KWL IMPROVES STUDENTS’ ABILITY IN READING OF REPORT TEXT AN ARTICLE

KWL IMPROVES STUDENTS’ ABILITY IN READING OF REPORT TEXT AN ARTICLE

  

BY

AN AMTHA F.52212006

MASTERS STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY TANJUNGPURA UNIVERSITY PONTIANAK 2017

  

KWL IMPROVES STUDENTS’ ABILITY IN READING

OF REPORT TEXT

AN ARTICLE

AN AMTHA

F.52212006

  Approved by Supervisor I Supervisor II

  Drs. H. Sudarsono, MA., Ph.D

  Dr. Regina, M.Pd NIP. 19580414 198703 1 001 Nip. 19600823 198703 2 002

  Acknowledged by

  Dean, Faculty of Teacher Training and

  Chair, Masters Study Program of

  Education

  English Language Education

  Dr. H. Martono Drs. H. Sudarsono, MA., Ph.D NIP. 19680316 199403 1 014

  NIP. 19580414 198703 1 001

KWL IMPROVES STUDENTS’ ABILITY IN READING OF REPORT TEXT

  An Amtha, Sudarsono, Regina Masters Study Program of English Language Education, Teacher Training and

  Education Faculty, Tanjungpura University Pontianak Email: an.amtha@yahoo.co.id

  Reading is the process of getting information from written texts. It needs a strategy to comprehend a report text. The problem of the research is

  Enhancing Students’ Reading Comprehension of Report Text through KWL Strategy. One of the appropriate techniques is KWL. It consists of three phases: Know, Want to learn, and Learned aspect of student’s individual learning style. This study is conducted at SMP Negeri 1 Sungai Raya, Kab. Kubu Raya in Academic Year 2014/2015. The subject of this study is the Year

• – 9 students. This class has 32 students consisting of 15 male students and 17 female students. The form of the research is an action research that was conducted in two cycles. Each cycle consists of two meetings. The result shows that the use of K W L helped t h e students e n h a n c e t h e r e a d i n g c o m p r e h e n s i o n . KWL strategy creates a f u n learning atmosphere for students relaxed and fun.

  The student’s achievement increase in each cycle. The increasing reaches from 58.35 to 86.5. The student’s behaviors also increase from 34.37 % to 96.87% and the teacher’s pedagogical knowledge increased from 46.67% to 83.3% done well. The teache r’s observation sheet showed that the improvement of teacher teaching a c t i v i t i e s increased from the first to the second cycle. It indicated that the classroom action research not only improve student

  ’s process of learning but also help teacher to do reflective teaching.

  

Keywords: Reading comprehension, Report text, KWL strategy.

  Membaca merupakan proses mendapatkan suatu informasi. Membaca merupakan keterampilan yang siswa terapkan untuk memahami teks bacaan. Dibutuhkan suatu strategi untuk memahami teks bacaan pada teks report. Masalah dalam penelitian ini adalah Meningkatkan Pemahaman Membaca Siswa pada Report Teks melalui Strategi KWL. Berkaitan dengan permasalahan diatas, proses pengajaran memerlukan peningkatan untuk memungkinkan siswa untuk memahami teks dengan lebih mudah. Salah satu teknik yang cocok adalah KWL. KWL terdiri dari tiga tahapan: Know, Want to learn dan Learned. Penelitian ini dilaksanakan di SMP Negeri 1 Sungai Raya, Kab. Kubu Raya tahun akademik 2014 – 2015. Subjeknya adalah siswa kelas 9.

  Kelas ini terdiri dari 32 siswa yang terdiri dari 15 pria dan 17 wanita. Bentuk penelitian yang dilaksanakan adalah penelitian tindakan yang dilaksanakan dalam dua siklus, yang masing-masing siklus terdiri dari dua pertemuan.hasil dari penelitian tindakan ini menunjukan bahwa penggunaan KWL membantu siswa meningkatkan pemahaman membaca siswa. KWL menciptakan suasana belajar yang menyenangkan bagi siswa, disamping siswa merasa relaks dan asyik dalam belajar. Ditambah lagi suasana yang kondusif dapat memotivasi siswa untuk terlibat dalam kegiatan pembelajaran dan dapat meningkatkan kemampuan mereka. Kemampuan siswa meningkat disetiap siklus. Peningkatan mencapai 58,35 hingga 86,5. Lebih lanjut, perilaku siswa juga meningkat dari 34,37 menjadi 96,87 dan kemampuan pedagogi guru juga meningkat dari 46,67% menjadi 83,3%. Lembar pengamatan guru menunjukan bahwa peningkatan kegiatan belajar guru dari siklus pertama ke siklus ke dua. Hal menunjukkan bahwa penelitian tindakan kelas tidak hanya meningkatkan kemampuan siswa belajar tetapi juga membantu guru melakukan pengajaran reflektif.

