IMPROVING STUDENTS’ READING COMPREHENSION USING KNOW WANT LEARN STRATEGY FOR THE SECOND GRADE STUDENTS OF SMP NU SURUH IN ACADEMIC YEAR 20152016 A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for Degree
IMPROVING STUDENTS’ READING
COMPREHENSION USING(KWL) STRATEGY FOR THE SECOND GRADE
STRATEGY FOR THE SECOND GRADE
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirement for Degree of English Education State Institute
SITI AISAH PUTRI JAMINA
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
IMPROVING STUDENTS’ READING
COMPREHENSION USING KNOW WANT LEARN
STUDENTS OF SMP NU SURUH IN ACADEMIC
STUDENTS OF SMP NU SURUH IN ACADEMIC
YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirement for Degree of Sarjana Pendididkan Islam Education Department of Teacher Training and
Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SITI AISAH PUTRI JAMINA
113 11 026
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
KNOW WANT LEARN STRATEGY FOR THE SECOND GRADESTUDENTS OF SMP NU SURUH IN ACADEMIC
Submitted to the Board of Examiners as a Partial Fulfillment of
Sarjana Pendididkan Islam (S.Pd.I)Teacher Training and Salatiga
TEACHER TRAINING AND EDUCATION FACULTY
(IAIN)
DECLARATION
In the Name of Allah, the Most Gracious, the Most Merciful.Hereby the researcher distinctly declares that this graduating paper is made by the researcher and it does not contain materials have been written or published by other people, except the information is from some references. In addition, t he
researcher is able to account to her graduating paper if in the future it can be proved
of containing others’ idea, in fact, the researcher imitates others’ graduating paper.Thus, this declaration is made by the researcher to be understood.
Motto
“The Best Way to Predict Your
Future is to Create it”
DEDICATION
This graduating paper is whole-heartedly dedicated to:
1. My Allah, the Most Gracious and Most Merciful
2. My beloved parents; Mr. Risman and Mrs. Siti Zulaikha, thanks a bunch for everything you gave to me, for your affection, education, pray, and hard work.
3. My lovely brother; Arthun Zulman Habibie and Muhammad Khoirul Anwar.
Thanks for your kindness, support, and guidance.
4. The English teachers of SMP NU Suruh who give chance for the researcher to interviewed them.
5. All my dearest friends Dyah Koes Windarti, Nur Alita Lisnawati, Niken Arina Kamalia and others.
ACKNOWLEDGEMENT
Alhamdulillahirabbil‘alamin, thanks to the Almighty Allah. Because ofHim, the researcher can complete this research as one of the requirements for getting the degree of Educational Islamic Studies (S,Pd.I) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2016.Secondly, peace and salutation are always given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success will not be achieved without support, guidance, advice, help, and encouragement from individual and institution, and the researchersomehow realize that it is an appropriate moment to give my deepest gratitude for:
1. Dr. RahmatHariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN)Salatiga
Suwardi, M. Pd, S. Pd,
2. Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D., as the Head of English Education Department
4. RifqiAuliaErlangga, S.Fil. M.Hum, as the research consultant who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this research from beginning until the end
5. All of the lecturers in English Education Department, who taught patiently, advised, motivated, and shared their experiences
6. All of the staffs who helped the researcher in processing of graduating paper administration Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the researcher is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.
