ADMITTED BY 1. Examination Committee
Chairperson : Drs. Heri Yufrizal, M.A., Ph.D. ...
Examiner : Prof. Dr. Cucu Sutarsyah, M. A. ………
Secretary : Drs. Dedy Supriyadi, M. Pd. ………
2. The Dean of Teachers Training and Education Faculty
Dr. H. Bujang Rahman, M. Si. NIP 19600315 198503 1 003
Research Title : IMPROVING STUDENTS’ READING
COMPREHENSION ACHIEVEMENT THROUGH KWHL TECHNIQUE AT SMA AL AZHAR 3 BANDAR LAMPUNG
Student’s Name : Afrilianti
Student’s Number : 0513042019
Department : Language and Arts Education
Program : English Department
Faculty : Teacher Training and Education
APPROVED BY: 1. Supervisor Committee
Supervisor I Supervisor II
Drs. Heri Yufrizal, M. A., Ph. D. Drs. Dedy Supriyadi, M. Pd.
NIP 19620804 1989051 001 NIP 19580505 1985021 001
2. The Chairperson of Language and Arts Department
By
AFRILIANTI
A Script
Submitted in a Partial Fulfillment of
The Requirements for S-1 Degree
in
The Language and Arts Department
Faculty
ofTeacher Training and Education
FACULTY OF TEACHER TRAINING AND PEDAGOGY
UNIVERSITY OF LAMPUNG
(Classroom Action Research)
(A Script)
By
AFRILIANTI
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG
CURRICULUM VITAE
Afrilianti was born on April 11st, 1987 in Teluk Betung, Bandar Lampung. She is the last child of a wonderful couple, Rafdy Sidiq and Yanti (almh). She started her study from kindergarten at Bodixatva in 1991 and graduated in 1993. In the same year, she joined Elementary School at SD Immanuel Bandar Lampung and graduated in 1999. She pursued her study at SMP Xaverius 1 Teluk Betung and graduated in 2002. She continued at SMAN 2 Bandar Lampung and graduated in 2005.
In 2005, the writer registered as a student of English Education Study Program at the Teacher Training and Education Faculty, University of Lampung. During the education time at the university, she joined BEM-U KBM of Lampung
University.
DEDICATION
This script is proudly dedicated to: My beloved Dad
Who had never stop praying for me,
LIST OF APPENDICES
Appendix Page
1. Lesson Plan 1 (Cycle 1) ... 81
2. Lesson Plan 2 (Cycle 2) ... 88
3. Reading Comprehension Test before the Action ... 95
4. Reading Comprehension Test for Cycle 1 ... 98
5. Reading Comprehension Test for Cycle 2 ... 102
6. Students’ Reading Comprehension Scores at Cycle 1 ... 104
7. Students’ Reading Comprehension Scores at Cycle 2 ... 105
8. Observation Sheet of Students’ Activities at Cycle 1 ... 106
9. Observation Sheet of Students’ Activities at Cycle 2 ... 108
10. Observation Sheet for Teacher’s Performance at Cycle 1 ... 110
11. Observation Sheet for Teacher’s Performance at Cycle 2 ... 111
12. Students’ Works at Cycle 1 ... 112
13. Students’ Works at Cycle 2 ... 122
14. Students’ Reading Comprehension Test Result Before the Action ... 130
15. Students’ Reading Comprehension Test Result at Cycle 1 ... 132
16. Students’ Reading Comprehension Test Result at Cycle 2 ... 134
17. Table Students’ Observation Sheet ... 136
18. Teachers’ Observation Sheet ... 137
19. Surat Keterangan Penelitian ... 139
LIST OF TABLES
Table Page
1. Students’ Reading Comprehesion of Report Text Score
Before the Action ... 37 2. Students’ Observation Sheet at Cycle 1 ... 45 3. Students’ Reading Comprehesion of Report Text
Achievement at Cycle 1 ... 52 4. Students’ Observation Sheet at Cycle 1 and Cycle 2 ... 60 5. Students’ Reading Comprehesion of Report Text Achievement
MOTTO
O ye who believe! Persevere in patience and constancy; vie in such perseverance; strengthen each other; and fear Allah; that ye may prosper.
