THE EFFECT OF USING TEAMS KNOW-WANT-LEARN STRATEGY ON STUDENTS ACHIEVEMENT IN READING DESCRIPTIVE TEXT.
THE EFFECT OF TEAMS “KNOW-WANT-LEARN”
STRATEGY ON STUDENTS’ ACHIEVEMENT
IN READING DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
PUTRI SRI REZEKI SIREGAR
Registration Number. 2103321032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Siregar, Putri Sri Rezeki. 2103321032. The Effect of Using Teams “KnowWant-Learn” Strategy on Students’ Achievement In Reading Descriptive
Text. A Thesis. English Department. Faculty of Language and Arts. State
University of Medan. 2014.
The aim of this study is to discover the effect of applying Teams “K-W-L”
strategy in reading descriptive text. Experimental research design is used as the
research method. This research took place at SMP N 1 SIANTAR
NARUMONDA. There were 2 classes chosen as the sample with 30 students in
each class. The classes were divided into two groups namely experimental and
control group. The experimental group was taught by using Teams “K-W-L”
strategy and control group was taught by using conventional method. The
instrument was used to collect the data was a set of multiple choice tests, which
was divided as pre-test and post-test. The result showed that t-test was higher than
t-table (4,53 > 2,00) at the level of significant 0,05 with degree of freedom (df)
58. It means that hypothesis alternative (Ha) is accepted which show that Teams
“K-W-L” strategy significantly effected on the students achievement in reading
descriptive text. It was proved since mean score of experimental group is 74,83
higher than mean score of control group is 63,33. So, English Teacher are
suggested to use Teams” know-want-learn” Strategy in order to improve students’
achievement in reading descriptive text.
Keyword: Teams “Know-Want-Learn” Strategy, Reading Descriptive Text.
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest thank to
Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that
have been given to the writer’s life especially in enabling her to complete her
thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at the
English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have been completed because of the help, support,
advice, guidance, comments and suggestions from several people for which the
writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M,Hum, the Dean of the Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Department and her Reviewer and her Thesis Consultant.
Dra. Meisuri, M.A, the Secretary of English department
English Department and also her Reviewer and Examiner.
Dra. Masitowarni Siregar, M.Ed, the Head of Education Program of
Rafika Dewi Nasution, S.Pd., M.Hum, her Thesis Consultants.
Reviewer and Examiner.
Drs. Muhammad Natsir, M.Hum, her Academic Advisor and as her
Drs. Johan Sinulingga, M.Pd, her Reviewers and Examiner.
Kepler Debataraja, S.Pd., M.M, as the Headmaster of SMP Negeri 1
Narumonda, the English teacher, Miss Batubara and students of class
VIII-A and VIII-B.
Bahrum. and Dermawati, her beloved parents, for their endless love,
pray, support, motivation and also advices in finishing her study. Her
special thanks to her sister and brother, for his pray, love, encouragement
ii
and motivation. Her gratitude is also expressed to all of her families, for
their support, motivation and advices.
Her beloved best friends ever (Titin, Miranda, Hamidah, Rhidona
Komala, Melinda), the most reliable friend one she could have. They are
there for her in so many ways.
Her classmates in English education 2010 in class C Extension class;
Putri Rahayu, Eka Desi, Ayu Wulandari, Winda, Yohana, Dahlia,
Rafika, Vandy And Saddam, for helping, friendship, kindness, during
spending the time in State University of Medan.
To all whose named cannot be mentioned one by one, she would like to
say thanks a lot.
The writer hopes this thesis will be useful for those who read it, especially
for the students of English Department.
