ble 25. The I Teaching
A. Conclusion
Based on the research that was done on second grade of Senior High School (SMA) Negeri 1 Curup Selatan, Bengkulu, the findings shows that:
1. KWL strategy give significant effect on students’ reading speed skill.
It can be seen from mean score of experiment class who were taught by Know Want Learned (KWL) strategy is higher that the students’
mean score who were taught by using Three-Phased strategy.
2. The students who have high reading attitude who were taught by Know Want Learned KWL strategy have significantly higher reading speed than the students who have high reading attitude who were taught by Three Phase strategy.
3. The students who have low reading attitude who were taught by Know Want Learned KWL strategy do not have significantly higher reading speed than the students who have low reading attitude who were taught by Three Phase strategy.
4. Teaching strategies (Know Want Learned strategy and Three Phase strategy) and students’ reading attitude do not have interaction that brings impact toward the students’ reading speed.
B. Implication
The result of this research implied that Know Want Learned (KWL) strategy give significant effect on students’ reading speed. It is because KWL strategy leads the students to be actively engaged in reading activity and read with their own purpose. As KWL lead the students to be active reader since they questioning the information or the idea that they would like to know and get from their reading. In addition, the students were also led to predict the information that they would get from the reading text. Those made the students get focus on their reading as they read with their own purposes. And finally, the students also trained to be able to recall the information they got through summarize the information as they read and as their reading purpose.
Furthermore, from the result of this research it is also implied that KWL strategy can be selected as an alternative strategy that the teachers can apply in teaching reading speed, especially for the students who have high reading attitude.
While, for the students who have low reading attitude, KWL strategy do not have significant effect toward students’ reading speed. Because, students who have positive attitudes toward reading will experience success and their attitude toward reading are reinforced. In contrast, students who have negative attitudes may fail to progress and become even more negative in their language attitudes. So, KWL strategy give more significant effect toward students’ reading speed with high reading attitude than those who have low reading attitude.
activity, and so on. Therefore, the students who have low reading attitude toward reading need more attention to make them get better reading achievement.
C. Suggestion
Referring to the conclusion and implications of the research, some suggestion can be given.
1. It is suggested that the teacher of SMAN 1 Curup Selatan and other teachers to apply KWL strategy as one of the alternative way to improve students’ reading speed. It can help the teacher have various activities in the classroom.
2. As the moderator variable in this research was students’ reading attitude. It is suggested to other researchers to conduct a research on other moderator variables such as reading motivation, reading self- efficacy, reading interest, and so on.
3. This research was only limited on hortatory exposition text, it s suggested to other researcher to attempt conducting a research about students’ reading speed on other kinds of the texts like narrative, report, descriptive, discussion, review, and so on.
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