(QS. Ali Imron: 200)
“Khoirunnas Anfauhum Linnas”
The best man kind are those who give benefit for the others
TABLE OF CONTENTS
2. Implementation ... 42
3. Result of the Observation... 44
4. Reflection ... 53
5. Recommendation of Reparation for Cycle 2 ... 54
B. Cycle 2 ... 55
1. Planning ... 56
2. Implementation ... 56
3. Result of the Observation... 60
4. Reflection ... 67
C. Discussion of the Findings ... 68
V. CONCLUSION AND SUGGESTIONS A. Conclusions ... 76
B. Suggestions ... 77
REFERENCES ... 79
APPENDICES ... 81
I. INTRODUCTION
A. Background of the Problem
Senior School Based Unit Curriculum (KTSP 2006) had been conducted in most
of schools. The curriculum states that SMA/MA students should be able to use the
language in informational level. The curriculum introduces the concepts of some
type of English texts where students are expected to be able to develop their
thoughts and idea into texts both in oral and written form; such as descriptive, report, recount, procedure, anecdote, and narrative(Depdiknas, 2006).
There are four skills of language that have to be taught by English teachers of
SMA/MA, i.e. listening, speaking, reading, and writing. (Depdiknas, 2006: 307)
Moreover, Christian and Mary (1976) mentioned that reading is the most
important skill of all for the most students of English through the world. By
reading, the students are able to access much information which might have
otherwise been unavailable, especially English text book. Given that the students
are expected to read information to access knowledge by their reading skill,
reading materials dominate other teaching materials in almost English textbooks.
This classroom action research is used to prove whether or not KWHL technique
can help students improve their reading comprehension, student participation in
the class and the quality of teacher’s teaching performance.
One may have difficulties to comprehend a passage because of some problems
like unfamiliar code in which the text is expressed, the amount of previous
knowledge that the reader brings to the text, this complexity of the concept
expressed, and vocabulary knowledge. (Nuttal, 1985:5-6).
How ever, the researcheridentified many factors that can cause students’ problem
in reading comprehension, some of them are as follows:
1. The technique that the teacher used in teaching reading, the teacher
focuses merely on translation done by herself.
2. Limited background knowledge of the students; most of them have
insufficient prior knowledge related to the topic under discussion.
3. Students’ limited vocabulary knowledge.
From those three factors, the researchers assumed that the most influential factor
was the technique used by the teacher in teaching reading. In researcher’s opinion
the teaching technique focused merely on translation which was done mostly by
the teacher. As a result, most of the students did many activities which are not
suitable to the learning activity, such as, disturbing friends, reading other books,
sleeping, chatting, and day dreaming. It can be said that the learning process
Besides, the reading sources in reading class are only taken from the students’ text
book. In contrary, English syllabus in KTSP for SMA/MA students stated that
English reading material should be taken from many sources. So the students can
access more information and knowledge. Therefore, it also can enrich students’
vocabulary knowledge. Logically, the more students read the reading text from
many sources with the related topic, their vocabulary knowledge about the topic
will improve.
Moreover, basically, reading is an active thinking activity. The students cannot be
said as good readers if they cannot comprehend the text. However, with the
conventional technique that the teacher used, it is possible to make reading
activity as a passive and boring activity because the students were forced to be
more active by thinking harder before and during reading.
Seeing this fact, it was necessary to do a classroom action research which
implements four stages: (1) planning, (2) implementation, (3) observation, and (4)
reflection (Arikunto, 2006:16) to overcome this problem. Besides, there was no
research about this case before in the school.
As a way out to solve the problem, the students needed another effective teaching
reading technique which can activate their prior knowledge before and during
reading and can force them to be more active and can enrich students’ vocabulary
knowledge.
stand for what they WANT to know,H stands for HOW they learn, and L stands for what they haveLEARNED. This technique is slightly modified technique from the technique which is developed by researcher Donna Ogle (1986), which was
originally called the KWL (Know-Want-Learn)- shorthand for three questions designed to engage readers in nonfiction texts. What do I KNOW? What do I
WANT to know? What have I LEARNED?
(http://www.pwcs.edu/curriculum/sol/kwl.htm. retrieved at October 5th, 2010)
In her research using KWL technique, Donna Ogle (1986:564) in Barker et al
(2000:77) designed for nonfiction text at any grade level. She implemented the
technique to children in New York to engage their reading comprehension. By
helping the students through the three steps in reading comprehension, they
thought critically about what they knew and did not know. So that, this technique
helped students become active processors of information text. Besides, she also
found that this technique improved comprehension of text content because readers
made connection between their prior knowledge and what they were reading
(Ogle: 1986 in Block and Pressley, 2002:29)
In her findings, it indicates that the KWL technique increase the retention of read
material and improves students’ ability to make connections among different
categories of information as well as their enthusiasm for reading professionals, but
it has not been rigorously tested.
Considering the findings about KWL technique and combining it by KWHL
technique developed by Debbie Blawskoski (1995), the researcher decided to
technique by adding theHpart. So, the technique become KWHL whereH(HOW they learned) part is put before the L (WHAT they learned). Therefore, the chances of students to find out their answers or learned about the topic is
classified inHpart.