Medan,
January 2015
The Writer,
Putri Sri Rezeki Siregar
iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I INTRODUCTION..........................................................................1
A. The Background of Study ............................................................................1
B. The Problem of Study ..................................................................................3
C. The Scope of Study ......................................................................................3
D. The Objective of Study ................................................................................4
E. The Significance of Study ............................................................................4
CHAPTER II REVIEW OF LITERATURE ......................................................5
A. Theoretical Framework ................................................................................5
1. Reading ....................................................................................................5
a. Aims of reading ..................................................................................5
b. Reading Comprehension .....................................................................7
c. Teaching reading ................................................................................8
d. Levels of Reading Comprehension ..................................................10
e. The Assessment of Reading Comprehension ...................................11
2. Students Achievement in Reading ........................................................12
3. Kind of Text ..........................................................................................13
a. Descriptive Text ................................................................................15
4. Strategy ..................................................................................................17
a. Know-Want-Learn Strategy ..............................................................19
b. The Procedure of Using K-W-L .......................................................21
c. Teams ................................................................................................23
B. Conceptual Framework .............................................................................24
C. Hypothesis ..................................................................................................25
CHAPTER III RESEARCH METHODOLOGY .............................................26
A. Research Design .........................................................................................26
B. Population and Sample ...............................................................................27
1. Population ..............................................................................................27
2. Sample ...................................................................................................27
C. Instruments for Collecting Data .................................................................27
D. Scoring System ...........................................................................................28
E. Procedure of The Research ........................................................................28
1. Try out ...................................................................................................28
2. Pre-Test ..................................................................................................29
3. Treatment ...............................................................................................29
4. Post-Test ................................................................................................31
F. Validity and Reliability of Test ..................................................................31
1. Validity of the Test ................................................................................32
2. Reliability of the Test ............................................................................32
G. The Technique for Analyzing Data ............................................................33
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ..................35
A. The Data ....................................................................................................35
B. Data Analysis .............................................................................................36
1. Analyzing the Data using t-test ............................................................36
2. Testing Reliability of the test ...............................................................37
3. Testing Hypothesis ...............................................................................39
C. Research Finding .......................................................................................39
CHAPTER V CONCLUSION AND SUGGESTION .......................................40
A. Conclusion .................................................................................................40
B. Suggestion .................................................................................................40
REFERENCES ....................................................................................................41
APPENDICES .....................................................................................................43
LIST OF TABLES
Table 3.1 Research Design of the study .................................................................26
Table 3.2 Teaching Procedure in Experimental Group ..........................................29
Table 3.3 Teaching Procedure in Control Group ...................................................31
CHAPTER I
INTRODUCTION
A. The Background of the Study
English proficiency consists of four skills, namely listening, speaking,
reading and writing that should be achieved by the students who learn English.
Reading is one of the most language skills in learning language. Reading is also
something crucial and indispensable for the students, because the success of their
study depends on their ability to read. Reading is a means of language acquisition,
of communication, and of sharing information and ideas. Like all language, it is a
complex interaction between the text and the reader. Reading is the window of the
world because it is an important tool for people to access information.
Reading is the ability to draw meaning from the printed page and interpret
the information approximately (Grabe and Stoller, 2002:9). It is an active
cognitive process of interacting with print and monitoring interpretation or
understanding to establish meaning by giving test. The main purpose for reading
is to comprehend the ideas in the material. Without comprehension , reading
would be empty and meaningless.
Based curriculum (KTSP) (2006) Junior High School students should be
able to comprehend the meaning of the text in form of recount, narrative,
procedure, descriptive, and report in the context of daily life. It can be concluded
that it is very important for students to master reading comprehension in order to
enable them to get success in reading learning process.
Based on the researcher’s experience in doing PPL (Teaching Training
Practice) in Junior High School, precisely when she taught reading, she found
many students could not pass the Minimal Competences criteria (Kriteria
Kententuan Minimum/ KKM) applied by the school in English Subject. Their
Score in two semesters are, as follows;
Semester
KKM
1st Semester
2012/2013
Score
Percentage
< 70
Students
32 Students
≥ 70
8 Students
22.2
< 70
29 Students
62.7
≥ 70
11 Students
33.9
Mean
74.7
50.9
70
nd
2 Semester
2013/2014
54.5
There are some reasons that to be case, such as students would get bored
easily if the material was reading because it took a long time to be able to
comprehend the text as a whole. They thought that they should open dictonary to
translate word by word into Bahasa in order to know the content of reading and
then would be able to answer all the tasks. Futhermore, the teacher also uses the
traditional strategy from time to time: read, find out difficult words then answer
the question.
Now, to solve the problem above, the writer would like to conduct a
research by applying Teams “KWL (Know-Want-learn)” strategy to overcome the
problem.
