. 2014 “ The Effect of Using Teams “Know-want-Learn”
Strategy in Teaching Reading Comprehension. rrese. Medan. State
University of Medan.
Sari , Indah. S. 2009 “ The Effect of KWL(know-want-learn) Techniqoue on
students’ Achievement in Reading Narrative Text. Unpublished. Medan.
State University of Medan.
Ott, Lyman R. and Michael T. Longnecker. 2010. An Introduction to Statistical
Methods and Data Analysis. Belmont: Brooks/Cole Cengage Learning.
41
READING NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By :
HANA MEILIANI GINTING
Registration Number : 2103321016
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The greatest gratituade expressed to Almighty God Jesus Chirist for the
love and that enable the researcher to accomplish this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts faculty.
Dra.Meisuri, M.A., the Secretary of English Department.
Study Program.
who has given his great supervision.
Nora Ronita Dewi, S.Pd, S.S, M. Hum., the Head of English Education
Dr.Sri Minda Murni, M.S., her Academic Advisor, and her Reviewer,
Dr. Rahmad Husein, M.Ed., . her Thesis Consultant, who has given
advice, suggestions, guidance and also encouragement, so that this thesis
could have been accomplished.
Reviewer
Dra. Sri Juriati Ownie,M.A and Drs. Johan Sinullingga, M.Pd, her
All the Lectures of English and Literature Department thanks for their
valuable knowledge, advices, and guidance during her academic years in
English Department and the assistance in setting the administration
procedures.
Euis Sri Wahyuningsih, M.Pd, and Mr. Pantes, the Academic staff,
and administrative Staff.
ii
Dr. Suhairi, M.Pd., The Headmaster of SMA Negeri 1 Perbaungan,.
The writer sincerely thanks to her Dad and her Mom ( Nabbi Ginting
and Rehulina Br. Sitepu) for never giving up on her and for their tireless
pray and love to the writer not only in completing this thesis but also in
along her life. The writer’s special gratitude also goes to her dearest
Sister (Yenni margaretha Ginting) , for being so cute and relieving and
her Sisters ( Bella Natalia Ginting, Sri Devina Ginting, Mellisa trulin
Ginting ) for being so good her younger sister and younger brother
(Renaldi Gospel Christian Ginting) who always keep the writer on the
right way and cover her with so much love and caring.
A lot of thanks all her beloved best friends Ext A’10 ,Ext B’10, Ext C 10
for many valuable times spend together at class and anywhere together in
love, and all helps and support in completing the thesis. and understanding
each other; (Andi Putra Barus. Amk., Penyta Sinaga,Rinda S.Pd, Putri
Nurul Siregar ,S.Pd, Sartika Dewi Panjaitan, Lisma Yana Ginting,
Ester Lina Manurung, S.Pd, Lisnawati, S.Pd, Rocanda ,S.Pd And All
of My firends in PPLT 2014) for my friends in campus. The writer
always feel grateful to have such many unforgettable moments with you. I
love you
All students of class A Ext ’10 of English education that could not be
mentioned one by one for their support, Information, and encouragement
in the precious time of studying, learning, and playing together.
Medan,
September 2015
The Writer
Hana Meiliani Ginting
NIM. 2103321016
iii
ABSTRACT
Meiliani, Hana Ginting. 2103321016. The Effect of KWL (Know-WantLearn)Tehnique on the Students’ Achievement in Reading Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2015.
This study was aimed at finding out the effect of using KWL(Know-WantLearn)Technique on students’Achievement in reading narrative text. This study
was an experimental research design. The population of this study was grade X
students of SMA Negeri 1 Perbaungan with the total number of students was 60
as samples and all of the students was taken by using cluster sampling technique.
The students were divided into two groups, namely experimental and control
group. The experimental group was taught by using KWL(Know-Want-Learn),
while the control group was taught by using without KWL (Know- Want- Learn).
The instrument of collecting data was multiple choice tests which then divided
into pre-test and post-test. To obtain the result of the reliability of the test, the
researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.64, which means that the
reliability of the test is high. The data were analyzed by using t-test formula. The
result of the analysis showed that tvalue is higher than ttable (4.01 > 2.00) at the level
of significance 0.05 with the degree of freedom (df) 58. It means that there is a
significant effect of using KWL (Know-Want-Learn) on the students’
achievement in reading narrative text.
Keyword :Know–Want-LearnTechnique, Reading Narrative Text Achievement.
i
TABLE OF CONTENTS
ABSTRACT .........................................................................................
i
ACKNOWLEDGEMENT .................................................................
ii
TABLE OF CONTENT........................................................................
iv
LIST OF TABLES ......................................................................... .....
vi
LIST OF APPENDICES ................................................................. ...
vii
CHAPTER I: INTRODUCTION ........................................................