Meanwhile, the text that was used in this research is non fiction text, based on the
curriculum, report text was chosen because it was taught at the second year students and most the students felt hard to comprehend this type of text compared
to the other texts.
Seeing that KWHL technique served systematic activities which can activate was
assumed that KWHL technique was appropriate to be implemented in teaching
reading of report text. This technique also will lead the students to read more about certain topic under discussion. So, with many reading sources that the
students read, their vocabulary knowledge will improve.
However, good technique cannot work properly if the teacher cannot show her
best performance in teaching using the technique. That is why; teacher plays
important role for the success of the learning process and its product. Therefore,
B. Formulation of the Problem
Based on the background of the research above, the problems formulated in
this research are:
1. How can KWHL technique improve reading comprehension of the
second year students’ of MAN 1Bandar Lampung?
2. How can KWHL technique improve the quality of teacher’s teaching
performance?
3. How can KWHL technique improve the number of the students who
are active in the reading of report text activity?
C. Objectives of the Research
Based on the research problems, there are three objectives of this Classroom
action Research.
1. To find out whether KWHL technique can be used to improve the
number of the students who are active in the reading of report text
activity.
2. To find out whether the students’ reading comprehension achievement
can be improved when the KWHL technique is implemented.
3. To find out whether teacher’s performance in teaching reading
D. Uses of the Research
The uses of the research are as follow:
1. Practically
This research can be useful for English teacher, students, and also school.
a. The teacher
Through this research, the teacher can apply KWHL technique as one of
reading comprehension technique that can improve her students’ reading
comprehension achievement and also improve her performance in
teaching.
b. The students
The implementation of KWHL technique in this research may make the students actively involving in the reading of report text activity by activating their prior knowledge before and during reading so that it can
improve the students’ reading comprehension achievement. c. The school
The results of this research can be used as a consideration whether the
school will implement KWHL technique for all grades of senior high
school students so as to improve their reading comprehension
achievement and make the students actively involve in the reading class.
2. Theoretically
The results of this research are expected to confirm and clarify the
E. Scope of the Research
The researcher used a classroom action research method which involves two
observers. The first observer was the researcher herself as the teacher and the
second observer was the researcher’s partner who is also the English teacher
of the school.
The research was done in two cycles. The first cycle was done based on the
problem of the research then the second cycle was done based on the result of
the analysis from the first cycle.
In teaching and learning process, the teacher usedKWHLtechnique and focus on improving of students’ reading comprehension achievement of report texts. In addition, to know the improvement of students’ reading
comprehension achievement, there was a reading test for them. Besides, the
researcher also focuson teacher’s performance when sheimplements KWHL
II. FRAME OF THEORIES
A. Concept of Reading Comprehension
Before reading comprehension is defined, it is important to define what reading is.
Wadswort (1978) as cited in Beny Fitri Yunita (2008,7) states that reading is a
process of deriving meaning from written symbols. To convey a meaning readers
perceive the symbols and try to determine what they mean, either while perceiving
them or shortly thereafter. For the reader there are functionally related aspects to
reading. One of the aspects is perceiving written symbols, a visual activity; the
other is describing a meaning to, or comprehending the collection of symbols.
Afterwards, Mc Whorter (1986:12) states that reading is a way of taking new
ideas and identifying information to be learned. It means that when someone is
reading a text, he may find new things that he has not known yet and he may also
find information that will help him in learning something. In this case, his
knowledge will certainly be better than before.
Smith (1982: 166) states that reading is a matter of identifying letters in order to
recognize words in order to get the meaning from what is read, involving making
background knowledge about the texts they read will have difficulties in
comprehending the text.
Moreover, Smith (1983) also defines reading as a process of understanding a
certain text in the term of questions that formulate concerning with the text. In this
case, the readers should be able to understand the contents of text through
question being made.
Based on the quotations above, reading can be said as way to fulfill the reader’s
eagerness about topic being read. Before reading a text, reader must have many
questions of some problems. Through reading, they can answer their questions by
themselves.
Reading is also defined as a construct process of guessing and active process of deriving meaning (Grellet, 1981:1; Goodman, 1976; Smith, 1978 in Suparman, 2005:1)
Therefore, Skill in reading depends on the efficient interaction between linguistic
knowledge and knowledge of the world. Reading involves an interaction between
thought and language. It means that the reader brings to the task a formidable
amount of information and ideas, attitudes, and beliefs. In short, it can be said that
reading is an active process. The reader forms a preliminary expectation about the
material, and then selects the fewest, most productive cues necessary to confirm
or reject that expectation (Mackay in Simanjuntak, 1989). This knowledge
coupled with the achievement to make linguistic predictions, determines the
which the reader takes advantages of his knowledge of vocabulary, syntax, and
discourse.