  Kata kunci: Pemahaman bacaan, teks report, strategi KWL

  eading is an interaction activity when people look at a text and assign meaning to the written symbols in that text. It is a language skill that students apply to comprehend reading texts. Comprehension is defined as an understanding of the text of the information that words and sentences are communicating. It is important for students to be skilled in reading comprehension to make them a success in their education. Students must be active in reading to catch the required points from the written texts. According to McNamara, (2007:111) reading comprehension is a product of complex interaction between the properties of the text and what readers bring to the reading situation. It is a strategy and process of making connection between ideas in the text material and the student’s mind or idea.

  Refering to the pre-observation in the classroom students still found problems in comprehending the report texts. The students fail to get the idea of the text, to find the reference, and to have expressions. Students often have problems to understand the content of the reading texts because they tend to do it individually. KNOW- WANT TO KNOW - LEARN offers the students to work in groups and to solve the problem in reading together as well as having fun in the learning process. Each student gives his/her opinion after having the title of the reading texts.

  To cope with these problems, the teaching process needs improvement to make the students comprehend the texts more easily. One of the appropriate techniques to stimulate students’ reading is through KNOW- WANT TO KNOW

  R

• LEARN. According to Jared and Jared (1997), KNOW- WANT TO KNOW - LEARN is also used as an organizational tool to enable students to identify known information about a given subject.

  One of the interesting strategies in teaching reading is KWL. It is intended to be an exercise for a study group or class that can guide you in reading and understanding a text. It can be adapted to working alone, but discussions definitely help. KWL gives students opportunities to activate their prior knowledge as they consider what they know about the subject, what they would like to learn (goal), and later, what they comprehend and learned. It is extremely important in influencing how we interpret what the students read and what they learn from reading a text. To read well, students need to access the knowledge they alrady have about the topic or make it availabke appropriately so that comprehension can occur. However, they have not had a detailed analysis of the effect of the combination of the three steps. They are K (what we know), W (what we want to find out) and L (what we learned and still need to learn) on encouraging and guiding passive students to participate in the lesson to improve their reading ability as well as speaking, listening even listening and writing. KWL is composed of only three stages that reflect a worksheet of three columns with the three letters (Willis; 133-134:2008), Table 1. Stages in KWL

  What we What we What we

  

Know Want to know Learned

  “ .... KWL gives students opportunities to activate prior knowledge as they consider what they know about the subject (prior knowledge), what they would like to learn (goal), and later, what they comprehend and learned. KWL activities chart a course for student goal-directed reading that can motivate comprehension. Students not only want to acquire the information they seek, but they are personally invested in seeing if their predictions and those of their classmates on the list of “What I think I know” are correct”. Students are trigged to know the topic they are discussing through every phase in KWL process. They collect the information in order to provide the knowledge for them and to be shared later in the group. Students present everything they have got in the discussion to answer the questions given to them in the previous. The last thing to do in KWL is to answer the questions from the topic given by the teacher, the students answer may be from the previous discussion they get in the prior discussion. KWL provide opportunities to students to learn something from the information they get directly from their environment (group of discussion). In this strategy,

  “K” stands for Know. This first stage may concern. Think first about, then list, what you know about the topic before reading. This advanced organizer provides you with a background to the new material, building a scaffold to support it. Think of it as a pre-reading inventory. The “think” that should be considered in “know” are brainstorm, before looking at the text, think of keywords, terms, or phrases about the topic, either in class or a study group. Record these in the “K” column of your chart until you cannot think of more. Engage the group in a discussion about what you wrote in the K column and organize the entries into general categories. “W” stands for “Will” or “Want”. This stage is to list a series of questions of what want to know more of the subject, based upon what is listed in “

K”, the steps to do in “K” are preview the text’s table of contents, headings, pictures, charts etc. Discuss what you want to learn

  List some thoughts on what you want, or expect to learn, generally or specifically. Think in terms of what you will learn, or what do you want to learn about this. Turn all sentences into questions before writing them down. They will help you focus your attention during reading. List the questions by importance. L stands for Learned the final stage is to answer your questions, as well as to list what new information have been learned either while reading or after finished reading. List out what are learnt as while reading, either by section, or after the whole work, whichever is comfortable for. Check it against the W column, what want to be learnt, create symbols to indicate main ideas, surprising ideas, questionable ideas, and those that is not understood.

