Improving middle school students' reading comprehension using online instruction and KWL-Plus. TITLE Improving High School Students' Reading Comprehension Using Online Instruction and KWL-Plus.
INTRODUCTION
- Background
- Purpose of the study
- Scope of the study
- Significance of the study
- Definitions of terms
- Outline of the Study
To investigate the impact of the integration of WBI and KWL-Plus on the improvement of reading comprehension of high school students; and 2. This study investigated the effectiveness of integrating online instruction and KWL-Plus in developing reading skills at the level of literal comprehension.
LITERATURE REVIEW
Maximize your score: Read 1”, based on the indicators and content in the table, so that the material is suitable for students' language proficiency level. The curriculum provides the indicators and content for teachers to design their lessons and materials using in class.
Reading
The last model is the interactive model, which is the combination of the bottom-up model and the top-down model. Students must pass fifty percent of the reading comprehension posttest.
Instructional Technology
Levy (1997) defines CALL as “the search and study of computer applications in teaching and learning”. The main goal of CALL is to find ways to teach and learn language. Web-based instruction has been developed for educational use, such as web-based instruction (WBI), distance learning, or online learning. Web-based instruction (WBI) could be defined as the use of the World Wide Web (WWW) as a means of accessing authentic learning materials, conducting exercises and quizzes, or interacting with students (Khan, 1997; McKimm, 2003; Relan and Gillani, 1997; Sherry and Wilson, 1997).
Khan (1997) separates the features of web-based instruction into two categories: key features and additional features.
Know-Want-Learn Plus (KWL-Plus)
KWL-Plus is the technique that encourages students to gather the knowledge they know about the subject before starting reading assignments. First, before reading, students get their prior knowledge of the topic they are going to read. Second, while reading, students construct their purpose for reading by listing some questions that they need to know about the topic.
Third, students prepare some questions about what they want to know more about the topic and then write them on the worksheet in column W.
Instructional Scaffolding and Zone of Proximal Development (ZPD)
Students can express what they want to learn, and classwork is relevant to students' needs; In summary, it can be said that scaffolding instruction was developed from the ZPD, which forms the basis of the theory of social constructivism (Vygotsky, 1987). The scaffolds are used in the classroom to encourage students to complete the tasks beyond their capabilities.
Related studies
The result of the study revealed that web-based learning had an impact on students' skills. Panthong and Chansang (2017) investigated the effectiveness of the KWL-Plus technique in developing sixth grade students' reading comprehension and motivation in Northeast Thailand. According to the interview, the students had a positive attitude towards the integration of KWL-Plus and IBLL technique.
The current study aimed to investigate whether the integration of the WBI and KWL-Plus helps improve high school students' reading comprehension.
Summary of the chapter
The technique provides a thought process for students in dealing with reading and offers some reading strategies. To summarize, the previous studies support that the integration of web-based instruction and KWL-Plus enables students' reading comprehension, as the related study conducted WBI and KWL-Plus in many countries. However, the use of the integration of WBI and KWL-Plus to develop the reading comprehension of high school students in the Thai context has not been investigated yet, as the evidence found in the previous studies.
RESEARCH METHODS
- Participants and setting
- Research instruments
- Data collection procedure
- Data analysis
- Summary
The results of the paired t-test indicate that the integration of web-based teaching and KWL-plus helped. This section presents the students' attitude towards the integration of web-based teaching and KWL-Plus. The following table shows the students' attitude towards the integration of web-based teaching and KWL-Plus.
The results of the study showed that the integration of web-based education and KWL-Plus has an impact on students' reading comprehension.
RESULTS
Does the integration of WBI and KWL-Plus have an impact on secondary
This research question determined whether the impact of integrating web-based learning and KWL-Plus improved the reading proficiency scores of middle school students. The mean score of the pre- and post-test for reading comprehension was analyzed using the t-test. Table 6 below illustrates students' mean scores for the reading comprehension pre- and post-test. As shown in Table 6, the students' overall mean pre- and post-test reading comprehension scores are significantly different at the 0.01 level (t= 6.931).
The overall mean score of students' reading comprehension pre-test is 15.55 with the standard deviation of 5.652, on the other hand after the implementation; the mean score of the students' reading comprehension post-test is 22.80 with the standard deviation of 2.949.
What are the students’ attitudes towards the integration of Web-based
The first aspect of the questionnaire asks about students' attitudes towards web-based reading. They agree that the web-based lesson and activities help them improve their reading comprehension at the mean score (xˉ) 4.51 with a standard deviation of 0.744. They report that online semantic mapping helps them organize and understand the passages at mean score (xˉ) 4.51 with a standard deviation of 0.652.