From all the assumptions about reading above, it means reading is an active
process and it needs thoughts and the ability in making sense of the text that is
being read.
Readers’ knowledge of linguistic and background knowledge of the world will influence their achievement in reading comprehension can be understood that
reading is a very important skill for students. Comprehension means relating what
someone does not know or new information, to what he already knows (Eskey,
1986:15).
Smith (2004:13) states that comprehension may be regarded as relating aspects of
the world around human being-including what they read- to the knowledge,
intentions and expectations already preserved in readers’ head. Readers must be able to relate new things to what already know if readers are to comprehend them
and relating something new to what they already know is of course learning.
If the reader can read the words but they do not understand what they read, they
are not really reading. (Dallman in Marantina, 2006:6). One learns to read and one
learns through reading, by elaborating what he/she knows already. Thus,
comprehension is fundamentally relating the new to the already known. To
understand readers must begin by considering what it is that they already have in
knowing what a letter of alphabet stands for, reading involves more than
recognition, which is without comprehension, no reading take place.
Reading the words of a composition is one thing, but comprehension is the vital
point for the reader. Reading the words has no benefit if the reader does not
comprehend what is being read. It is clear that in making sense of text, the reader
relates new information from the text being read to his previous knowledge that
has stored in his mind.
B. The Nature of Report Text
Referring to 2006 (KTSP) curriculum, there are some types of text that should be
recognized and comprehended by the second year students of SMA/MA; narrative, report, hortatory and analytical exposition, and spoof text. In this research, the text that will expose is report text.
1. Definition of Report text
Reportis a text which can be written out with a descriptive technique. It describes an object to the readers (Siahaan and Shinooda, 2008:43).
The term of report used in this research is based on the report text which is exposed in 2006 (KTSP) curriculum; stated by Gerott and Wignel in Depdiknas
(2005). This kind of text is also called Report by Hammond et.al. in Depdiknas, (2005), Hardy and Klarwein (1990) who has classified this term into two types,
Report here is different from Newspaper Report which is used by Hardy and Klarwein. In KTSP,Newspaper Reportis called News Item, so it is different from thereporttext meant.
2. Functions of Report Text
Report textdescribes the general characteristics from certain things; living or non-living things (Depdiknas, 2005). Although the function of this text is to describe
something, this text is different from descriptive text which explains certain thing
specifically and without generalization.
Furthermore, report text has the following functions: to inform (Hardy and Klarwein in Depdiknas, 2005), to provide information about natural and non natural phenomena(Hammond, et,al. in Depdiknas, 2005), to document, organize and store factual information on a topic, classify and describe the phenomena of our world, ; about a whole class of things like hones, bikes, or oceans. (Derewianka in Depdiknas, 2005), to describe the way things are, with reference to a range of natural, man-made and social phenomena in our environment. (Gerot
and Wignel in depdiknas, 200) ,to describe the way things are, with reference to a whole range of phenomena, natural, synthetic and social in our environment
(Callaghan and Rothery in Depdiknas, 2005)
3. Generic Structures of Report Text
discussion are like in terms of parts (and their functions), qualities, habits or
behaviors, if living; uses, if non-natural. (Gerott and Wignell in Depdiknas, 2005)
Meanwhile, according to Hardy and Klarwein in Depdiknas (2005), report text is
divided into two types, they are: Short reportand Long report. In short report the generic structures are: Classification which can also begin with definition and description of subtopic, in sequence given in the question.
Meanwhile in Long Report, the generic structures are: classification or definition anddescription of features in order of importance.
Besides, Derewiaka in Depdiknas (2005) states this following generic structure of
report text: (1) Opening general statement/ general classification, (2) sometimes
the opening statement may also indicate a particular aspect of the topic that is
being treated, E.g. There are many different types of bike in Australia. (3) Facts about various aspects of the subject (color, shape, habits, behavior, etc); giving
examples, comparing and contrasting, describing components and their function.
C. Concept of KWHL Teaching Technique
KWHL ( KNOW, WANT to know, HOW to find out, what have been LEARNED),
a slight modification of KWL, is a technique used by Debbie Blaskowski (1995),
a fourth-grade teacher at the Weyerhaeuser School in Weyerhaeuser, Wisconsin.
KWLteaching technique is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active thinking during reading. It is a classic
(Car and Ogle, 1987 in Buehl, 2009:107). It helps students activate what they
already know before they begin a reading assignment. A natural offshoot of the
student’s activity is the generation of questions they would like to have answered. Students use the text to confirm and enhance their knowledge and to satisfy their
questions. It also helps students to organize what they have learned when they are
finished reading.