  KWL charts assist teachers in activating students' of a subject or topic and encourage inquisition, active reading, and research. KWL charts are especially helpful as a pre reading strategy when reading expository text and may also serve as an assessment of what students have learned during a unit of study. The K stands for what students know, the W stands for what students want to learn, and the L stands for what the students learn as they read or research.

  Table 2. Topic: Horses K animal Where do they live? They live in the ranch.

  How and what do They eat grass and green/young leaves. W food they eat?

  Are they useful for We use it for stransportation, sports L benefit us? even meat. They also produce milk.

  An ideal time to use KWL is before the class starts working with expository text. Begin by modeling the use of a KWL. It is also important for the teacher to attach a picture of the object in front of the class. Place a transparency of a blank KWL chart on an overhead projector, and write the topic of the expository text at the top of the chart (Horses). Fill in the chart as you think out loud, describing your thought process. After completing the "Know" and "Want to Know" sections, read aloud a brief expository paragraph. Complete the "Learned" section of the KWL chart after reading the text, once again thinking out loud and describing your thought process. Willis (134: 2008) claims

  “To make this activity (KWL) more personal, students can first work alone to create their own K and W parts of the chart. After class discussion and creation of a class KWL chart that can remain up throughout the reading of the book or story, students can add the element of personal engagement through choice by adding to their personal lists the K and W statements and questions posed by classmates that resonate with their ow n brains”.

  To guide students in completing a KWL chart, choose another topic, place a blank KWL transparency on the overhead, and distribute a copy to each student. Allow the students to independently complete the "Know" section of the chart. As a class, share individual answers, brainstorm other ideas, and discuss responses. This allows students to benefit from their collective experiences, jog some prior knowledge, and reveal any misconceptions students may have. Students often believe they have factual information about a subject that is proven incorrect through reading, researching, and exploration. Be cautious about correcting students in the initial completion of the "Know" section of the chart as discovery of information often leads to long-term retention. Encourage students to correct their "misinformation" as they complete the "Learned" section of the chart, and model this strategy for them. Next, collect all information that is known, and fill in the "Know" section on the transparency based on student responses.

  Allow the students to independently complete the "Want to Know" section. Then share and discuss responses as a class. This is an excellent opportunity to model and to show students the value of inquiry. Having students form their own questions often results in longer answers, and provides an opportunity for you to help students ask good questions. Fill in the "Want to Know" section on the transparency based on student responses.

  Have students read the text independently, aloud, or in pairs, as appropriate. Then have students completed the "Learned" section independently. Ask students to share their findings, and have a discussion about the responses, encouraging students to elaborate on their answers. Be prepared to correct misinformation by referring to the text or by having students make a plan to find out if an idea is accurate. Discuss how their knowledge has changed as a result of reading or research, and encourage students to reflect on their learning. Fill in the "Learned" section on the transparency based on student responses.

  METHODOLOGY

  The design of this study is a classroom action research. Mc. Niff (1996:6) defines an action research as an intervention in personal practice to bring about improvement and it has a special kind of research problem. In conducting the classroom action research, the researcher used Kemmis and Mc. Taggart (1988) of which each cycle consists of four steps: planning of action, implanting of action, observing and evaluation analysis and reflection. The main steps are preceded by reconnaissance (or preliminary study), analysis and identification of problem as shown in Figure A. Based on the procedure as shown in Figure A, the first step is preliminary study and second step is planning of the action based on the basis of the findings in the preliminary study. Below is the model of the action research suggested by Kemmis and Mc. Taggart (1988) model cited in Burns (2010 :9).

  Planning: Reconnaissance: Analysis and Identification:

• Arranging the time
• Observing the

  schedule, to students’

• Analyzing the

  motivate students reading motivation of to read by using students to read

• Introducing the

  KWL importance of

• Analyzing the
• Preparing

  reading skill in students reading instrument for

  English reading strategy

• Determining the instrument Implementing (Action):

  Observing:

• Introducing the idea of improving reading skill through KWL
• To observe the vocabu
• Giving clear and detailed guidelines

  learning process using pictures - Guiding students in the reading learning process

  Reflecting:

• Discussing the activities happened in the UNSUCCESSFUL reading process using KWL in the classroom
• Reviewing whether the students Revising the plan: Based on the result of reflection, it is necessary for the teacher and collaborator to SUCCESSFUL revise the plan according to drawbacks found in the previous implementation STOP CYCLE 2