th
Salatiga, 12 March 2016 The Researcher
Siti Aisah Putri Jamina
113 11 026
ABSTRACT
Jamina, Siti Aisah Putri. 2016. Improving Students’ Reading
Comprehension Using Know Want Learn (KWL) Strategy For the Second
Grade Students of SMP NU Suruh in Academic Year 2015/2016. A
Graduating Paper.Teacher Training and Education Faculty.English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Rr. Rifqi Aulia Erlangga S.Fil. M.hum. Keywords :KWL Strategy, Reading Comprehension
This study is intended to improve the students’ reading comprehension using KWL Strategy. The research answered these main questions (1)How is the implementation of using Know, Want learn (KWL) strategy to improve students’ reading comprehension for the Second Grade students of SMP NU Suruh in the academic year 2015/2016? (2) How is the result of using Know, Want learn (KWL) strategy to improve students’ reading comprehesion for the Second Grade students of SMP NU Suruh in the academic year 2015/2016? The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consisted of planing, action, observation, and reflection. From the result, the researcher found several findings on it. The result of this research is there is an improvement of students’ reading comprehension by using KWL Strategy. It can be seen from: (1) the students show active students’ participation, students pay attention to the material and shows enthusiastic in the reading activity. (2) the precentage of students’ mean score of pretest I is 33.33 %, posttest I is 64.1 %, pretest II is 79.49 % and posttest II is 100 %. (3) the mean of pretest I is 58.46 and posttest I is 68.97%, pretest II is 73.85% and posttest
II is 87.44. Thus, it can be concluded that there is significant improvement of students’ reading comprehension bu using KWL Strategy.
TABLE OF CONTENTS
TITLE ................................................................................................ i
DECLARATION ............................................................................... ii
ATTENTIVE COUNSELOR’S NOTE ............................................. iii
STATEMENT OF SERTIFICATION .............................................. iv
MOTTO ............................................................................................. v
DEDICATION ................................................................................... vi
ACKNOWLEDGMENT ................................................................... vii
ABSTRACT ....................................................................................... ix
TABLE OF CONTENTS ................................................................... x
LIST OF TABLES AND FIGURE ................................................... xiii
CHAPTER I INTRODUCTION A. Background of the Study .........................................................
1 B. Statement of the Problems ........................................................
5 C. Objectives of the Study ............................................................
5 D. Significance of the Study..........................................................
6 E. Limitation of the Study.............................................................
6 F. Definition of the Key Terms .....................................................
7 G. Review of Related Research .....................................................
9
H. Research Organization .............................................................
10 CHAPTER II
LITERATURE REVIEW A. Reading ....................................................................................
11 1. Definition of Reading ...................................................
11 2. Purposes of Reading .....................................................
13 3. Types of Reading ..........................................................
15 4. Techniques of Reading .................................................
18 5. Principles for Teaching Reading ...................................
20 B. Reading Comprehension ..........................................................
21 1. Definition of Reading Comprehension ..........................
21 2. Reading Comprehension Skill .......................................
22 3. Levels for Reading Comprehension ..............................
22 C. KWL Strategy (KWL) 1. Definition of KWL Strategy ..........................................
23 2. Procedures of KWL Strategy .........................................
25 3. Use of KWL Strategy in Teaching ...............................
26 CHAPTER III
RESEARCH METHODOLOGY A. Research Setting ......................................................................
30 1. General Description of Location .........................................
30
2. Subject of the Study ...........................................................
31 3. Research Schedule ..............................................................
31 B. Research Methodology .............................................................
32 1. Definition of Classroom Action Research ...........................
32 2. Procedures of CAR .............................................................
33 3. Techniques of Collecting Data ............................................
37 C. Analysis Data ...........................................................................
39 1. Descriptive Qualitative Technique ......................................
39 2. Statistical technique (Quantitative) .....................................
39 CHAPTER IV
RESEARCH FINDING A. Research Finding ................................................................
42 1. Implementation of Using KWL Strategy ......................
42 2. Result of Using KWL Strategy ....................................
56 CHAPTER VCLOSURE A. Conclusions ........................................................................
62 B. Suggestions ........................................................................
63 REFERENCES
APPENDICES
LIST OF TABLES AND FIGURE
Table 2.1 : KWL Instructional Scheme ...........................................................27 Table 3.1 : Research Schedule ............................................................................
