The Effect of Know, Want to Learn (KWL) Strategy and Students' Reading Attitude on Students' Reading Speed of Hortatory Exposition Text at Grade XI of SMAN 1 Curup Selatan. The results of this research reveal that: 1) the KWL strategy has a significant effect on students' reading speed compared to the three-phase strategy.
LIST OF CHART
INTRODUCTION
Background of the Problem
Finally, the students will be asked to conclude or summarize what they have already learned from the text. This positive attitude of the students will also have a positive contribution to their reading speed effectiveness.
Identification of the Problem
Secondly, hortatory expository text is suitable for training students' reading speed, as through hortatory expository text, students are exposed to explanations and arguments that they must understand. Furthermore, the KWL strategy also led to the students becoming active readers who read with intention.
Limitation of the Problem
Formulation of the Problem
Purposes of the Research
Significance of the Research
As for the teacher, by using the Know Want Learned (KWL) Strategy in teaching English, especially to teach students reading speed by determining taking into account the students' reading attitude, the teacher can determine a better process of teaching. English teachers can also use the result of the research when teaching students reading speed and English language proficiency in a class with students who have the same criteria as the subject of this research.
Definition of the Key Terms
All these activities are included in the teaching materials used by the teacher and students. Student's Reading Speed: Students' ability to comprehend a text in a given amount of time, as measured by a text comprehension test.
Review of the Related Theories 1. Reading
This means that students are able to identify and classify the words in the text. This means that students are able to understand, comprehend and interpret the content of the text after reading it.
Reading Mechanical Process According to Brumfit (1980:4)
Another term of reading speed is reading speed effectiveness (RSE), it is a combination of reading speed and the comprehension of the reading material (Harjasujana, 1997:60). The graph above shows that students' intelligence is not the only factors that determine their reading speed effectiveness.
The Factors that Influence RSE According to Harjasujana, (1997:67) The factors that
- Comprehension in Reading Speed
- Reading Speed for High School Students
- Teaching Reading
Reading comprehension is the key point in students' reading speed because reading speed will affect students' reading comprehension. Reading speed effectiveness is a measure of students' reading rate and text comprehension (Harjasujana, 1997:60).
KNOW WANT to learn LEARNED
The Contribution of KWL (Know – Want – Learned) Strategy and Students’ Reading Attitude on Students’ Reading Speed
In line with this, the researcher will also relate this research to the reading attitude of the students. Pupils with a positive or high reading attitude will adapt better to the new educational strategy. So the strategy used in teaching reading and students' reading attitudes will influence those of the students.
It is also said that students' reading attitude will affect students' interest and performance in reading activity.
Review of the Related Findings
Attitude towards reading is considered as one of the factors that affects the effectiveness of students' reading speed. The purpose of this research is to know the effect of the cooperative learning method on the students' reading speed. The result of this research showed that this Skipping Swing Strategy was effective in improving students' reading speed and their behavior towards classroom activities.
Because the finding showed that the effectiveness of reading speed contributed to the learners' language learning.
Conceptual Framework
The researcher would thus like to find out whether teaching strategy and the students' reading attitude can have a significant effect on the students' reading speed or not. Based on the review of related findings, the researcher finds that there is no research to find the effect of Know-Want-Learned (KWL) strategy and students' reading attitude to students' reading speed. Thus, the researcher will find out the effect of Know-Want-Learned (KWL) Strategy and reading attitude to students' reading speed as the further research.
In addition, students' reading attitude is one of the things that can affect students' reading speed, because their reading skill can be predicted through their level of reading attitude.
