MENINGKATKAN PEMAHAMAN MEMBACA SISWA KELAS SEPULUH SMA NEGERI 12 MAKASSAR MELALUI STRATEGI KNOW-WANT-LEARN

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1 MENINGKATKAN PEMAHAMAN MEMBACA SISWA KELAS SEPULUH SMA NEGERI 12 MAKASSAR MELALUI STRATEGI KNOW-WANT-LEARN IMPROVING THE READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMA NEGERI 12 MAKASSAR THROUGH KNOW-WANT- LEARN STRATEGY Risman Wanci, Martin Lurther Manda, Kamsinah Cultural Sciences Faculty, Linguistic Department, Hasanuddin Unviersity Makassar Correspondence Address: Risman Wanci, S.Pd Perintis Kemerdekaan 4, Lr 2 Makassar HP: sapa.risman@gmail.com

2 Abstrak Penelitian ini dilatarbelakangi bahwa pemahaman membaca siswa dapat ditingkatkan melalui implementasi strategi Know-Want-Learn dalam pembelajaran. Tujuan penelitian ini adalah untuk mengetahui efek dari strategi Know-Want-Learn pada pemahaman membaca siswa, dan untuk mengetahui persepsi siswa dalam mengikuti kelas reading dengan menggunakan strategi Know-Want-Learn. Jenis penelitian ini adalah penelitian eksperimen. Sample penelitian terdiri atas 30 siswa kelas sepuluh, SMA Negeri 12 Makassar, tahun akademik 2013/2014. Data penelitian dikumpulkan dengan menggunakan dua jenis instrument: tes membaca untuk data pemahaman membaca siswa dan angket untuk data persepsi siswa.data pemahaman membaca siswa dianalisis dengan menggunakan statistik deskriptif dan inferensial, dan data persepsi siswa dianalisis dengan menggunakan Skala Likert. Hasil penelitian adalah penggunaan strategi Know-Want-Learn dalam pengajaran reading meningkatkan pemahaman membaca siswa, dan persepsi siswa terhadap penggunaan strategi Know-Want-Learn adalah positif. Hasil penelitian persepsi siswa menyatakan bahwa siswa memiliki ketertarikan yang tinggi terhadap strategi Know-Want-Learn dalam pengajaran reading. Penelitian ini menyimpulkan bahwa strategi Know-Want-Learn efektif untuk meningkatkan pemahaman membaca siswa dalam tingkat harfiah, interpretasi dan ekstrapolasi serta siswa memiliki ketertarikan yang tinggi terhadap penggunaan strategi Know-Want-Learn dalam pengajaran reading. Kata Kunci: Pemahaman membaca, KWL dan persepsi Abstract This research was conducted with the consideration that the students reading comprehension can be improved through Know-Want-Learn strategy. The objectives of this research were to find out the effect of Know-Want- Learn strategy on students reading comprehension and to find out the students perception toward the use of Know-Want-Learn strategy in teaching reading. This research applied experimental design. The sample consisted of 30 students of the tenth grade students of SMA Negeri 12 Makassar, in academic years 2013/2014. The research data were collected using two kinds of instruments: reading test for the students reading comprehension and questionnaires for students perception. Data on the students reading comprehension were analyzed using descriptive and inferential statistics, and data on the students perception were analyzed using Likert Scale. The results of the research were: the use of Know-Want-Learn strategy in teaching reading improved the students reading comprehension, the students perception toward the use of Know-Want-Learn strategy was positive. the result of the students perception revealed that the use of Know-Want-Learn strategy increased the students interest in joining the reading class. It can be concluded that the use of Know-Want- Learn strategy is effective to be implemented in improving the students reading comprehension in terms of literal, interpretive and extrapolative comprehension and the students have high interest toward Know-Want- Learn strategy in teaching reading. Keywords: Reading comprehension, KWL and perception