31 Table 4.1 : The result of pretest and posttest cycle 1 ......................................
47 Table 4.2 : The result of pretest and posttest cycle 2 ......................................
52 Table 4.3 : The result of pretest I, posttest I, pretest II and postest II ...........
57 Table 4.4 : The Mean of Students’ Scores ........................................................
59 Figure 3.1 : Model of Action Research ....................................................... 34
CHAPTER I INTRODUCTION A. Background of the Study Language is avery important thinginour life. Bylanguage,
wecancommunicate with others. In the era of globalization, almost all done with instant, indirectly we will go in the modern world. So that we do not fall behind, we have to master the language used. English is the universal language that is used by almost all countries as a first language or the second, you could say this is a global language or Englishhas beenchosenas an international language. English is an important language that should be understood by everybody in the world. Learn English is as preparation when we will move toward globalization life. As a means of global communication, English must be actively controlled both oral and written.
English is one of the subjects in school. It has become one of subject in curriculum. Every school can develop it, especially in formal education. . According to Catherine (1996: 11) quote by Purniati (2014: 1)There are four language skills in English, namely speaking, listening, writing and reading.The fourthskillsare veryinfluentialin learninglanguages, especially English. One of the ways to improve English ability is reading. Reading is one of the language skills that should be mastered by students.
According to Moreillon (2007:10), reading is alanguage skillthat aimsto understand theideas,and feelingsin the text. In the process ofreading thestudents will experiencethe process ofthinking tounderstandhis ideaswidely. Theprocess of readingis relatedto do withfactorsdevelopmentthinking, based ontheexperience. The experiencecan beobtained throughlistening,observationanddiscussion.
Brown as quoted Somadayo (2011 : 2) explained that, reading is an appropriate means to promote a lifelong learning (life long learner). By teaching children how to read, means giving the child a future, that gave a technique, how to explore the world wherever he chose and gave the opportunity to achieve his goal.
In reading, the students need comprehension skill. According to Chaterine (2002:11), readingcomprehension is defined as the level of understanding of a written language. Itis the process of simultaneously extracting and constructing meaning throughinteraction and involvement with a written language. Reading comprehensionis called as the result from an interactive process between the reader and thetext. the students should have well understanding and comprehending thecommunication through the reading. In general, the aim of teaching reading isto develop the students’ ability in reading the material, getting information andunderstanding the text.The students who does not master enough English vocabulary tends to facedifficulties when comprehending new reading materials.It means that readingcomprehension is very important and many students get problem in readingcomprehension.
In teaching reading, teacher must be patient and have to write a note in teaching learning process. The teacher should make a good technique to make students easier to understand in reading English. In this way teacher has an important role because teacher is a key of teacher in teaching learning process. According to Robb (2013),to improve students’ ability in comprehending texts, the teacher must help thestudents change their inefficient reading habits as reading word by word, focusingtoo much attention on the form and relying heavily on dictionary.
Therefore, theactivity that the teacher applies in the class takes an important role. English teacher has to know the strategies in order to get better result in learning. Besides, the teachers have to know about the strategies or models which must be used to guide the students. Strategies are ways for learners to solve problems encountered in constructing meaning in any context. The teacher who has important role must guide the students to have creativity in classroom. If the strategy is not suitable with situation in the class,the teaching and learning will not be successful.
From the discussion above, to improve students’ comprehensionin the reading text needs an appropriate strategy for helping them as a solutionfor their problems. In this case, the researcher wants to apply a strategy that canhelp the students for better understanding in reading. The strategy is calledKnow, Want, and Learn (KWL) Plus Strategy.
According to Ogle (1986:565), there are 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. The KWL (Know, Want and Learned) technique can help the teachers engage their students from beginning of a reading lesson by activating prior knowledge and keep students interested, which is very important as they think about what they have learned.