Teams “Know-Want-Learn” strategy enable students to explore what they
know, what they want to know, what they learn about a topic. By this technique,
students activate their background knowledge, predict about the information they
expect to find in the reading material, and take notes related to the information
gained. Each of these tasks supports their comprehension as they prepare to read,
as they read, and after they read. The researcher focus on teams ‘Know-WantLearn’ strategy in affecting students’ reading comprehension, especially in
descriptive text.
B. The Problem of the Study
Based on the background of the study, problem of the study is formulated
as follow: “Is there any significant effect of teams “Know-Want-Learn” strategy
on the students achievement in Reading Descriptive Text?”
C. The Scope of the Study
The scope of the study is limited on investigating second year
students’achievement of junior high school in teaching reading comprehension by
using teams “Know-Want-Learning” strategy. The text used for teaching the
reading comprehension is descriptive text.
D. The Objective of the Study
The objective of this study is to find out whether the K-W-L strategy
affects in teaching reading comprehension.
E. The Significance of the Study
The findings of the study will give much contribution to the following
significance:
1. It suggested, that English teacher to apply know-Want-Learn strategy in
teaching reading descriptive text.
2. In teaching English as foreign language it is very affective, efficient and
communicative in learning English.
3. For those who are interested in conducting the research of the same field
and subject matter.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was concluded that the using of Teams
“Know-Want-learn” strategy significantly affects the students’ achievement in
reading descriptive text, since the t-observed higher than the t-table (
> 2,00;
df=58, α=0,005). It means the null hypothesis (Ho) was rejected and alternative
hypothesis (Ha) was accepted because there was significant effect of applying
Teams “Know-Want-learn” strategy on students achievement in reading
descriptive text.
B.
Suggestion
Based on the finding, it is suggested that:
1.
English teacher should use Teams “Know-Want-learn” strategy in
teaching reading in order to increase their students’ achievement in
reading comprehension
2.
Students are advised to practice Teams “Know-Want-learn” strategy
in reading text because it can make students more easily to understand
the text and students think about what they know and what they want
to know, so that they can explore what they have learned
3.
It is suggested that other researcher can use this study as reference in
doing a research related to Know-Want-Learn Strategy on Students’
achievement in reading text.
REFERENCESS
Arikunto, S. 2006. Prosedur Penelitian suatu pendekatan. Jakarta: Rineka Cipta
Ary, Donal. 2002. Introduction to Research in Education. Singapore: Wardswirth.
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.
Bond, Guy. 1979. Reading Difficulties: Their Diagnosis and Correction. New
York: Cambridge University Press.
Burns, et all. 1984. Teaching Reading in Todays Elementary School.
Boston:Houghton Mifflin.
Caldwell, J.S. 2008. Reading Assessment: A primer for teacher and Coaches
(second ed). New York: The Guilford Press.
Gerot, I & Wignell, P. 1994. Making sense of functional grammar. Cammeray:
Antipodean Educational Entrepties.
Grabe, W & Stoller F.L. 2002 .Teaching and Researching Reading. Harlow:
Pearson Education.
Hidayat, T. 2010. Teaching Reading By Combining Kwl (Know,Want,Learn) With
Choral Reading Strategy For Junior High School Students, Sumatra Barat.
Kagan. 2009. Kagan cooperative learning. San Clemente: Calle Amanecer.
KWL table. 2009. From Wikipedia, the free encyclopedia. Inc, non-profit
organization. accessed on June 2014.
Nuttal, C .1982. Teaching Reading Skills in a foreign language. London:
Heinemann International.
Otto, W. 1979. How to Teach Reading. New Work: Aldison Wesley.
Pardiyono. 2007. Pasti Bisa!! Teaching Genre-Based Writing. Yogyakarta: Andi.
Turner, T. 1988. Comprehension: Reading for Meaning: Teaching Reading.
London: Scott, Foresman.
http://www.worksheetlibrary.com/teachingtips/kwl.html. accessed on June 2014
http://www.studygs.net/texred3.htm. accessed on June 2014.
http://www.readingquest.org/strat/kwl.html. accessed on June 2014.
Jones, R. 2007. Strategies for Reading Comprehension.
BOIGRAPHY
Putri Sri Rezeki Siregar was born in Porsea on 15 September 1991. She
is 23 years old. She is Indonesian. People around her Usually call her Putri. Her
parents are Bahrum Siregar and Dermawati Sitorus . Her parents live in Porsea.
She is Moslem.