  Scheme of Cycles of Action Research by Kemmis and Mc. Taggart (1988) Place of Action Research

  Preliminary study was done before the researcher begin the action research during the teaching learning process to see what problem really existed during reading and learning process. It is done to Year - 9 students of SMP Negeri 1 Sungai Raya, Kabupaten Kubu Raya in academic year 2014/2015. By observing the students, the researcher found the activities of the students learning English. It shows that the result of the preliminary study on the students’ reading comprehension was far from what is expected and mostly could not reach KKM. Subjects of the Action Research. The subject of this study is the students of Class 9J. It has 32 students consisting of 15 male students and 17 female students.

  Time of the Action Research In this action research, the action has done two cycles, where each cycle consists

  th th

  of two meetings. The first cycle was conducted on 4 and 7 May 2015. The

  th th second cycle was on 11 and 14 May 2015.

  Collaborator

  Classroom Action Research is a collaborative study in which researchers in conducting research require collaborating colleagues (collaborators) they will help researcher to observe implementation of the action, that is to observe learning activities particularly on students' learning activities, the activities of teachers in the learning process so that the research data is to improve the learning activities of students and teachers in the learning process of enhance student’s reading comprehension.

  Together with researchers, the collaborator reflects the conclusion of each cycle or observations during an observation to obtain about all the things that support the success of the learning process as well. Reflection is to obtain the achievement of the desired learning outcomes and conclude whether the cycle was considered complete or should be continued in to the next cycle.

  This action research was conducted in two cycles that covered planning, action, observe and reflection every cycle. There was an improvement of the student’s behavior, student’s achievement on reading comprehension on report text and the teacher’s pedagogical implementation every cycle. The improvement of the student’s behavior, the student’s achievement and the teacher’s pedagogical knowledge reported as follow;

  The Implementation of Cycle 1 th

  The implementation of cycle 1 was conducted two meeting on Monday, 4

  th

  and Thursday, 7 May 2015. The participants of research were students from 9J of SMP Negeri 1Sungai Raya in academic year 2014/2015. Before the implementation of the cycle 1 the following activity was conducted.

  Planning

  Planning is the designed about the treatment gave to students in the classroom activity. In this phase the teacher did preparation about the strategy (KWL strategy), the lesson plan, and the measurement test.

  The researcher consulted with the English senior teacher about the situation of the year 9H students and the used of KWL strategy, the syllabus, the lesson plan and the measurement test. For the fulfillment of requirements of teaching planning, there are several instruments such as; teaching material and criteria of success. This stage includes identifying and limiting the topic (animal), reviewing related literature, classroom arrangement and developing a research plan. The lesson plan of the implementation of KWL strategy was done by the procedure; pre reading, whilst reading and post reading. The teaching learning process was started by opening activity and finished by closing activity.

  The planning of the action was discussed with the observer and senior English teacher at SMPN 1 Kubu raya before the implementation of the action research. The purpose of the discussion was to revise the unnecessary planning on the lesson plan and measurement test. It is included deciding the objective of the lesson, arrangement the classroom activity (pre activity, while activity and post activity) and also choosing the appropriate measurement test.

  Implementation of Action/Acting th th

  Action of cycle 1 was on Monday 26 October and Wednesday 28 October 2015. The action began at first period and second period (07:00 a.m to 08:20 a.m). The number of students who attended the action was 32 students, 1 observer observed the teacher’s pedagogical knowledge implementation, 1 observer observed the stud ent’s behavior and 1 person took documentation on the classroom activity.

  The implementation of the action research was done based on the lesson plan. At the pre activity, the teacher did an orientation, apperception and motivated the student to learn about the topic (Camel) and (dolphin) for the first and second meeting of cycle 1. At while activity, the students explore their existing knowledge about the topic, they discussed with their friend and wrote what they known (Column K), what they want to know (column W) and learn what they want to learn (column L). Moreover the students did an elaboration to complete the column of KWL related to the topic. In this phase the teacher gave an example of complete column of KWL about animal (camel and dolphin). The exercise was given by teacher in elaboration activity. In the confirmation activity the teacher and the students checked the student’s work and corrected the student mistake. At the post activity, the teacher gave the students a conclusion about the topic and reinforcement.

  Observation/Observing

  An observation was conducted by two persons; the first person observed the student ’s behavior and the second person observed the teacher’s pedagogical knowledge.