According to Johnson (2011) ,compare to traditional method which is usually monotone, the students only read and review the entire text but that been improve in KWL strategy because KWL strategy divided the main point of the text into three part; K, W and L. It makes the students more clear about the information and elaborate with their own knowledge. Traditional method also make the students have a less motivation to be active questioners, read for specific purpose and reflect following reading about whether the purpose was met. But KWL strategy can help the students to increase their motivation, access what they know, decide what they want to learn and whether it is likely to be in the passage, and decide what yet needs to be done after reading.
Related to the background above, the researcher thinks that the existenceKnow Want Learn (KWL) strategy in that school can be one of the ways indeveloping students’ reading comprehension. Therefore, the researcher is interested in carrying out theresearch entitled: “IMPROVING STUDENT’S READING COMPREHENSION USING
KNOW WANT LEARN (KWL) STRATEGY FOR SECOND GRADE OF SMP NU SURUH IN THE ACADEMIC YEAR 2015/2016”
B. Statement of the Problems
Based on the background of the study above, this research is aimed to giving answer of the following problems:
1. How is the implementation of using Know, Want learn (KWL) strategy to improve students’ reading comprehension for the Second Grade students of SMP NU Suruh in the academic year 2015/2016?
2. How is the resultof using Know, Want learn (KWL) strategy to improve students’ reading comprehesion for the Second Grade students of SMP NU Suruh in the academic year 2015/2016?
C. Objectives of the Study
Based on the statements of the problems above, the intentions of the research are as follow:
1. To find out the implementation of using Know, Want learn (KWL) strategy to improve students’ reading comprehension for the Second Grade students of SMP NU Suruh in the academic year 2015/2016?
2. To find out the resultof using Know, Want learn (KWL) strategy to improve students’ reading comprehension for the Second Grade students of SMP NU Suruh in the academic year 2015/2016?
D. Significance of the Study
This research is concerned with improving reading comprehension using KWL strategy. The researcher hopes that the reasearch will be useful. Related to the target of this research, research have two significant, such as theoretically and practically.
Theoretically, the result of this study is expected to be able the skill of teachers by using KWL strategy to improve student’s reading comprehension. As reference to other researchers who want to study think aloud strategy more intensively in teaching reading.
Practically, the result of this study is suggested to apply the KWL strategy to improve the students’ competence in reading comprehension.
The use of KWL strategy to learn reading comprehension can make the students are easier to understand in doing their tasks associated with the reading materials.
E. Limitation of the Study
In this research restricted of using Know Want Learn (KWL) to improve student’s reading comprehension for the second grade students of SMP NU Suruh in the Academic Year of 2015/2016 at the first semester.In order to make a focus in this research, especially in the explanation, the researcher limits the study as follows: 1. The research is limited in using KWL Strategy.
2. The research is limited in improving reading comprehension.
3. The research is carried out to the second grade students in SMP NU Suruh.
F. Definition of the Key Terms
The terms in this investigation is used to avoid the misunderstanding among the readers. To make it quite clear in comprehension the study therefore there are some key terms such Improve, student, reading comprehension, using, Know Wont Learn (KWL) Stategy, and SMP NUSuruh.
1. Improve Improve is the process of becoming or making something better (Oxford University Press, 2008 : 222).
According to Homby(1995:586) as quote by Ratminah (2014: 6) Improving is the way to make something better.
2. Student Student is a person who studying at a college or university or any person interested in a particular subject (Oxford University Press,
2008 : 440).
Student is a person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student. ( http://www.brainyquote.com )
3. Reading Comprehension Reading comprehension is widely agreed to be not one, but many things. At the least, it is agreed to entail cognitive processes that operate on many different kinds of knowledge to achieve many different kinds of reading tasks. Emerging from the apparent complexity, however, is a central idea: Comprehension occurs as the reader builds one or more mental representations of a text message.
(Kintsch & Rawson, 2005) We define reading comprehension as the process of simultaneously extractingand constructing meaning through interaction and involvement with writtenlanguage. We use the words extracting and constructing to emphasize both theimportance and the insufficiency of the text as a determinant of reading comprehension.