Her formal education was started from 1998 – 2004 in primary school, it
was SD N 2 PORSEA. Next, from 2004 – 2007, she continued her education to
SMP YAYASAN BONAPOSOGIT SEJAHTERA. After that, she finished her
Senior High School in SMA N 1 SIANTAR NARUMONDA from 2007 – 2010.
Then in 2010 – 2015, she graduated from English Education Department in State
University of Medan.
STRATEGY ON STUDENTS’ ACHIEVEMENT
IN READING DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
PUTRI SRI REZEKI SIREGAR
Registration Number. 2103321032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Siregar, Putri Sri Rezeki. 2103321032. The Effect of Using Teams “KnowWant-Learn” Strategy on Students’ Achievement In Reading Descriptive
Text. A Thesis. English Department. Faculty of Language and Arts. State
University of Medan. 2014.
The aim of this study is to discover the effect of applying Teams “K-W-L”
strategy in reading descriptive text. Experimental research design is used as the
research method. This research took place at SMP N 1 SIANTAR
NARUMONDA. There were 2 classes chosen as the sample with 30 students in
each class. The classes were divided into two groups namely experimental and
control group. The experimental group was taught by using Teams “K-W-L”
strategy and control group was taught by using conventional method. The
instrument was used to collect the data was a set of multiple choice tests, which
was divided as pre-test and post-test. The result showed that t-test was higher than
t-table (4,53 > 2,00) at the level of significant 0,05 with degree of freedom (df)
58. It means that hypothesis alternative (Ha) is accepted which show that Teams
“K-W-L” strategy significantly effected on the students achievement in reading
descriptive text. It was proved since mean score of experimental group is 74,83
higher than mean score of control group is 63,33. So, English Teacher are
suggested to use Teams” know-want-learn” Strategy in order to improve students’
achievement in reading descriptive text.
Keyword: Teams “Know-Want-Learn” Strategy, Reading Descriptive Text.
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest thank to
Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that
have been given to the writer’s life especially in enabling her to complete her
thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at the
English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have been completed because of the help, support,
advice, guidance, comments and suggestions from several people for which the
writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M,Hum, the Dean of the Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Department and her Reviewer and her Thesis Consultant.
Dra. Meisuri, M.A, the Secretary of English department
English Department and also her Reviewer and Examiner.
Dra. Masitowarni Siregar, M.Ed, the Head of Education Program of
Rafika Dewi Nasution, S.Pd., M.Hum, her Thesis Consultants.
Reviewer and Examiner.
Drs. Muhammad Natsir, M.Hum, her Academic Advisor and as her
Drs. Johan Sinulingga, M.Pd, her Reviewers and Examiner.
Kepler Debataraja, S.Pd., M.M, as the Headmaster of SMP Negeri 1
Narumonda, the English teacher, Miss Batubara and students of class
VIII-A and VIII-B.
Bahrum. and Dermawati, her beloved parents, for their endless love,
pray, support, motivation and also advices in finishing her study. Her
special thanks to her sister and brother, for his pray, love, encouragement
ii
and motivation. Her gratitude is also expressed to all of her families, for
their support, motivation and advices.
Her beloved best friends ever (Titin, Miranda, Hamidah, Rhidona
Komala, Melinda), the most reliable friend one she could have. They are
there for her in so many ways.
Her classmates in English education 2010 in class C Extension class;
Putri Rahayu, Eka Desi, Ayu Wulandari, Winda, Yohana, Dahlia,
Rafika, Vandy And Saddam, for helping, friendship, kindness, during
spending the time in State University of Medan.
To all whose named cannot be mentioned one by one, she would like to
say thanks a lot.
The writer hopes this thesis will be useful for those who read it, especially
for the students of English Department.