  The student’s observer observed the student’s behavior that focused on interest, attention, participation and presentation by giving checklist on the student’s observation sheet. There are four options available on each focused on the observation sheen. Example, if the observer gives checklist on interest and choose 4 mean that the students number 1 shown his/her behavior is very good, if the observer choose 3 mean that the student number 1 shown his/her behavior is good, if the observer choose 2 mean that the student number 1 shown his/her behavior sufficient and if the observer choose 1 mean that the student number 1 shown his/her behavior bad. In this case the students had to have scored at least 10 that classified having good behavior in learning English on reading comprehension on report text topic camel and dolphin through KWL strategy.

  Reflection/Reflecting

  Reflection is very significant for the enchantment of the second cycle. The feedback given by the students obtained from some informal interviews. The result of the observation indicates the progress in teaching and learning process and some weakness are found in the first cycle. The second cycle should be conducted to gain better result and handle the weakness in the previous cycle.

  In the reflection steps, the researcher and the collaborator shared, analyzed, and evaluated the information which were obtained from the classroom observation activities and the notes taken by the collaborator to get feedback on what had been done. This activity was done after the teaching process. The result of reflection was used to determine what should be done in the next cycles. At this point, the researcher reflects on, evaluate and describe the effects of the action in order to make sense of what has happened and understood the issue. It may decide to do further cycles of Action Research to improve the situation even more, because there were some student could not reach the target of learning reading comprehension through KWL.

Student’s behavior

  The implementation of cycle 1 was done based on the planning of the action, the teacher prepared the lesson plan, material for report text, student’s work sheet, observer’s sheet and collaborated with two teachers to observe the teaching learning activity. During the teaching learning process the researcher did warming up activity as an apperception by checking the students list, dividing the students into group of 4 to 5, telling the theme of the action (animal), strategy of KWL and motivating the student by asking the student about the animal around them. Then, in the main activity, there were exploration activity (pre-reading), an explanation how to fill KWL chart, Column K to write down what was in the know, W to write what they want and L to write down what has been learned during the learning process. In the group work, the students find the name of the teacher's image with confidence, and then write the column K what they already know about animals, plants, natural phenomena. And then in the column W write anything they want to know of a proposed message of the text and column L write anything that has been learn of the topic.

  In the while reading, involving the learners looking for broader and deeper information about the topic / theme of the material has been studied by applying KWL strategy. Read the report text 'Camel' with appropriate intonation and pronunciation. Alternately in the group reads the text aloud that the teacher prepared. Cooperate and tolerant find information from reading the contents of the newly read together.

  Based on the above description, the teacher and observer did a reflection to know the student’s behavior on the first meeting in cycle 1. It is concluded that the first meeting of cycle 1, the student’s work with their group smoothly active and showed their interest, attention, participation and presentation. So that the data of the observation is used to improve the learning activities of students and teachers on teaching read comprehension of report text by using KWL strategy.

  The observer looked carefully and check according to what it is. Below is the student’s behavior of first meeting on cycle 1.

  The Graphic 1. S

  

tudent’s Behavior in the 1

st Meeting of Cycle 1

  The figure above shown that there are 21 students or 65.62% of total participants were under expectation, they shown their behavior less motivates to study through KWL strategy. In short they were less interest, less attention, less participation and less presentation in learning reading comprehension through KWL. While there were 11 students or 34.37% shown their high expectation to study through KWL strategy and the result of achievement of the reading comprehension on report text. There was 1 student or 3.12% got perfect score. He showed his highest motivation among the students in the classroom activity. It is concluded that the student behavior in the first meeting of the cycle 1 is under expectation that because the students were less interest, less attention, less participation and less presentation of the

  2

  4

  6

  8

  10

  12

  14 implementation of the KWL strategy on reading report text. In other word, most of the students were shown their less interest and still not focus on.

Student’s achievement

  In line with the behavior of students, the results of student achievement was low. It can be seen from the results of the ability to comprehend the reading text of report text about camel using KWL strategy. B elow is the student’s achievement on reading comprehension of report text trough KWL strategy

  Student's Achievement on reading st comprehension in the 1 meeting of cycle 1

  34.29% passed did not pass 65.71%

  Diagram

  The diagram 1 , shown that the student’s achievement of the reading comprehension on report text through KWL strategy was 34.29% of the total participants in the classroom action research passed the minimum KKM (75) while 65.71% was fall, they were under KKM. Moreover the means score of the student’s achievement was 58.35, It is explained that in the first meeting of the cycle 1 the student’s achievement were very low. Based on the criteria of success it is classified poor. Moreover the students were less confuse of what the KWL is.