They agree that asking questions about what they want to know encourages them to read the passages with the mean score (xˉ) 4.51 with the standard deviation of .653.
Summary of the results
It can be concluded that the integration of web-based instruction and KWL-Plus helped improve students' reading comprehension. Findings indicated that integrating web-based instruction and KWL-Plus helps improve students' reading comprehension. In addition, students expressed positive attitudes toward the integration of web-based learning and KWL-Plus.
It could be concluded that the integration of web-based teaching and KWL-Plus improved students' reading comprehension.
DISCUSSION AND CONCLUSION
Summary of findings
The aims of the study are to investigate the impact of the integration of online teaching and KWL-Plus on the development of literal level reading comprehension. The two main objectives of the study were; 1) Investigate the impact of the integration of online lessons and KWL-Plus on the reading comprehension of high school students; 2) To examine students' attitudes towards the integration of online classes and KWL-Plus. The online lesson was created based on the integration of online instructions, KWL-Plus and instructions on the construction stage. In addition, students' attitudes toward the integration of online instruction and the KWL-Plus questionnaire showed that students have a very positive attitude (4.51).
It leads to the conclusion that students had a positive attitude towards the integration of online learning and KWL-Plus.
Discussion
- Reading Comprehension
- Web-based Instruction
- KWL-Plus
Furthermore, the results also reveal that students performed better in reading comprehension, recommending the benefits of the integration of web-based instruction and KWL-Plus in reading classes, especially in high schools. It was found that during reading, students reported that the sound, animation, symbol, and infographic in the passages helped them understand the specific meaning of the passage. These results of the study are consistent with the results of the previous studies (Dongoran & Antoni, 2018; Panthong & Chansang, 2017), indicating that students' reading comprehension improved by utilizing KWL-Plus.
The findings suggest that K (Known) stage facilitated the students to activate their prior knowledge so that they could consider what they knew about the passage.
The overall attitudes towards the integration of Web-based Instruction and
Since online reading instruction consists of various activities and reference materials, which helped to increase their reading comprehension. The finding indicates that students perceived scaffolding as a useful technique in their online reading. Students found that KWL-Plus helps students improve their reading comprehension, and they had a positive impression and interest in reading using the KWL-Plus strategy.
In conclusion, students had a positive attitude towards the integration of online instruction and KWL-Plus in improving the reading comprehension of high school students.
Conclusion
Interestingly, after completing the lesson, some students asked for more activities to practice their reading comprehension.
Pedagogical Implications
Technology should be the teacher's assistant, playing supporting roles that can affect student learning outcomes. The study's findings implied that teacher instruction and technology alone may not affect students' reading comprehension. The integration of technology and teacher instruction can be adopted in the reading classroom to promote students' reading comprehension.
Furthermore, educators can apply the implementation and findings of the current study to the development of curriculum design that adopts the integration of technology and teacher scaffolding instruction in the classroom at other educational levels.
Limitations of the study
In terms of web-based instruction, although technology opens up a wealth of opportunities for students, it can never replace the role of the teacher in the classroom. Therefore, online language teaching and learning lacks the teacher-student interaction that is generally present in a face-to-face classroom (Peck & Dorricott 1994). The application shifts the direction of the teacher to that of the student at the center, which makes the reading lesson more exciting and enjoyable.
Carrying out the activity was not consistent, so students forgot the vocabulary and the topic when it came to the next lesson.
Recommendations for further studies
The relationship between vocabulary size, reading strategies and reading comprehension of EFL learners in Saudi Arabia. Enhancing students' reading comprehension of narrative text through KWL in the eighth grade of SMP Negiri 8 Rambah. The effects of English reading instruction with tasks on the reading comprehension ability of elementary school students.
Improving Students' Reading Comprehension Using KWL (Know-Want-Learn) Strategy (Classroom Action Research in Eight Grades .. Students of SMP Islam Al-Asmaniyah).
Semi-Structured Interview
Lesson Plans
Ask students to raise questions about what they want to know about the topic - Summarize what students have known and what they want to learn about the given topic. Every day, especially in the morning and evening rush hours, the streets are filled with vehicles from taxis to tuk-tuks. Students are able to interpret the passage "The King of the Sea" and express their opinions with appropriate reasoning.
Summarize what students have known and what they want to learn about the given topic.