KWL is shorthand for three questions for three questions designed to engage readers in nonfiction texts: What do I KNOW? What do I WANT to know? What have I LEARNED? The questions will elicit students’ prior knowledge, improve
their curiosity about a topic, and support research, motivating students to seek
answers for their questions in other texts. Recently, teachers have added the “H”
after the L part or before the L so the students can also consider, HOW will I go about the learning, or HOW will I learn more? If the H is put before the L, the
question is HOW I learn? (http://www.pwcs.edu/curriculum /sol/kwl.htm,
retrieved on October 3rd 2010).
KWL consist of three separate steps and the entire process is usually carried out
by filling in a chart that consists of three columns - a column labeled what I KNOWa column labeled whatI WANT to know/learn, and a column labeled what I have LEARNED. The student should begin by identifying everything that he or she already knows about the specific topic that the material covers and write a
learn about that subject. Next, the student should make a list of questions or topics
inwhat I WANT to know/ learn column that he or she hopes to find the answer to or learn about while reading the material/text. Finally, the student should write
down a phrase, term, or other brief description of every key point that he or she
learned while reading the material in what I LEARNED column. This will allow the student to compare what he or she has learned with what he or she wanted to
know.
As Donna Ogle (1986) had presented, the steps for KWL can be designed as
follow:
1. Have students make a chart with three columns. The first two columns
should be completed before instruction on the topic takes place. The third
columns should be completed after instruction.
2. The first column is the “K” column. In the column students writewhat they already know, or think they know, about the topic.
3. The second column is the “W” column. In this column students write about
what they want to know about the topic.
4. The third column is the “L” column. In this column students write about
what they learned or still need to learn about the topic after instruction has
occurred.
The column is a follow:
For example, the topic that will be discussed is about Dinosaurs. So that, the
are, size, career or eating habits. In report text, these characteristics of living thing
(dinosaur) are called description.
In the first column, students write some sentences about what they have already
known. In the second column, students write some questions about what they
want to know. In this phase, students improve their curiosity. They must have
questions to fulfill their need of new information. So that they know in what
purpose they are reading. And in the last column, they write the new information
that they have got.
Blaskowski (1995). Therefore, the procedure will also be slightly different from
KWLstrategy used by Donna Ogle (1986).
The lesson that is developed by Debbie Blaskowski is designed to guide students
in using their prior knowledge of the topic will be discussed. By activating their
prior knowledge to develop a foundation, students may be to improve their
knowledge base and make connections. Additionally, students may be able to
practice working in cooperative groups and share information thus learning
together. The column used by her is as follows:
K (Know) W (Want to know) H (How to find out) L (Learn)
The steps used by Debbie Blawskowski are as follows:
1. Introducing the KWHL strategy by having a big KWHL chart taped to
white board, explain how and why we use it (graphic organizer in the form
of column), and model.
2. Then, the teacher gives the students one or two more examples for each
section of the KWHL and adds them to the chart (guided practice). If
students are having difficulty at this point, go back and model the use of
the strategy again.
3. When students appear to understand the use of strategy, the teacher asks
the students get into groups of three. The teacher may organize the groups
by having the students in many interesting ways, such as by picking a card
on their card or sticker are in the same group. Also, on the back of each
sticker, write one of the following jobs:
- leader = This person gathers materials and keeps the group on task.
The leader also makes sure everyone agrees.
- reporter= This person reports to the class what the group has decided
for each part of the KWHL
- recorder= This person records what the group decides for each part of
the KWHL organizer.
Explain the role of each job.
All students are to participate in the sharing of ideas for the KWHL chart.
4. Review rules in working with their group (how to work together,
cooperative group voices, etc…).
5. Come back together as a whole group. Have the reporters from each
group share their KWHL charts. Add information to the large chart at the
front of the classroom.
Closure:
Take a look at the KWHL chart. Review what the students already know and want
to know. Explain that in the text meeting we will start learning some things about
Beside assumptions and procedures above, the technique has also following
advantages:
1. It provides teachers with an inventory of students’ background knowledge
about a topic and reminds students what they already know.
2. Class prior knowledge is “pooled”, as students who know less about a topic are included in interactive conversations with students who brings more
knowledge to the reading.
3. Students are guided into meaningful organization of new information in order
to synthesize their understandings.
4. Students’ misconceptions about the topic are revealed and addressed during
instruction.
(Buehl, 2009: 109-110)
D. Teaching Reading of Report Texts Through KWHL Technique
Reader’s prior knowledge influences their comprehension in reading. The readers
who have insufficient prior knowledge will have difficulties in comprehending the
text that they read. Therefore, it is important to activate reader prior knowledge
before and during reading.