4. Know Want Learn (KWL) Strategy The KWL strategy represents what students know about a given topic, what they want to know about the topic, and what they have learned about the topic. KWL strategy was created to enhance reading comprehension in content areas. All three parts of the technique focus on a different aspect of student’s individual learning style. KWL strategy is also used as an organizational tool because it allows student to identify known information about a given subject. (Jared and Jared, 1997)
KWL strategy is one method of teaching reading that emphasizes the importance of background knowledge of the reader.
Where most of the educators in the field of knowledge ignore background and interests of readers. KWL method consists of three steps, namely the step K What I Know (what I know), step W- What I Want to Learn (what I want to learn), and step L What I Learned (what I have learned ). KWL is developed to know the framework teachers to determine students' abilities
G. Review of Related Research
In this thesis, the researcher review several research papers from the previous researches. The first was conducted by Ulil Hidayah in title “The Use of Paired Story Telling Technique to Improve Students’ Reading
Comprehension (A classroom action research of second grade students of SMPN 9 SALATIGA in the academic year of 2012/2013)”. In this Thesis
Ulil Hidayahexplained about the using of Paired Story Telling Technique in SMPN 9Salatiga. She draws the conclusionthat using paired story telling technique, the students can comprehend the text and reconstruct the story after listen and read the text in pair then they reveal it in front the class. In addition, the students’ cognitive skill can grow by reconstruct what they have read in the passage into their own sentence.
In the other side, Dedy Khisbullah in his thesis “Improving the Students‟ Reading Comprehension through Retelling Technique
(Classroom Action Research at the Third Year Students of MA Mir‟atul Muslimien Grobogan 2012)”. The result of this study isthe improvement of the students‟ reading comprehension is significant after the students got reading instruction by retelling technique.
H. Research Organization
In this section, the researcher will discuss some parts of research organization. The research consists of five chapter. Chapter I present background of the study, statement of the study, the objective of the study, significance of the study, the limitation of the study, the definition of terms, and Research Organization. Chapter II is the theoretical review of the research. Chapter III discuss about the research methodology, it consists of research method, research schedule, the collecting data, technique of analysis data, and the profile of the school. Chapter IV is the result and the analysis of the research. It consists of the data presentation, discussion, the analysis of the data, and the summary of the research.
Chapter V is closure that consists of the conclusion and suggestion. The last part of the research is the bibliography and appendix.
CHAPTER II THEORETICAL FRAMEWORK A. Reading
1. Definition of reading Reading is an activity that gives more information to the reader.
Reading is not passive activity but an active process in which readers relate information in the text to what they already know. According Linda (2005:6), Reading is a complex process involving a network of cognitive actions that work together to construct meaning. Reading is an interactive process that goes on between the reader and the text, A reader in reading term will use his knowledge, skills, and strategies to determine what the texts is. It means, the reader tries to recognize the words he meets in print and finds the meaning of the written text. So, reading brings a maximum of understanding to the author’s massage.
According to Mukhroji (2011:57) readingisthe process of translatingthewordsspokenwhenbeginningto learn to read. Reading refers to theprocess ofreadingwordsprintedintoa statement similar tospoken languageeithersilentlyor out loud. Readas a translatorwho hasthe meaningassymbolsprintedverbalwritten. This meansthat thereadingis the resultofthe interactionbetween theperceptionof graphic symbolsandthe ability ofthe readertounderstand theknowledge ofthe world. In this processthe readertryingtocreate meaningintended by the author.
Rumelhart as quoted by Mukhroji (2011:57) states "reading is the process of understanding written language. Since reading is a process, from seeing the surface linguistic representation and end up with certain ideas or meaning of the message intended by the author". Reading involves the interaction between the mind and language. This means that the reader obtains some information and ideas, attitudes and confidence in the results read.