Medan,
January 2015
The Writer,
Putri Sri Rezeki Siregar
iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I INTRODUCTION..........................................................................1
A. The Background of Study ............................................................................1
B. The Problem of Study ..................................................................................3
C. The Scope of Study ......................................................................................3
D. The Objective of Study ................................................................................4
E. The Significance of Study ............................................................................4
CHAPTER II REVIEW OF LITERATURE ......................................................5
A. Theoretical Framework ................................................................................5
1. Reading ....................................................................................................5
a. Aims of reading ..................................................................................5
b. Reading Comprehension .....................................................................7
c. Teaching reading ................................................................................8
d. Levels of Reading Comprehension ..................................................10
e. The Assessment of Reading Comprehension ...................................11
2. Students Achievement in Reading ........................................................12
3. Kind of Text ..........................................................................................13
a. Descriptive Text ................................................................................15
4. Strategy ..................................................................................................17
a. Know-Want-Learn Strategy ..............................................................19
b. The Procedure of Using K-W-L .......................................................21
c. Teams ................................................................................................23
B. Conceptual Framework .............................................................................24
C. Hypothesis ..................................................................................................25
CHAPTER III RESEARCH METHODOLOGY .............................................26
A. Research Design .........................................................................................26
B. Population and Sample ...............................................................................27
1. Population ..............................................................................................27
2. Sample ...................................................................................................27
C. Instruments for Collecting Data .................................................................27
D. Scoring System ...........................................................................................28
E. Procedure of The Research ........................................................................28
1. Try out ...................................................................................................28
2. Pre-Test ..................................................................................................29
3. Treatment ...............................................................................................29
4. Post-Test ................................................................................................31
F. Validity and Reliability of Test ..................................................................31
1. Validity of the Test ................................................................................32
2. Reliability of the Test ............................................................................32
G. The Technique for Analyzing Data ............................................................33
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ..................35
A. The Data ....................................................................................................35
B. Data Analysis .............................................................................................36
1. Analyzing the Data using t-test ............................................................36
2. Testing Reliability of the test ...............................................................37
3. Testing Hypothesis ...............................................................................39
C. Research Finding .......................................................................................39
CHAPTER V CONCLUSION AND SUGGESTION .......................................40
A. Conclusion .................................................................................................40
B. Suggestion .................................................................................................40
REFERENCES ....................................................................................................41
APPENDICES .....................................................................................................43
LIST OF TABLES
Table 3.1 Research Design of the study .................................................................26
Table 3.2 Teaching Procedure in Experimental Group ..........................................29
Table 3.3 Teaching Procedure in Control Group ...................................................31
CHAPTER I
INTRODUCTION
A. The Background of the Study
English proficiency consists of four skills, namely listening, speaking,
reading and writing that should be achieved by the students who learn English.
Reading is one of the most language skills in learning language. Reading is also
something crucial and indispensable for the students, because the success of their
study depends on their ability to read. Reading is a means of language acquisition,
of communication, and of sharing information and ideas. Like all language, it is a
complex interaction between the text and the reader. Reading is the window of the
world because it is an important tool for people to access information.
Reading is the ability to draw meaning from the printed page and interpret
the information approximately (Grabe and Stoller, 2002:9). It is an active
cognitive process of interacting with print and monitoring interpretation or
understanding to establish meaning by giving test. The main purpose for reading
is to comprehend the ideas in the material. Without comprehension , reading
would be empty and meaningless.
Based curriculum (KTSP) (2006) Junior High School students should be
able to comprehend the meaning of the text in form of recount, narrative,
procedure, descriptive, and report in the context of daily life. It can be concluded
that it is very important for students to master reading comprehension in order to
enable them to get success in reading learning process.
Based on the researcher’s experience in doing PPL (Teaching Training
Practice) in Junior High School, precisely when she taught reading, she found
many students could not pass the Minimal Competences criteria (Kriteria
Kententuan Minimum/ KKM) applied by the school in English Subject. Their
Score in two semesters are, as follows;
Semester
KKM
1st Semester
2012/2013
Score
Percentage
< 70
Students
32 Students
≥ 70
8 Students
22.2
< 70
29 Students
62.7
≥ 70
11 Students
33.9
Mean
74.7
50.9
70
nd
2 Semester
2013/2014
54.5
There are some reasons that to be case, such as students would get bored
easily if the material was reading because it took a long time to be able to
comprehend the text as a whole. They thought that they should open dictonary to
translate word by word into Bahasa in order to know the content of reading and
then would be able to answer all the tasks. Futhermore, the teacher also uses the
traditional strategy from time to time: read, find out difficult words then answer
the question.
Now, to solve the problem above, the writer would like to conduct a
research by applying Teams “KWL (Know-Want-learn)” strategy to overcome the
problem.
