The Effectiveness Of K-W-L Technique To Increase Students' Reading Comprehension Achievement Through Reading Descriptive Text - Grade 8

Oct 15, 2026

This study examines whether K-W-L (Know-Want to know-Learn) technique improves students’ reading comprehension achievement compared with the Conventional technique. Quantitative research was conducted with Grade 8 students at SMP Negeri 1 Cisarua, Bandung, over ten meetings. The procedure included pilot testing, pre-test, treatment using K-W-L, and post-test. Data from pre-test and post-test scores show a significant difference between groups, indicating a positive impact of K-W-L on reading comprehension achievement.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

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The Effectiveness OfK-W-L Technique To Increase Students’Reading Comprehension Achievement Through Reading Descriptive Text For Grade 8 of SMP Negeri 1 Cisarua Nelson Balisar Panjaitan & Radema Situmorang [sonnelunai@yahoo.co.id](sonnelunai@yahoo.co.id)[ ](sonnelunai@yahoo.co.id)School of Education, Universitas Advent Indonesia Abstract The purpose of this study is to find out whether there is a significant difference in reading comprehension achievement between those who are taught using the K-W-L (Know-Want to know-Learn) technique and those who are taught using the Conventional technique. In this study, the researcher used quantitative research. The participants of this study were students at SMP Negeri 1 Cisarua, Bandung. This study was conducted in ten meetings. This research was conducted in four steps: Pilot test, Pre-test, treatment (K-W-L technique) and post-test. After analyzing the data from the result of pre-test and post-test score it showed that there is significant difference in reading comprehension between those who are taught using K-W-L technique and those who are taught using conventional technique. Therefore, it can be concluded that the K-W-L technique as a teaching material has a positive impact in reading comprehension achievement. Key Word: K-W-L technique, Effectiveness, and Reading Comprehension. Introduction English is the most widely used language in international communication. Today, English is one of the languages of the people to communicate. It is supported by Nehemiah (2011) who said that acquiring English language as a communication tool in the era of globalization is required for those who participate in globalization in terms of business, culture, job, travel, technical knowledge, information, education and practice. For this reason, learning English is very important for us. If we can master the English language then it could become our devise to face the globalization era. Because of the importance of the English language for all, schools have taught English lessons since elementary school. Not only for elementary schools, but today the English language is taught to children in playgroups. In other word, more importantly learning English is done through reading. Students often have problems when they read. The students do not understand what they read. According to Yeselson (2000) students have problems in reading comprehension, such as they cannot understand the text at all. They misread the text by totally changing its meaning, and they misread the text by taking words and phrase out of context. Katemba, C. & Samuel (2017) stated that usually students face many problems in reading text. For example: difficult words, comprehension of sentences, how to read the word or sentence correctly, and etc. In reading class, most of the reading activities are focused on reading for comprehension. Further, Katemba, C. (2013) In Indonesian schools, however, the teaching of English consists mainly of learning correct grammatical structures or forms, increasing vocabularies, working on exercises on the sentence level, and asking students to repeat over and over similar structures. In addition, students also often experience boredom when they read. They even feel depressed when they do not understand what they read from the reading text. Sasson (2007) said that students can become easily frustrated when they do not understand what they are reading and as a result, they lose their motivation. In other word, as a teacher we must be creative to devise reading materials to teach the students the different techniques to help students understand reading. Base on the problems above, the researcher is interested in researching about teaching reading by using K-W-L technique. K-W-L (Know-Want to knowLearn) technique is a chart which consists of three columns: know, want to know and learned. The first column is “Know”. In this column, the students write down about what they have known about t

FAQs

What is the purpose of this study?

The study aims to determine whether there is a significant difference in reading comprehension achievement between students taught using the K-W-L technique and those taught using the conventional technique.

How was the research conducted?

The research used quantitative methods with Grade 8 students at SMP Negeri 1 Cisarua. It involved pilot test, pre-test, treatment using K-W-L, and post-test over ten meetings.

What conclusion does the study reach?

The analysis of pre-test and post-test scores shows a significant difference, leading to the conclusion that the K-W-L technique has a positive impact on reading comprehension achievement.

Oct 15, 2026

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