3 INTRODUCTION Languages are very important means of communication used to communicate between two or more people in carrying out their daily activities and has main role to make people understand what other people mean. The function of language is not only for communication but also for culture transfer. English is an international language; it is the most important language which is taught in most countries in the world. In Indonesia, it is taught as the first foreign language, considered to be important for developing and applying science and technology as well as for increasing international relationship and cooperation. One of the ways to master English as international language well is by reading and practicing it. Reading is one of the basic communicative skills, but it has very complex process. It can be said that reading is a process in which reader, finds information given by the writer in the written form. In this case, reading can be said as an interactive process. Because while reading, a reader guesses, predicts, checks, and asks questions about what the text about. Reading is a complex process, which involves not only the reader ability to read the text but also their ability to comprehend it because of this reason, many teachers of English at junior high and senior high school find difficulties in teaching reading. Some of Indonesian students cannot understand what they have read, even though they have learned. Westwood (2008) in Roslina (2013) stated that reading is the fundamental skill upon which all formal education depends. Through reading, students knowledge will automatically be enriched which eventually can influence their language skills, such as speaking, listening, and writing. Reading helps the reader to construct knowledge, share experiences, feeling, ideas, and developing new perspective. It can be said that reading is a tool for expanding reader s knowledge and helping the readers to communicate with other people. Harmer (1998) stated that stated that Reading text provides opportunities to study language, grammar, punctuation, vocabulary, and we can construct sentences, paragraph and text. Related to the importance of reading comprehension, the English teachers should provide various kinds of strategies in teaching reading so that students can understand what they read easily. When dealing with a reading lesson, some of the students in school face difficulties in comprehending the materials written in English because they have insufficient English ability. Many strategies in the classroom setting can be applied by the teacher to facilitate students in order to increase their comprehension ability in reading. Using appropriate strategy and method is very important in teaching reading. The choice of teaching learning

4 strategy must be considered by the teacher in getting the teaching goals that have been formulated. So, a appropriate strategy in teaching is really important to the students and also to the teacher According to Shelley (1997 ) the K-W-L strategy, designed in a three columns format, requires students first to list what they already know about a topic (calling attention to prior knowledge); second, to write what they would like to know about a topic (tapping a student perception and providing purpose for reading); and third, after reading and discussion, to list what they learned and would like to learn (making connection s between questions asked and information encountered). In a further refinement of the K-W-L, Carr and Ogle (1987) also recommended asking students to categorize and summarize the information they gathered. By design, the K-W-L requires students to make connections between prior knowledge and new knowledge thereby constructing meaning. Some researchers have conducted researches in line with reading comprehension. For instance: Husnaini (2012) conducted a study on The Effectiveness of Know-Want-Learn Strategy in Teaching Reading Comprehension (An Experimental Study of the Eight Grade Students at SMP Negeri 9 Palopo). another researcher was Lestari (2012), in her research entitled The Implementation of K-W-L Strategy to Improve the Fourth Grade Students Activity and Result of IPS Teaching and Learning Process at SDN Curahpoh 02 Bondowoso. Ogle (1986) stated that KWL is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of KWL chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the KWL chart. Being aware of the factors that must be taken into consideration that having good reading comprehension is really helpful, so that the researcher was interested in finding appropriate strategy in teaching reading. The researcher implemented Know-Want-Learn strategy to find out the effect of Know-Want-Learn strategy on students reading comprehension and to find out students perception toward the use of Know-Want-Learn strategy.

5 METHOD OF THE RESEARCH Research design A research method applied in this research was pre-experimental design; the onegroup pretest-posttest design ( Gay et al., 2006). The researcher used only one group. The group received a new treatment namely Know-Want-Learn strategy, a treatment under investigation. The group was given pre-test and post-test. Pre-test was administered before the treatment to assess the students prior knowledge on reading comprehension and the post-test was administered to measure treatment effects. Population and Sample The researcher took the population and sample to make the easier way to do the research. In this case, the population of this research was all of the tenth grade students of SMA Negeri 12 Makassar, in academic years 2013/2014. Because the population was absolutely big in number, then not all of them were taken as the subjects of this research. So, this research applied simple random sampling based on the reason that simple random sampling was trusted to be representative of giving population. The total number of sample is 30 students out from the population. Procedure of Collecting the Data Before doing the treatment, the researcher gave pretest to the students, in order to know their prior knowledge. The test was delivered by answering the questions in the form of multiple choices. The researcher used Know-Want-Learn strategy in teaching reading. After doing the treatment, the researcher conducted a posttest to the students in order to know the students achievement toward the implementation of Know-Want-Learn strategy. To know the students perception, the researcher gave the questionnaire after conducting the posttest in the procedures of data collection. Technique of Data Analysis The quality of students reading score based on their answer, for each number of questions were measured into seven classifications by using the score classification introduced by Depdiknas (2006). The data on questionnaire was analyzed into Likert Scale, Sugiyono (2011) and then analyzed in percentage to see the students perception toward the use of Know-Want-Learn strategy in teaching reading. the students perceptions were categorized into positive and negative statements scores.