In addition, Heilman, Blair, & Rupley (1981: 2) argue that the reading can be defined as a thinking process and it can be a communicative skill. They also define the reading is an interacting process with the language in the printed page. This printed page should be understood and the reader should be able to express in oral form. In the short sentence, they defines that reading is a language process.
However, basically the nature of reading is difficult to be defined as in the process of reading exactly. This can be pointed out in many views.
Based on explanation above, can be concludes that reading is a process to convey the message or information. By reading, the reader will know what they read and challenged to response the ideas of the researcher. In order to make the messages or information that comes from the researcher can be understood and comprehended easily by the reader.
2. Purposes of Reading
The purposes of reading described by Grabe (2009:7-10) names six academic purposes for reading. He said, “When we read for different purposes, we engage in many types of reading, particularly in academic settings”. All these purpose require necessary skills in order to be accomplished efficiently. These purposes include:
a. Reading for information To seek information can combine scanning (identifying a specific graphic form in the text) and skimming (to search information the reader has to build a simple quick understanding in the text) b. Reading for quick information (skimming)
Skimming is used the readers when they need to read many texts. Then, they want to determine what a text about and choose one text to focus more attention. They don’t need to read all the materials. They just want to know some material in details.
c. Reading to learn Reading to learn is happened in campus and professional settings. The readers not only seek information but also keep in the main information. The expectation of reading to learn is put the ideas into long-term memory.
d. Reading to integrate information
The type of reading to integrate information is the readers need to synthesize and identify the different parts of long texts.
They are expected to keep the ideas into long-term memory and create their own understanding about information.
e. Reading to evaluate, critique, and use information In the academic setting, readers need to read many texts and give critique or suggestion. It is more complex than reading to integrate information.
f. Reading for general comprehension Reading for general comprehension is the most common purpose for reading among fluent readers and it is the default assumption for the term reading comprehension.
3. Types of Reading
According to Harmer (2001: 210-213), reading consist of two kinds. These are: a. Extensive Reading
The importance of extensive reading is the development of students’ word and their improvement as readers overall. It is not enough to tell students to read much, teacher should offer some of programs such as appropriate material, guidance, tasks and facilities such as portable libraries of book. The types of extensive reading involve: 1) Extensive reading materials
One of major conditions of successful extensive reading programmer is the students should be reading material which they can understand. If they understand every word, they find hard information in reading.
2) Setting up library In order to set up an extensive reading programmer, librarian should create library with suitable books. Although it is look expensive to spend money but students will get good information through various suitable books. Thus, the school and institution have to provide fund or raise money through other sources.
3) The role of the teacher in extensive reading programmer Most of students will not do a lot extensive reading by themselves unless they are encouraged to do by their teachers.
Teacher persuades the students about the advantage of extensive reading. Teacher can organize reading programmer where they indicate students of how many books teacher expect them to read over a given period.
4) Extensive reading task Students should be allowed to choose their own reading texts by following their own likes and interesting, they will not reading the same texts at once, because teacher want to prompt students to keep reading and encourage them to revise on their reading.
b. Intensive Reading In order to get students to read enthusiastically in class, teacher should be create interest in the topic and tasks. There are many ways for teacher when asking students to read intensively include: 1) Organizer
In the organizer, teacher should tell students exactly what their reading purpose or goal and give them clear instruction about how to achieve it and how long they have to do this in the classroom.
2) Observer Teacher asks students to read on their own and give them space to do. It is means restraining from interrupting that reading, although it may need more information or instruction. When students read, teacher can observe their progress to know about how they do individually and actively.
3) Feedback organizer After students have finished the task, teacher can provide feedback session to check how far they have completed the task by having them compare their answer in pairs and ask them to answer in pairs. By sharing their knowledge, they share responsibility for their answer.