Teams “Know-Want-Learn” strategy enable students to explore what they
know, what they want to know, what they learn about a topic. By this technique,
students activate their background knowledge, predict about the information they
expect to find in the reading material, and take notes related to the information
gained. Each of these tasks supports their comprehension as they prepare to read,
as they read, and after they read. The researcher focus on teams ‘Know-WantLearn’ strategy in affecting students’ reading comprehension, especially in
descriptive text.
B. The Problem of the Study
Based on the background of the study, problem of the study is formulated
as follow: “Is there any significant effect of teams “Know-Want-Learn” strategy
on the students achievement in Reading Descriptive Text?”
C. The Scope of the Study
The scope of the study is limited on investigating second year
students’achievement of junior high school in teaching reading comprehension by
using teams “Know-Want-Learning” strategy. The text used for teaching the
reading comprehension is descriptive text.
D. The Objective of the Study
The objective of this study is to find out whether the K-W-L strategy
affects in teaching reading comprehension.
E. The Significance of the Study
The findings of the study will give much contribution to the following
significance:
1. It suggested, that English teacher to apply know-Want-Learn strategy in
teaching reading descriptive text.
2. In teaching English as foreign language it is very affective, efficient and
communicative in learning English.
3. For those who are interested in conducting the research of the same field
and subject matter.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was concluded that the using of Teams
“Know-Want-learn” strategy significantly affects the students’ achievement in
reading descriptive text, since the t-observed higher than the t-table (
> 2,00;
df=58, α=0,005). It means the null hypothesis (Ho) was rejected and alternative
hypothesis (Ha) was accepted because there was significant effect of applying
Teams “Know-Want-learn” strategy on students achievement in reading
descriptive text.
B.
Suggestion
Based on the finding, it is suggested that:
1.
English teacher should use Teams “Know-Want-learn” strategy in
teaching reading in order to increase their students’ achievement in
reading comprehension
2.
Students are advised to practice Teams “Know-Want-learn” strategy
in reading text because it can make students more easily to understand
the text and students think about what they know and what they want
to know, so that they can explore what they have learned
3.
It is suggested that other researcher can use this study as reference in
doing a research related to Know-Want-Learn Strategy on Students’
achievement in reading text.
REFERENCESS
Arikunto, S. 2006. Prosedur Penelitian suatu pendekatan. Jakarta: Rineka Cipta
Ary, Donal. 2002. Introduction to Research in Education. Singapore: Wardswirth.
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.
Bond, Guy. 1979. Reading Difficulties: Their Diagnosis and Correction. New
York: Cambridge University Press.
Burns, et all. 1984. Teaching Reading in Todays Elementary School.
Boston:Houghton Mifflin.
Caldwell, J.S. 2008. Reading Assessment: A primer for teacher and Coaches
(second ed). New York: The Guilford Press.
Gerot, I & Wignell, P. 1994. Making sense of functional grammar. Cammeray:
Antipodean Educational Entrepties.
Grabe, W & Stoller F.L. 2002 .Teaching and Researching Reading. Harlow:
Pearson Education.
Hidayat, T. 2010. Teaching Reading By Combining Kwl (Know,Want,Learn) With
Choral Reading Strategy For Junior High School Students, Sumatra Barat.
Kagan. 2009. Kagan cooperative learning. San Clemente: Calle Amanecer.
KWL table. 2009. From Wikipedia, the free encyclopedia. Inc, non-profit
organization. accessed on June 2014.
Nuttal, C .1982. Teaching Reading Skills in a foreign language. London:
Heinemann International.
Otto, W. 1979. How to Teach Reading. New Work: Aldison Wesley.
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BOIGRAPHY
Putri Sri Rezeki Siregar was born in Porsea on 15 September 1991. She
is 23 years old. She is Indonesian. People around her Usually call her Putri. Her
parents are Bahrum Siregar and Dermawati Sitorus . Her parents live in Porsea.
She is Moslem.
Her formal education was started from 1998 – 2004 in primary school, it
was SD N 2 PORSEA. Next, from 2004 – 2007, she continued her education to
SMP YAYASAN BONAPOSOGIT SEJAHTERA. After that, she finished her
Senior High School in SMA N 1 SIANTAR NARUMONDA from 2007 – 2010.
Then in 2010 – 2015, she graduated from English Education Department in State
University of Medan.