  In this case the students confused to fill the column of KWL; they were defending on the teacher’s guide. In short the students worked because of the teacher instruction and model.

Student’s achievement

  The achievement of the students on reading comprehension of report text also increase, it is in sequence with student’s behavior in learning activity. The student’s achievement can be seen in the following figure.

  The Students' Achievements on reading

  st

  comprhension of report text of the 1 meeting of cycle 2

  25% Passed Did not Passed 75%

  Diagram 2 . Student’s achievement on reading test using KWL strategy

  Based on the diagram above, the achievement of students on reading comprehension reached 82.19 or 75% of the total participants reached and passed the KKM (75) meanwhile 25% or 8 students did not reach the KKM of English lesson. This data was taken from student’s achievement on reading comprehension score. The achievement of the students were increased from 67.47 in the cycle 1 into 82.19 in the cycle 2. The improvement of the student’s achievement reached 14.72. In this case the highest score of the student’s achievement was 90 and the lowest was 70.

  Discussion

  The data shows that the use of K W L strategy in reading comprehension of report text can improve not only the students’ involvement in reading comprehension activities but also their reading score. Based on the lesson plan, students learn not only reading for understanding but also involving other activities such as listening to both teacher and other students, speaking to respond the teacher and student’s question, speaking in discussion or presentation, and writing summary of the reading text. Then, students also explore their thinking process for analyzing or evaluating information through analyzing text and discussion activities. According to Bell and Kahroff (2006) cited in kusiska (2014:77), the concept of learning lies on active learning concept that enable students to actively engage in understanding and acquiring skills and knowledge through teacher directed task and activities. Moreover Moreover, Harmer (2007:28) who claims

  “Effective teachers are well-prepared. Part of this preparation resides in the knowledge they have of the subject and the skill of teaching ”.

  The students enjoy the learning because the K W L strategy is new, interesting and challenging for students. The strategy allows students to learn how to Know what they has been known, the students Want to know what is to be known and the students Learned what has been known. Lewis and Hill (1992:2) who claim

  “students learn best when they are mentally relaxed. As humans learn their native language in the most natural way, they are welcome to the learning experience ”. Students learn best when students are mentally relax. In addition it is found that when students discover an idea from the text, they all try to find general information that covered the reading. Then, when students find an interesting idea according to their own perception, they try hard to engage their own interest and knowledge. Furthermore, when students write a question they still have from their reading, they explore their understanding of current knowledge from the reading which they relate to their background knowledge. In this regard, K W L strategy allows students to be active learners to do inquiry of the reading and active constructor of understanding of the reading comprehension on report text. Students become more confident to strengthen their understanding of the learning process. The students are motivated in the learning because the discussion is based on their ideas they found and brought to the class presentation.

  The concept of learning by K W L strategy in active learning above draws upon condition of constructivism learning theory. According to the constructivist model of learning which is stated in Pritchard and Woollard (2010:8) who clarify that learner can construct their own understanding of knowledge based on experience they have.

  In the group work achievement, student had their own ideas in K W L column that they can discuss in their group work to strengthen their understanding and share concepts. The idea of students working in groups work is supported by Burke (2011:88). Burke argues that group learning fosters not only creativity but also learning and comprehension. Although working in groups have advantages, but there are also times when problems arise. Beebe and Masterson cited in Burke (2011:88) state that sometimes some members in groups may rely on others to do work and it takes more time to work in a group than to work alone. Therefore, group work may create not only advantages but also disadvantages. Teacher as facilitator needs to consider whether group members aware of the learning objective and assign members with specific tasks or respo nsibility. The student’s achievement improves gradually from the cycle 1 to the cycle 2 because KWL strategy facilitated the student to apply mechanism of interactive reading process for understanding reading of report text. Students combine the reading both from bottom-up and top down process. By activities such as predicting, interpreting and summarizing the reading.

  CONCLUSION

  There was significant difference in reading comprehension achievement of report text between the students who were taught by using KWL strategy and those who were not. The KWL strategy fosters active learning through enabling instructors to better assess their students learning level, and instructing on the parts of both students and teachers. It also encourages students to develop effective reading skills. KWL Strategy is one of those teaching and learning strategies used mainly for information texts. Its goals are more diverse, it helps readers elicit prior knowledge of the topic of the text, set a purpose for reading, monitor their comprehension, assess their comprehension of the text, and expand ideas beyond the text.