1
A. The Background of Study ..................................................................
B. The Problem of Study ........................................................................
C. The Objective of Study......................................................................
D. The Scope of Study ............................................................................
E. Significance of Study..........................................................................
1
4
4
4
5
CHAPTER II: REVIEW OF LITERATURE ....................................
6
A. Theoretical Framework .....................................................................
6
1. Reading ......................................................................................
7
2. The purpose of Reading .............................................................
7
3. Level of Reading Comprehension.............................................
9
a . Literal Comprehension................................................................
9
b. Interpretative Comprehension......................................................
9
c . Applied Comprehension..............................................................
10
4.
Genre Of Text ...................................................................... ...
10
a.
. Narrative .................................................................................
11
b . The Elements Text of Narrative.................................................
11
c . . The Languange Features of Narrative Text....................... .......
12
5.
6.
Technique................................................................................... 12
Know –want-Learn (KWL) Technique.....................................
14
7. The Procedure of Using K-W-L Technique.................................
16
8. . Team........................................................................................... .....
18
iv
B . Conceptual Framework...............................................................
19
C.
Hypothesis .......................................................................................
20
CHAPTER III: RESEARCH METHOD............................................
22
A. Research Design................................................................................
22
B. Population and Sample.....................................................................
23
a. Population...................................................................... ...........
23
b. Sample......................................................................... ............
23
C. Instrument for Collecting Data .........................................................
24
D. Procedure of Research......................................................................
25
1. Pre-test ......................................................................................
25
2. Treatment..................................................................................
25
3. post-test.....................................................................................
29
E. Validity and Reability of Test ............................................................
29
F. The Reliability of the Test .................................................................
30
G. The Technique for Analyzing the Data.............................................
31
CHAPTER IV DATA AND DATA ANALYSIS.............................. ..
32
A. The Data .....................................................................................
B. Data Analysis....................................................................... .......
C. Research Finding ........................................................................
32
35
38
CHAPTER V CONCLUSION AND SUGGESTIONS .....................
39
A. Conclusion ................................................................... ........
B. Suggestion ............................................................................
39
40
REFERENCES......................................................................................
41
APPENDIX .................................................................................. .........
42
v
LIST OF TABLES
Table 1.1 The Topic Dinousaurus .............................................................
18
Table 2.1 The Activities of Teacher and Students experimental group..... 26
Table 3.1 The Research Design ................................................................. 22
Table 3.3 The Activities of teacher and stuents in control group............... 28
Table 4.1 The Score of pre-test and post-test and experimental goup .....
33
Table 4.2 The score of pre-test and post-test control group ....................
34
vi
LIST OF APPENDICES
Pages
Appendix A. Students’ The score of Pre-test and
Post-test of Experimental Group……………………....
Appendix B. Students’ The score of Pre-test and
Post-test of Control Group…………………………......
Appendix C The Score of the Reability of the test ............................
Appendix D The Calculation of Pre-test and Post-test of Experimental
Group. .............................................................................
Appendix E The Calculation of t-test for Control Group ...................
Appendix F Values of the Correlation Coefficient for Different Levels
of Significance ................................................................
Appendix G Reading Test..................................................................
Appendix H The English Lesson Plan ................................................
vii
42
43
44
46
47
49
50
61
LIST OF TABLES
Table 1.1 The Topic Dinousaurus ..............................................................
17
Table 2.1 The Research Design ..................................................................
22
Table 3.1 The Activities of Teacher and Students in Experimental group...
26
Table 3.2 The Activites of Teacher and students in control group..............
28
Table 4.1 The score of Pre-test and Post –test Experimantal group ..........
33
Table 4.2 The Score of Pre-test and Post-test control gorup ......................
34
LIST OF APPENDICES
Pages
Appendix A. Students’ The score of Pre-test and
Post-test of Experimental Group……………………....
Appendix B. Students’ The score of Pre-test and
Post-test of Control Group…………………………......
Appendix C The Score of the Reability of the test ............................
Appendix D The Calculation of Pre-test and Post-test of Experimental
Group. .............................................................................
Appendix E The Calculation of t-test for Control Group ...................
Appendix F Values of the Correlation Coefficient for Different Levels
of Significance ................................................................
Appendix G Reading Test..................................................................
Appendix H The English Lesson Plan ................................................
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CHAPTER I
INTRODUCTION
A. The Background of the study
Language is one of the most important things in communication and it is
used as a tool of communication among nations all over the world. As an
international language, English is very important and has many interrelationships
with various aspects of life owned by human being. In Indonesia, English
considered as the first foreign language and taught formally from elementary
school up to the university level.
In learnes languange such as English, there are four language skills that
should be mastered, such as : listening, speaking, reading, and writing. The
reading skill became very important in the education field, students need to be
exercised and trained in order to have a good reading skill. Reading is also
something crucial and indispensable for the students because the success of their
study depends on the greater part of their ability to read. If their reading skill is
poor they are very likely to fail in their study or at least they will have difficulty in
making progress. On the other hand, if they have a good ability in reading, they
will have a better chance to succeed in their study.