As the researcher assumes that KWHL is a good technique to build students prior
knowledge before and during reading, students are expected to be more active by
building their own prior knowledge individually and then by working together in
group in activating their prior knowledge before and during the reading activity by
The KWHL organizer (column) provides students with a framework to explore
their prior knowledge on a topic and consider what they would like to know and
learn. This organizer can be used as an individual or group strategy but is most
effective when students are given the opportunity to reflect individually before
sharing with others.
Based on the KWHL procedures presented by Debbie Blaskowski, the researcher
presented her own procedure in this research. The procedure is as follow:
1. First of all, after teacher opens the lesson, she tells the students that they are
in the reading class and tells about the topic that they will learn today. Then,
the teacher also tells the students that they will try to implement an interesting
technique in reading. Then the teacher divides the students into groups. She
distributes the KWHL column to each group. The teacher explains how to use
the column by drawing a big KWHL column in the white board.
2. In “K” (what the students have KNOWN) section, teacher asks some students to mention orally what they have known about the topic in the “K” column.
3. In “W” (what they WANT to know) section, every student is asked to makea question about what they want to know more about the topic. Then the
students should write their questions in “W” column. Make sure that every
student writes their own question, although they work in the group.
4. In “H” (HOW they learn) the teacher asked the students to find the answers of their questions. The teacher distributes the report texts with the topic has been
discussed before. They will find out the answers of their questions from the
text. Moreover, they will identify the general idea and the specific
5. In “L” (What they have LEARNED) section , teacher asks them to make a
conclusion of what they have learned by mentioning the specific information
from the texts.
Seeing the procedures of the technique mentioned above, the researcher
assumes that this technique can improve students’ reading comprehension
achievement and makes the students actively involve in the learning activity.
By implementing this technique, the students do not only learn for themselves
but they also learn how to share their knowledge to the others. Moreover they
are motivated to read out of the school hours to get more knowledge and
information to fulfill their curiosity. By reading more texts, it will also enrich
their vocabulary knowledge.
E. Theoretical Assumption.
From the literature review above, the researcher assumes that reading is an active
process. It means that no reading without thinking. By thinking and connecting
what readers have already known to what have not known yet, readers then will
comprehend the texts and will access the information and knowledge that they
need from the texts. Finally, for SMA/MA students, the informational level that is
stated in the curriculum may be achieved.
Besides, it can be assumed that reading is extremely important in learning
language. Christian and Mary (1976) mentioned that reading is the important skill
of all for the most students of English through the world. In reading process,
reader needs comprehension, because no comprehension means no reading.
alphabet stands for: reading involves more than word recognition; than
comprehension is an essential of reading; that without comprehension no reading
takes place.
It is also believed that students’ prior knowledge will determine their
comprehension achievement in reading a text. Therefore, in this case, KWHL
technique is the appropriate technique because it serves systematic activities for
active thinking during reading. The technique is also assumed will lead the
students to read more to fulfill their curiosity from the other sources. With the
more texts that the students read, their vocabulary knowledge will also improve
and it will make them also easily comprehending the text. That is why, the
technique is believed can improve the number of students who are active in
learning activity. Therefore, reading activity will not become a boring activity
anymore. Furthermore, the reading comprehension achievement of report text can
III. RESEARCH METHOD
A. Setting of the Research
In this research, she intendedto find out the significant improving of students’
reading comprehension achievement by Classroom Action Research method. In this
classroom action research, she made the lesson plan was made based on the
procedures of the technique that was implemented, and taught her students based on
the lesson plan. It is not a problem if the teacher also becomes an observer while
giving the implementation. It is because according to Suhardjono (2006:57)
Classroom Action Research is a research which was done by a teacher working
together with another researcher or done by the teacher herself who also acted as a
observer in the class or school where she taught. Therefore, the researcher was helped
by her partner who observed everything occurred in the classroom during the
teaching and learning process.
B. General Description of the Research
Based on the problems that have been identified, she examined some problem in
caused and tried to find the problem solution. Problem solution conducted in teaching
taught the students based on the lesson plan. Then, the researcher and her partner (an
observer) noted the important things in teaching and learning process.
Furthermore, she were analyzed and discussed the observation results during teaching
learning process (the strength and weaknesses which was done by the teacher and
students during teaching learning process of reading report text using KWHL
technique) and learning result (the reading comprehension test). Learning process
analysis was donebased on researcher’s and her partner’s observation. Based on this analysis, it was decided to conduct the next cycle. It focused on the weaknesses of the
previous cycle.
C. Research Procedures
The research was divided into two cycles. Each cycle consisted of four stages: (1)
plan, (2) implementation, (3) observation, and (4) reflection (Arikunto, 2006:16).