Conceptual Framework
- Hypotheses of the Research
Ho : The high reading attitude students who are taught by using KWL strategy do not get significantly higher result in reading speed of hortatory expository text than those who are taught by using Trephase strategy in 2nd grade students of SMAN 1 Curup Selatan . Ha : The high reading attitude students who are taught by using KWL strategy get significantly higher result in reading speed of hortatory expository text than those who are taught by using Trephase strategy in second grade students of SMAN 1 Curup Selatan. Ho : The students who have low reading attitude who are taught by using KWL strategy do not get significantly higher result in reading speed of hortatory expository text than those who are taught by using Three Phase strategy in second grade students of SMAN 1 Curup South
Ha : Students with low reading orientation taught with KWL strategy score significantly higher in reading speed of narrative explanation text than those taught with three phase strategy in second grade students of SMAN 1 Curup Selatan.
RESEARCH METHOD
Research Design
- Sample
B1A1 : Students with high reading attitude in the experimental class of reading speed students taught by KWL strategy. B1A2 : Students with a high reading attitude in control class of reading speed students who are taught Three-phase strategy B2A1 : Students with a low reading attitude in experimental class of. B2A2 : Students with a low reading attitude in the control class of reading speed students who are taught Three-Phase Strategy.
The result of the questionnaire was used to classify each class into two subcategories, which were students who have a high reading attitude and the students who have a low reading attitude.
Research Instruments
- Reading Attitude Questionnaire
- Reading Speed Test
Therefore, the researcher still had the questionnaire tested in order to determine the validity and reliability of the reading attitude questionnaire. In this research, item reliability was analyzed using Alpha Cronbarch analysis (Flanagan, 2012). This test was used to determine the effect of the reading speed of students in control and experimental classes.
As in this research, the test items were made through the instruction of the reading test specification.
Technique of data Collection
The data were collected through both a reading speed test and a questionnaire about the students' reading attitude. While the researcher's reading speed data assigned the reading test to assess the students' reading speed efficiency after the given treatment. Then the students' reading speed efficiency will be calculated and analyzed (see Appendix 35 page 253 and Appendix 37 page 256).
So the data of this research was the score of the students' reading attitude questionnaire and the score of the students' reading speed test.
Technique of Data Analysis
- Questionnaire of Foreign Language Reading Attitude Scale (FLCAS) As mentioned before, this research used Foreign Language Reading As mentioned before, this research used Foreign Language Reading
- Normality Testing
- Homogeneity Testing
- Hypothesis Analysis
B1: Students with a high reading attitude A1: Teaching using the KWL strategy A2: Teaching using the three-phase strategy. X: Mean value of students with a high reading attitude who are taught using Three-Phase Strategy. X : Mean value of students with a low reading attitude who are taught using the KWL strategy.
X : Mean value of low reading students taught using the three-phase strategy.
Teaching Procedures
As Gay et al state, the longer the research lasts, the more the validity of the experiment is threatened.” In this study, the experimental class would be taught using KWL. strategy, while the control class would be taught by using a common strategy commonly used in the classroom, which is three-phase strategy.
KNOW stage (10 minutes) 7) The teacher tells the students
WANT to know stage (25 minutes)
Evaluation
The result of reading speed test of students who have high reading attitude in experimental and control class. Result of reading speed test of students who have high reading attitude in experimental and control group. The result of reading speed test of students who have low reading attitude in experimental and control class.
Result of reading speed test of students who have low reading attitude in experimental and control class.
The Chart of Students’ Reading Attitude Normality Testing of Experimental Class
The calculation of normality testing of students' reading attitude score of experimental and control class can be seen in appendix 16 page 180. The data from the table above indicates that the data of students in each class and each category of reading attitude is normally distributed, where significance value of experimental class with a high reading attitude is 0.595 (sig > . 0.05) and the significant value of students who have a low reading attitude in experiment class is 0.767 (sig > 0.05). While the significance value of the control class with a high reading attitude is 0.119 (Sig > 0.05) and the significant value for the students who have a low reading attitude in the control class is 0.143 (Sig > 0.05).
The calculation of normality testing of students in the experimental and control classroom for each category of reading attitude can be seen in appendix 16 page 181.
