The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials

The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials

The purpose of this study was to examine the use of Know-Want-Learned (KWL)strategy to improve English Foreign Language students’ ability in comprehending academic readingmaterials. The subjects of this study consisted of 60 junior high school students in the districtof South Kalimantan, B...

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Main Author: Zahratun Nufus
Format: thesis
Language:eng
Published: 2019
Subjects:
P Language and Literature
Online Access:https://ir.upsi.edu.my/detailsg.php?det=4871
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic P Language and Literature
spellingShingle P Language and Literature
Zahratun Nufus
The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials
description The purpose of this study was to examine the use of Know-Want-Learned (KWL)strategy to improve English Foreign Language students’ ability in comprehending academic readingmaterials. The subjects of this study consisted of 60 junior high school students in the districtof South Kalimantan, Banjarmasin. The researcher adopted a mixed-method and employed aquasi-experimental design. The experimental group was taught by using KWL strategy while thecontrol group was taught by using the conventional strategy. The instruments used in this studywere questionnaires, pre and post-test and semi-structured interview. Data from questionnaires wereanalyzed by using descriptive statistics. The findings revealed that the students were proficientin reading activity and were interested in using KWL strategy in comprehending academic readingmaterials. The pre and post-test mean scores were analyzed through paired and independent samplet-tests. The findings of the pre and post-test showed that there was a significant improvement inachievement for the experimental group (M=91.83, SD=5.33) when compared to the control group(M=82.00, SD=6.64), t(58)=6.32, p<0.05. The qualitative data from the semi- structured interviewwere analyzed based on thematic analysis. As a conclusion, the result of the interviews showed thatKWL strategy has increased the students’ interest in reading academic texts and helped the studentsto comprehend those texts. Thus, this study showed that the use of KWL strategy could improve EFLstudents’ ability to comprehend academic reading materials.
format thesis
qualification_name
qualification_level Master's degree
author Zahratun Nufus
author_facet Zahratun Nufus
author_sort Zahratun Nufus
title The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials
title_short The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials
title_full The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials
title_fullStr The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials
title_full_unstemmed The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials
title_sort use of know-want-learned (kwl) strategy in improving efl students ability to comprehend academic reading materials
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=4871
_version_ 1747833155352526848
spelling oai:ir.upsi.edu.my:48712020-06-17 The use of Know-Want-Learned (KWL) strategy in improving EFL students ability to comprehend academic reading materials 2019 Zahratun Nufus P Language and Literature The purpose of this study was to examine the use of Know-Want-Learned (KWL)strategy to improve English Foreign Language students’ ability in comprehending academic readingmaterials. The subjects of this study consisted of 60 junior high school students in the districtof South Kalimantan, Banjarmasin. The researcher adopted a mixed-method and employed aquasi-experimental design. The experimental group was taught by using KWL strategy while thecontrol group was taught by using the conventional strategy. The instruments used in this studywere questionnaires, pre and post-test and semi-structured interview. Data from questionnaires wereanalyzed by using descriptive statistics. The findings revealed that the students were proficientin reading activity and were interested in using KWL strategy in comprehending academic readingmaterials. The pre and post-test mean scores were analyzed through paired and independent samplet-tests. The findings of the pre and post-test showed that there was a significant improvement inachievement for the experimental group (M=91.83, SD=5.33) when compared to the control group(M=82.00, SD=6.64), t(58)=6.32, p<0.05. The qualitative data from the semi- structured interviewwere analyzed based on thematic analysis. As a conclusion, the result of the interviews showed thatKWL strategy has increased the students’ interest in reading academic texts and helped the studentsto comprehend those texts. Thus, this study showed that the use of KWL strategy could improve EFLstudents’ ability to comprehend academic reading materials. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=4871 https://ir.upsi.edu.my/detailsg.php?det=4871 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Adams, M. J. (2017). Failures to comprehend and levels of processing inreading. Theoretical issues in reading comprehension: Perspectives from cognitive psychologylinguistics, artificial intelligence and education, 11(32), 1- 37.Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press .Al-Nafisah, K. (2011) . Saudi EFL students' reading interest. Journal of King SaudUniverstiy-Languages and Translation, 23( I), 1-9.An, S. (2013). Schema theory in reading . Theory and Practice in Language Studies, 3( I),130.Ary, 0., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (20 13). introduction to research ineducation. 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