4) Prompter When students have read a text, teacher can prompt them, to notice language features in the text. Teacher as controllers, direct them to pay attention about features of text construction and clarifying ambiguities.
c. Aloud Reading Readingaloudis alsoimportantin teachingEnglish.Teachersshouldknowthat thetrainingof reading aloudshould begiven to thestudentsa basic levelbecause it is abasicword pronunciation. Whatcanteachersdo toteachbetterandeffectively readas follows:
1) The materialpresent beforethe studentteachershould be in accordancewith theprior knowledge ofstudentsor relatedto their own experience. 2) Teachersshould emphasize onstresslearners. 3) Teachersshould be carefulwhenreading processis going on.Ifany errorsmadeby learners, will correcta friendly manner.
4) Teachersshould be concernedaboutall studentsandalso pay attentionto thedirection ofweakreaders.
5) The materialin accordancewith the level ofthe reader, so thatthe readercanunderstandit very well andsayverygood. d. Silent Reading Silentreadingisan important skillin teachingEnglish.Teachersshouldmake them readsilentlyandwhenthey areable to readwithoutdifficulty. Itwillbe thehabitof studentsto be active insilentreading. Teachingreadingis a skillthat isvery important because thisisthe beginningstageof students' knowledge. Howcanteachersmaketeachingreadingquietlyeffective reading: 1) The teacher has to tell aboutthe first topicto students, shouldmotivate learners.
2) Teachersshould not allowstudents tomutterwhen reading. 3) The subjectshould be interested inreading material.
4. Technique of Reading
According to a Wright (1999:159) there are some techniques of reading, such as: a. Skimming
Skimming is building a simple quick understanding of the text allows a reader to search for information. Skimming also used for a variety of other reasons. We skim when we want to determine what a text is about and whether or not we want to spend more time reading it. We skim when we are expected to read a more difficult text so that we have a sense of where the text will lead us and what we may need to know to understand it. We skim when we need to work through many texts and want to make decisions about which texts to focus more attention.
b. Scanning Scanning is a technique of reading to get the information without reading the others so directly to problems are looking, namely the specific facts and specific information. During the eyes move quickly to see the whole material of reading, the reader does not absorb the meaning but just to recognize that things are looking, it clearly seems as if in bold. In daily life, reading scanning is performed to find a phone number, look for the word in a dictionary, look for an entry in the index, look for statistics, and see the schedule of television broadcasts. Thus, scanning is a technique to read quickly to get the information without reading the others.
c. Extensive Reading Extensivereadingis a processthatwas widelyread, that readingvariousand diverseandtime usedquickly andsimply.Extensivereadinggoalisto understand theessentialcontentofthe reading materialata time of rapidand brief.
For example, reading novel, newspaper, and short story.
d. Intensive Reading Intensive reading is to read with comprehension to find the main ideas in each paragraph, understanding the ideas manuscript of the main ideas to the ideas of descriptors. The benefits of intensive reading, that are readers master the content of the text, written for readers to know the background of the text, and the reader can have a longer memory related to the content of the text.
5. Principles for Teaching reading
According to Harmer (2001: 70)the principle of reading instruction includes: a. Reading is not a passive skill. It is means that an active activity. To be successful in reading, students have to understand what the words mean, see the picture the words are painting, understand the arguments and work out if we agree with them.
b. Students should to be engaged with what they are reading. In lessons students who are not engaged with the reading text and they are not actively interested in what they are doing. Which it is not useful for them c. Students need to be encouraged to respond the content of a reading text not only in language. It is significant to study reading text for the way they use language, the number of paragraphs they contain and how many times they use relative clauses.
d. Teacher should match the task with the topic. By deciding about what reading text the students are going to read. Moreover teacher needs to choose good reading tasks, the right kind of questions, engaging and useful puzzle etc. e. As good teacher, they should exploit reading text completed. They integrate the reading text into interesting class sequences, using the topic for discussion, further tasks, using the language for study and later activation
B. Reading comprehension
1. Definition of reading Comprehension
Dechant (1982:311) said that comprehension includes the correct association of meanings with word symbols, the selection of the correct meaning suggested by the context, the organization and retention of meanings, the ability to reason one’s way through smaller idea segments, and the ability to grasp the meaning of a larger unitary idea.