6 RESEARCH FINDINGS Table 1 shows that in pretest, the students got scores that categorized as fairly good classification were 5 (17%), the students got scores that categorized as fair classification were 14 (47%), the students got scores that categorized as poor classification were 11 (36%) and none of the students got scores that categorized as excellent, very good, good or very poor classification. On the other hand, in posttest, the students got scores that categorized as very good classification were 10 (33%), the students got sc ores that categorized as good classification were 13 (43%), the students got scores that categorized as fairly good classification were 5 (17%), the students got scores that categorized as fair classification were 2 (7%) and none of the students got scores that categorized excellent, poor or very poor classification. So, the mean score between pretest and posttest was different namely in pretest mean score was while in posttest mean score was It means that students reading comprehension achievement mean score on literal comprehension of posttest was significantly different than pretest. The increase was points. Table 2 shows that in pretest, the students got scores that categorized as good classification was 1 (3%), the students got scores that categorized as fairly good classification were 2 (7%), the students got scores that categorized as fair classification were 10 (33%), the students got scores that categorized as poor classification were 17 (57%) and none of the students got scores that categorized as excellent, very good, or very poor classification. On the other hand, in posttest, the students got scores that categorized as very good classification were 7 (43%), the students got scores that categorized as good classification were 1 3 (43%), the students got scores that categorized as fairly good classification were 9 (30%), the students got scores that categorized as fair classification was 1 (3%) and none of the students got scores that categorized excellent, poor or very poor classification. So, the mean score between pretest and posttest was different namely in pretest mean score was while in posttest mean score was It means that students reading comprehension achievement mean score on interpretive comprehension of posttest was significantly different than pretest. The increase was points. Table 3 shows that in pretest, the students got scores that categorized as fairly good classification was 1 (3%), the students got scores that categorized as fair classification were 6 (20%), the students got scores that categorized as poor classification were 18 (60%), the students got scores that categorized as very poor classification were 5 (17%) and none of the students got scores that categorized as excellent, very good, or good classification. On the other hand, in posttest, the students got scores that categorized as very good classification

7 were 5 (17%), the students got scores that categorized as good classification were 10 (33%), the students got scores that categorized as fairly good classification were 9 (30%), the students got scores that categorized as fair classification were 5 (17%), the students got score that categorized as poor classification was 1 (3%) and none of the students got scores that categorized excellent or very poor classification. So, the mean score between pretest and posttest was different namely in pretest mean score was while in posttest mean score was It means that students reading comprehension achievement mean score on extrapolative comprehension of posttest was significantly different than pretest. The increase was points Table 4 shows that in pretest of all reading comprehension, the students obtained scores that categorized as fairly good classification was 1 (3%), the students obtained scores that categorized as fair classification were 11 (37%), the students obtained scores that categorized as poor classification were 18 (60%) and none of the students got scores that categorized as excellent, very good, good or very poor classification. On the other hand, in posttest in all reading comprehension, the students obtained scores that categorized as very good classification were 3 (10%), the students obtained scores that categorized as good classification were 18 (60%), the students obtained scores that categorized as fairly good classification were 9 (30%) and none of the students obtained scores that categorized excellent, fair, poor or very poor classification. Based on the result of data analysis on pretest and posttest in all reading comprehension, the researcher found that the probability value was smaller than the level of significance 0.05 ( ). It indicated that the hypothesis of this research was accepted. In the other words, there is a significance difference between using pretest before treatment and using posttest after treatment. It can be concluded that the use of Know-Want-Learn strategy improved students reading comprehension significantly. Table 5 is about students interval scores of questionnaires and it presented that there were 13 (43%) of the students felt strongly positive, 17 (57%) of the students felt positive and none of the students felt neutral, negative and strongly negative respectively. Furthermore, the mean score and standard deviation of students perception toward Know-Want-Learn strategy was which categorized into High. It can be concluded that the students perception toward Know-Want-Learn strategy was positive.