The stages are illustrated as follow:
Planning
CYCLE 1
Observation
Planning
Implementation Reflection
CYCLE 2 Implementation
Observation Reflection
The cycles are classified as follow:
1. Planning
Based on the problem of the research, the lesson plan was prepared; selected the
material based on the syllabus for the teaching learning process through KWHL
technique. The reading material wasreport textswhich were taken from many sources. Additionally, the observation sheets were prepared, and also reading written
test for the students in the form of open-ended question and true false test items.
2. Implementation
In this step, the teacher taught the students based on the lesson plan that has been
made. Here, KWHL technique was implemented in teaching reading ofreport texts process.
3. Observation
The researcher was helped by her partner as an observer who took a note or did the
observation toward teaching and learning activity. While the teacher implemented the
technique, the observer was monitoringthe learning process and the students’
activity. Besides, the observer also observedthe teacher’s performance in
implementing the KWHL technique. The important thing was noted. In addition, the
4. Reflection
In this step, the researcher and her partner analyzed the result of the reading test of
the students as the learning product. She also analyzed everything occurred in the
teaching learning process based on the observation sheets. It was done to find out the
improvement after the teacher implemented KWHL technique in teaching reading of
report text in the classroom. In analyzing, they did reflection was discover the
weakness and strength of the implementation of KWHL technique, and also to knew
the problems faced by both teacher and students during teaching and learning process.
By doing so, it was found tune one some improvements should be done in the next
cycle. If the indicators of the research have not been fulfilled in the first and in the
second cycle, the researcher as the teacher together with the observer planned the
next step to improve the quality of the learning process in the next cycle. On the other
hand, if the indicators were already achieved was not carried out the next cycle.
D. Indicators of the Research
The success of this classroom action research was divided into two parts:
1. Learning Process
In learning process, there are two aspects which become the focus of this
research: the students’ activities and the teacher’s performance toward the
Observation done to observe the teacher and the students in the teaching
learning process by observing the activities occurred in the class and by filling
the observation sheets. Furthermore, the observation is done to find out
students’ activity in the learning process that includes in the pre-activity, while activity, and post-activity. In pre-activity, the observation focusedon students’
interest to follow the class and respond to the topic. Besides, in while activity,
the observation focusedon students’ attention to teacher’s explanation and also on their respond to teacher’s questions and instructions. In post-activity, the focus was beingon students’ respond to teacher’s question, in this caseis to improve reading comprehension through KWHL technique. The target is if
80% of students or more will participate in the teaching learning process.
According to Arikunto (2006:210), if more than 75% of students are actively
involved in teaching and learning activities, it can be categorized as a good
level, so the researcher decide to set 80% as the target.
Besides observing the students’ activities, the researcher also observed the
teacher’s performance during teaching and learning process. It was expected
that teacher’s score for her teaching performance can reach 70. So, if the
teacher can get 70 in her teaching performance, it means she can teach the
students well. There are some aspects that would be scorefor the teacher’s
performance; it involves the activities in the teaching and learning process from
2. Learning Product
The target of the learning product determined by the researcher is 60 or more. It
was done because 60 is the minimum standard score or KKM (Kriteria
Ketuntasan Minimal) stated by the school for English subject. So, if at least
80% of students’ scores can reach 60 or more for the reading comprehension
test, it means that the KWHL technique can improve students reading
comprehension achievement.
E. Instruments of the Research
To collect the data, the researcher used two kinds of instrument: (1) Reading
comprehension written tests, and (2) Observation sheets.
Each kind of instrument will be explained as follows:
1. Reading Comprehension Test
The tests were written test in the form of open-ended question item test and true
false item test. The tests were administered at the end of every cycle in the
learning process.
2. Observation Sheets
There are two observation sheets in this research, observation sheet for the
students’ activities and that for the teacher’s performance.Here is the example
Students’ Observation Sheet
No Students’ Activity Students’ Code % Note
A B C D
1. Pre-activities
a. Interested in following the class
b. Respond to the topic enthusiastically
2. While Activities
c. Pay attention to the
teacher’s explanation
d. Respond to the teacher’s
questions
e. Follow the teacher’s
instruction
3. Post Activity
f. Able to respond to the
teacher’s questions
To avoid the assumption that the problem in the classroom comes only from the
students, the researcher also observes teacher performance during the teaching
learning process. The observation was about teacher’s ability in handling the
class, which is to create effective and communicative learning. Here is the
Teacher’s Observation Sheet
No. Aspects Observed Score (by giving a tick)
1 2 3 4 • Showing the skill in using the
learning media.
3
• Involving the students in making and using the media.