The Chart of Students with High Reading Attitude Normality Testing of Experimental Class
The Chart of Students with Low Reading Attitude Normality Testing of Experimental Class
The Chart of Students with High Reading Attitude Normality Testing of Control Class
The Chart of Students with Low Reading Attitude Normality Testing of Control Class
0.146 Normal
The Chart of Students’ Reading Speed Normality Testing of Experimental Class
The Chart of Students’ Reading Speed Normality Testing of Control Class
While the significance value of control class with high reading attitude is 0.188 (sig > 0.05) and the significant value for the students who have low reading attitude in control class is 0.298 (Sig > 0.05). The calculation of normality testing of students' reading speed in experimental and control class for each category of reading attitude can be seen in appendix 40 page 260. The Chart of Students Reading Speed with High Reading Attitude Normality Testing of Experimental Class.
The Chart of Students Reading Speed with High Reading Attitude Normality Testing of Experimental Class
From the chart above, it can be seen that the reading speed data of the students in the experimental class with a high reading orientation is normally distributed. A graph of the reading speed of students testing the normality of low reading attitudes in an experimental class.
The Chart of Students’ Reading Speed with Low Reading Attitude Normality Testing of Experimental Class
Table of reading speed of students with normality testing of the high reading attitude of the control class.
The Chart of Students’ Reading Speed with High Reading Attitude Normality Testing of Control Class
The Chart of Students’ Reading Speed with Low Reading Attitude Normality Testing of Control Class
This means that the variance of the samples is homogeneity due to the students' reading speed with high reading attitude. This means that the variance of the samples is homogeneity due to the students' reading speed with low reading attitude. Test of homogeneity of students' reading speed with high and low reading attitude in experimental and control classes.
It shows that the reading speed of low reading attitude students who are taught through KWL strategy is not higher than those who are taught using Three Phase strategy.
The I Teaching
- Discussion
- The Effect of Know Want Learned (KWL) Strategy on Students’ Reading Speed
- The Effect of Know Want Learned (KWL) Strategy on Students’ Reading Speed with High Reading Attitude
- The Effect of Know Want Learned (KWL) Strategy on Students’ Reading Speed with Low Reading Attitude
- The Interaction between Teaching Strategies and Students’ Reading Attitude toward their Reading Speed
- Limitation of the Research
- Conclusion
Then the average reading speed of students with a high reading attitude is higher than those with a low reading attitude. But the KWL strategy has a greater effect on the reading speed of students with a high reading attitude than those with a low reading attitude. Whereas, for the students with a low reading attitude, the KWL strategy has no significant effect on the reading speed of students.
So, the KWL strategy gives a more significant effect on the reading speed of students with high reading attitude than those with low reading attitude.
APPENDICES
Schedule of the Research
- Compared to average reader, the accomplished reader reads with?
- The average reading speed is around?
- The average reader comprehension is around?
- A sprinter running as the average reader reads, runs 100m in?
- Which is the most effective way to acquire knowledge from information?
- Most computer users want to?
- A speed reading seminar or book lacks?
Reading efficiency is reading speed weighted by comprehension rate and this amounts to 200 x 60% or 120 effective words per minute (ewpm) for the average reader and up to 1000 x 85% or 850 ewpm for top readers. The fastest is probably a speed reading seminar based on good material and animated by a dynamic instructor. Finally, a speed reading computer program is probably the most effective way to reach top reading levels.
This is the task that seminars and speed reading books usually leave to the reader.
FLRAS)
Try Out
15 Kemampuan membaca teks bahasa Inggris akan membantu kita mempersiapkan masa depan yang lebih baik untuk diri kita sendiri. Setelah validitas setiap item kuesioner dianalisis dan item yang tidak valid dihapus, reliabilitas kuesioner menjadi 0,850 untuk 14 item kuesioner.
The Foreign Language Reading Attitudes Scale (FLRAS)