8 DISCUSSION The purposes of this research were to know to what extend does the use of Know- Want-Learn Strategy improve students reading comprehension and to know the students perception toward the use of Know-Want-Learn strategy in teaching reaching. The comparison of pretest and posttest by applying statistical analysis as has been explained in the previous chapter revealed that there is significant difference between pretest and posttest score, the score of posttest is higher than the score of pretest in three levels of reading comprehension (Literal, Interpretive and extrapolative comprehension). It means that the use of Know-Want-Learn strategy in teaching reading improved the students reading comprehension in aspect of Literal comprehension, interpretive comprehension and extrapolative comprehension. The analysis of pretest and posttest in all reading comprehension shows that the value of significant was.000 which is lower than 0.05 (.000 < 0.05), it means that the improvement of the students reading comprehension was significant after getting treatment. It was supported by ( Gay et al., 2006) stated that there is significant between pretest and posttest if the P-value or sig. (2-tailed) is less than or equal to It indicated that the use of Know-Want-Learn strategy improved the students reading comprehension significantly. Table 5 shows that the use of Know-Want-Learn strategy affected significantly to the students interest in attending the reading class during conducting the treatment. All of the questionnaire are positive statement given by the students, whether it was strongly agree or agree, the statement of undecided considered as neutral. It means that, this strategy is including a good strategy in teaching reading comprehension. Mostly the students stated that they were diligent in joining reading class since teacher taught by using Know-Want-Learn strategy, 17 (57%) of the students agreed that Know -Want-Learn Strategy help them in improving their English reading comprehension. It was also proved by the mean score of students questionnaire was which categorized into high. CONCLUSION AND SUGGESTIONS The use of Know-Want-Learn Strategy in teaching reading improved students reading comprehension in aspect of literal, interpretive, and extrapolative comprehension. The mean score of pretest was and it was categorized as fair classification, while the students posttest mean score was and it was categorized as good classification. The probability value was smaller than the level of significance 0.05 (.000 < 0.05), it indicated that the improvement of the students reading comprehension was significant.

9 Positive comments that have been given by the students to toward the use of Know- Want-Learn strategy in teaching reading. Table 5 shows that there were 13 (43%) of the students felt strongly positive and 17 (57%) of the students felt positive to the use of Know- Want-Learn strategy. It was also proved by the mean score of students perception was which categorized into high. It is suggested that teaching reading comprehension by using Know-Want-Learn strategy should be continuously implemented to the students of high school, to the junior high school and also to the all English students since the use of Know-Want-Learn strategy in teaching reading comprehension could make students comprehend well.

10 BIBLIOGRAPHY Carr, E. & Ogle, D. (1987). K -W-L Plus: A Strategy for Comprehension and Summarization. Journal of Reading, 30 (7), Diperoleh 24 Oktober 2011, dari Depdiknas. (2006) Kurikulum Standar Kompetensi SMA/MA. Jakarta: Dharma Bakti. Gay, L. R, et al. (2006). Educational Research. London: Longman. Harmer, J. (1998). The Principle of English Language Teaching. New York: Longman Group Ltd. Husnaini. (2012). The Effectiveness of Know-Want-Learn ( KWL) Strategy in Teaching Reading Comprehension (An Experimental Study of the Eight Grade Students at SMP Negeri 9 Palopo). Lestari, Triyanti Puji. (2012). Penerapan Strategi KWL untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa dalam Pembelajaran IPS Pokok Bahasan Kegiatan Ekonomi dalam Memanfaatkan Sumber daya Alam Pada Siswa Kelas IV SDN Curahpoh 02 Bondowoso. Ogle, Donna M. (1986). KWL: A Teaching Model that Develop Active Reading the Heading Teacher. Evanston: Illinois. Roslina. (2013). The Effectiveness of picture story book in improving students reading performance. Shelley, Anne Crout. et al. (1997). Revisiting the K-W-L: What we Knew; What we Wanted to Know; What wee learned. (Journal Reading Horizons, 1997, volume 37, #3) Publisher Sugiyono. (2011). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. CV. Alfabeta. Bandung

11 Table 1 The Frequency and Percentage of the Students Achievements in term of Literal Comprehension Classification Score Pretest Posttest Frequency Percentage Frequency Percentage Excellent Very good Good Fairly good Fair Poor Very poor Total Table 2 The Frequency and Percentage of the Students Achievements in term of Interpretive Comprehension Classification Score Pretest Posttest Frequency Percentage Frequency Percentage Excellent Very good Good Fairly good Fair Poor Very poor Total

12 Table 3 The Frequency and Percentage of the Students Achievements in term of Extrapolative Comprehension Classification Score Pretest Posttest Frequency Percentage Frequency Percentage Excellent Very good Good Fairly good Fair Poor Very poor Total Table 4 The Frequency and the Percentage of Students Achievements in term of Pretest and Posttest in All Reading Comprehension Classification Score Pretest Posttest Frequency Percentage Frequency Percentage Excellent Very good Good Fairly good Fair Poor Very poor Total

13 Table 5 The Percentage of the Students Perceptions toward Know-Want-Learn Strategy Interval Score Category Know-Want-Learn Strategy f % Very high High Moderate Low Very low 0 0 Total