It is very important to talk about reading comprehension. Reading comprehension is very importance for everyone who wants to enlarge their knowledge and information. Sometimes some learners feel difficult to comprehend the text that they have read, so they get nothing from the text. So the teachers have to be more concern about the problem.According to Chaterine (2002:11) reading comprehension defined as a process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension.
In conclusion reading comprehension is a complex activity where the reader can get knowledge from the text both of information or message and new vocabularies; furthermore, to understand text the reader need to find out the meaning or the correlation between the sentences that establish in the whole text. They can retell again the information that they have read depend on their knowledge, culture and background.
Finally, there are a lot of benefits that the reader can get from reading. If we read a lot of books, magazines, articles, and many things you can get a lot of knowledge and information from it.
2. Reading Comprehension Skill
According to Khoiriyah (2010:2) to make it easy to understand the text or materials of reading, you need some reading skills. There are various of reading skills. These skills can help you understand and remember what you read. They are: a. Recognizing the letters of alphabet
b. Reading group of letters as words
c. Understanding the meaning of punctuation
d. Understanding the meaning of vocabulary items
e. Understanding the grammar of a sentence
3. Levels for Reading Comprehension
According to Heilman, Blair and Rupley (1961: 246), there are three levels of comprehension. They are: a. Literal Comprehension
Literal comprehension is an understanding the ideas and information explicitly. The abilities of literal comprehension consist of knowledge of word meaning, understanding of grammatical clues and understanding of grammatical clues.
b. Interpretative comprehension Interpretative comprehension is an understanding of ideas and information not explicitly. The abilities in interpretative comprehension involve inferring factual information, summarization of story content and understanding the author’s purpose and attitude.
c. Critical Comprehension Critical comprehension is process analyzing, evaluating, and personally reacting to information. The abilities can be presented below: 1) Personal reacting to information in a passage indicating its meaning to the reader.
2) Analyzing and evaluating the quality of written information in terms of some standards.
C. KWL Strategy (Know, Want, and learned)
It will described about the definition of KWL strategy, the procedures KWL strategy, and The Use of KWL Strategy in Teaching Reading.
1. The Definiton of KWL Strategy
According to Ogle (1986:565), K-W-L forthreebasic cognitivemeasuresneeded: access towhat Iknow, decide whatIwantto learn, and remember whatI Learnas a result ofreading. To performthese steps, teachers shouldteachstudentsclearly, andteachersprovide aworksheet for eachstudentduringthis process.
There aresomeexperts explainthe definition ofKWLstrategy. According toMcKenna(2002: 90), KWLis a strategyin whichstudentssettheir own goalsfor thereadnonfiction. Students aremore activein the learning processas theydeterminetheirownlearning goals. It also confirmsfor studentsthatreadingis athinking processandthere are stepstotakewhen trying to understandsomething new.
Moreover, Hassard (2011:77), KWL strategy is an active reading strategy prepares students to make predictions about what theywill be reading, as well as engaging them withother students in a discussion of the content ofthe topic. It means students asked to predicttheir knowledge about the topic that given by teacher and share or discuss it with their friends.
Based on experts’ explanation above can be concluded that KWL is a strategy used to encourage students to be more active. This strategy is done by preparing students to make predictions about what they read, so the teachers can also predict their knowledge about the topic given. Students start to write everything they know about the topic of the text. This is done in order to make students think about what they know and what they do not know, so that they can explore what they have learned. Students asked to predict their knowledge about the topic that given by teacher and share or discuss it with their friends.
2. Procedures of KWL Strategy
There are some procedures KWL strategies that can be implied in the teaching of reading. According to Crawford et al (2005: 23) says KWL steps are:
a. Begin by naming the topic, and ask students to think about what they already know about it.
b. Chart K-W-L on the board or on paper charts.