D. The Students’ Involvement
• Building the active participation of the students in the teaching & learning process.
Description of scores:
1. 40–59 : Poor
2. 60–69 : Enough
3. 70–79 : Good
4. 80–100 : Very Good
(Source: Dep. Pendidikan Nasional, 2006)
In this action research, the target of teaching performance was that the teacher
can reached 70 by applying linking expression practice through picture
composition technique. If the teacher can reached this target, it means that the
teacher’s teaching performance is good.
F. Data Analysis
The data analysis was done during and after the data have been collected in every
cycle. The researcher and the teacher analyzed and made reflection from the data
collected from the first cycle. From the analysis and reflection, it was found out that
there were the strength and also the weakness of the first cycle so that researcher and
teacher knew what should be improved the weakness aspect by giving solution in the
following cycle.
In data analysis, the data was being classified into two categories, that was, the data
of the learning process and of the learning product.
a) Learning Product
In order to find out the learning product, the researcher used written reading test
score. Besides, the researcher analyzedstudents’ reading testto find out the errors made by the students. This analysis was being very important to know
what to improve in the next cycle. Next, she calculated the number and
percentage of the students who get 60 or more, since referring to the ministry of
education standard, the indication of successful teaching learning process is that
if at least 70% of students’ score are 60 or more. She used this scale to score their writing ability.
The following formula was being used to calculate the percentage of students
who get≥ 60:
Number of students who get≥ 60
Total number of students
b) Learning Process
Observation sheets were used in collecting the data from the learning process.
The result of the observation sheets was analyzed after every cycle is done. The
observation was beingdone to observe students’ activities and also teacher’s
performance; and both was analyzed separately.
• Students’ Learning Activities
In analyzing the data from observation to students’ learningactivities, she
counted the number of activities done by the students and then calculated
A x 100% n
% A = percentage of students’activities A = number of students’ activities observed
n = number of students in the class
Next, the researcher made a description from the data that have been
analyzed.
• Teacher’s Teaching Performance
In analyzing data from teacher’s performance, the researcher counted the
total score by summing up scores from all aspects covering teacher’s
activities in pre-activity, while activity, and post-activity. The researcher
V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the analysis, the researcher draws some conclusions, as
follow:
1. KWHL technique is proved able to improve the number of the students who
are active in reading of report text activity during the teaching and learning
process. This can be seen from the result of researcher’s observation. It shows
that in cycle 2, more than 80% students were actively involved during the
teaching and learning process. They actively asked questions, answered
teacher’s questions enthusiastically in following every steps of KWHL,
especially in group activity when they have to find out their own questions
related to the topic under discussion.
2. The teacher’s performance in reading class improved when KWHL technique
was implemented. It is proved by the data from teacher’s performance
observation sheet in Cycle 2. The technique forces the teacher to act perfectly
as a facilitator and expert because the students become more active in asking
questions to the teacher. It means the technique makes the students-teacher
3. It was also found that the product of teaching and learning process (reading
comprehension achievement) was also improved. It means that KWHL
technique can be used to improve students’ reading comprehension achievement of report text. It is proved by the data that shows the students’
improvement in reading comprehension tests in cycle 2 (24% improvement).
Specially, the technique improves their curiosity through the questions they
made. So, the students able to grasp and infer the general and specific
information from the text that they read easily.
B. Suggestions
Based on the conclusions above, the researcher puts forward the following
suggestions:
1. English teacher of senior high school should consider the implementation of
KWHL technique in teaching reading of report text to improve the number of
students who are active during the teaching-learning process, her performance
in teaching reading and the students’ reading comprehension achievement. As
discussed in earlier section, the technique can be used to make the students
actively involved in the learning process and to improve teacher’s teaching
performance. Because KWHL technique is good to improve the quality of the
teaching and learning process, so it will automatically improve the learning
product.
2. English teachers should have wide knowledge about certain topic of the
reading texts when she implements KWHL technique in reading class. So,
under discussion from different sources. The texts will help the teacher to act
perfectly as a facilitator and expert in reading class to answer students’
questions.
3. In implementation the technique, the teacher should make sure that her
students have average or good writing ability. At least the students can make
a short sentence accurately . So, that the application of the technique can run
smoothly.
4. For the teacher who will implement the technique and evaluate her/his
students’ reading comprehension achievement through open-ended questions,it is better for her/him to have a guideline to score the students’
answer. So, the score that is achieved by the students is fair.
5. In this research, KWHL technique is used in teaching non-fiction text in the
form of report. Besides, the class that was used as the subject was small class.
So, it was easy to implement the technique. Therefore, it is hoped that this
research can contribute such a reference for future research that will apply
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