In addition, the students classes X in SMA NEGERI 1 PERBAUNGAN.
Why the writer have a fact that shows after students read the text and then their
teacher asked them questions not all of them can answer the quoestions,
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sometimes the students say it is because of the questions is so difficult but it is
because their lack in Reading Comprehension.
Reading is a process of comprehension to get the meaning of a text. For
senior high school students, they study about some texts such as : describtive text,
narrative, disscussion, news item, report etc. In this study the writer focus on
Narratie Text. Narrative text is tells word events, which can be informative or
enteraining, and can be past world events or present happenings. So the writer wil
give a questions based on the materials.
Based on the researcher’s experience in doing PPL (Teaching Training
Practice) in Senior High School at SMA NEGERI 1 PERBAUNGAN, precisely
when she taught reading, she found the students would get bored easily if the
material was reading, It took a long time for them to be able to comprehend the
text as a whole. They thought that they should open dictionary to translate word
by word into Bahasa in order to know the content of the reading and then would
be able to answer all the questions . Most of them got the score below the standrad
70 for KKM . Furthermore, the teacher also applied the traditional starategy from
time to time : read, find out difficult words then answer the questions.
From the fact above the researcher’s above to find one the best solution
to solve the problem is by using correct KWL (Know-Want-Learn)Technique.
There are so many strategy
that can be
used to improve the students’
achievement in reading. One of them is ( KWL) Technique . KWL Technique
will help the students in reading narrative text.
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KWL Technique stand for know, will or want and Learned. This technique
concern or focus to help students to bulit up meaning from they had read and also
help them to examine their progress toward their goals.
This technique is aimed to be a good exercise for a study of group or a
class that it can direct the students in reading narrative text. It means KWL
technique useful to help the students to find out the spesific information from
narratie text after read it.
To support this theory, the writer found some preliminary research that
used KWL(know-want-learn) as a Technique in teaching-learning process. One of
them is a research titled The effect of using teams”Know-Want-Learn”strategy in
Teaching Reading comprehesion (Siregar ;2014). The result of this research
showed that using the strategy for the students made a students to improve about
the narrative text. In fact, narrative text have some similarities because have
orientation and sequence of events. (Sari ; 2009) The effect of KWL(know-wantlearned)technique on students’ Achievement in reading narrative text, .
On reading narrative text there is researches which is analyzing the using
reading narrative text
Based on the previous explanation, this study is designed to conduct the
research to prove wheter KWL (Know-want-Learn) Technique improve students’
reading narratie text. The researcher decides to carry out a research entitled:
The
effect
of
using
KWL(Know-Want-Learn)Technique
Students’Achievement In reading Narrative Text.
On
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B. The Problem of the Study
Based on the background of the study, problem of the study is formulated :
Is there any effect of using “K-W-L”Technique in Reading Narrative Text.
C. The Objective of the Study
The objective of this study is to find out wheter the K-W-L Technique
affects students’ achievement reading narrative text.
D. The Scope of the Study
The main purpose of this study is to see the effect of using KWL
Technique on the students’ achievement in reading narrative text, so this study
only focuses on the students’ achievement while reading narrative text in terms of
finding out the spesific information indeed helpd by using KWL technique itself.
E. The Significance of the study
The findings of the study will give much contibution to the following
significance :
It helps the teacher to improve their skill or ability in teaching
especially reading narrative text.
It helps the students to comprehend narrative text, and to make them.
Easy to find out the specific information from the narratie text that
they read.
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It will give the information to the readers who want to be a good
reading narrative text teacher.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research finding, it is concluded that there is a significant
effect of applying KWL (Know-Want-Learn) Technique fo Reading Narrative
Text. The students taught by applying KWL (Know-Want-Learn) Technique
(tobserve =4.01) is higher than without applying KWL( Know-Want-Learn)
Technique (ttable = 2.00). Therefore, alternative hypothesis (Ha) is accepted and
null hypothesis (Ho) is rejected. This is supported by the data analysis results in
which the tobserve > ttable (4,01 > 2.00) at the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher suggests that:
Teachers applying KWL (Know-Want-Learn)Technique in their teaching
learning process by focusing on the students so that they get more information
from their reading by showing them how to find and use information from a
text to answer the questions.
Students apply KWL (Know-Want-Learn) in reading comprehension because
it can help students in comprehending a text in order to find and use
information from a text to answer the questions.
The researchers who are interested in doing a research related to this study
apply KWL ( Know –Want –Learn) Technique on different level of learners
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through different genre to prove the effectiveness KWL ( Know –Want –
Learn) Technique of on students’ in reading narrative text.
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