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The Strengths and Weaknesses of KWL strategy
By : Nadiah binti Abu Bakar
No Strengths Weaknesses
1. Elicits students prior knowledge.
Students have to brainstorm their
ideas and try to listing everything
they know about the topic.
Difficult for students with no prior
knowledge
Students have a problem to listing in
K column and hard !or them to have a
general idea o! the topic.
". Easy to use and organize.
Students could divide the
important and not so important
points by dividing them into the
appropriate column.
#hey could see clearly the points
in order to answer the
comprehension $uestions.
Take time to complete.
Students have to draw the !ramework
and use a lot o! time to think about
what to list in each column.
Not appropriate to use in e%ams
because the time is limited.
&. Sets a purpose for reading.
'eaders have the idea about the
te%t be!ore reading the whole te%t.
'eaders be more !ocus to !ind the
important points while reading.
Not effectie for reading fiction
materials.
'eaders do not have any idea about the
story or novel. So( this strategy is not
suitable.
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). Encourage students to make a
critical thinking.
Students need to !ill in the *
column by thinking what they had
learnt a!ter reading the te%t.
Students think hard want to know
more about the topic by
$uestioning in the column +
Not proper for readers who has non!
actie thinking.
#his strategy serves as a model !or
active thinking during reading.
So( it is not suitable !or readers who has
low thinking level and poor memory
skills because they will not be able to
e%pend their ideas beyond the te%t.
,. "elps students to monitor their
comprehension and knowledge.
Students know their vocabulary
level and understanding ability.
Students learn new topic and put
an e!!ort to study more about the
topic in order to update their
knowledge.
Students will gie up and get #ored
easily.
+hen students !ail to make a critical
thinking by !illing in the three column(
they would give up and re!use to
complete the !ramework.
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)
$rticle title % -oing Sport .sychology in /oaching 'ole.
K W L
0very coaches should
practice psychology
skills to be the best
ones.
+hat is sport
psychology in the
coaching role1
#he topic is about
inter!ace between
coaching and sport
psychology.
/oaches should be a
role model to the their
trainees.
2ow to practice sports
psychology1
/oaches can use
knowledge o! sport
psychology principles
and techni$ues with
their athletes.
/oaches should be
competence with their
skills.
+hat is the important
learning sport
psychology1
#he knowledge are
!ostering an optimal
team environment(
teaching sport skills(
practicing sport3speci!ic
psychological skills(
teaching general
psychological skills(
preparing !or
competition
/oaches hoping to do
,
,
2ow to be a good coach
with psychology skills1
sport psychology should
become !amiliar with he
!ield( its issues( and its
techni$ues through
reading books and
4ournal and attending
workshops and
con!erence o! sport
psychology.
/oaches should be
approachable( interested in
athletes becoming
ac$uainted with their
teammates and !ocused on
their event.
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&eflectie Essay
By : Nadiah binti Abu Bakar
It is easier to learn something if we first access schema (what you know) and set
purpose (what you want to learn) 7 taken !rom #hinking in /onte%t by 2yde and Bi8ar.
Based on the $uotation( 9 have chosen K+* reading strategy !or this semester pro4ect.
#he reason why 9 chose this strategy because it is e!!ective to use in content reading.
:irstly( K+* strategy helps me a lot in understanding the te%t. #he !ramework
steps is an interesting way to make the notes because 9 could see clearly the main points
and elaborations o! the te%t through the table. 9t looks well organi8ed dividing the points
by the columns K( + and *. Besides( it is use!ul !or me when 9 have to answer a
comprehension $uestions based on the te%t. 9t is easy to looked !or the points that 9 have
divided in the table rather than !inding the points in the long te%t.
:urthermore( this strategy helps me to improved my cognitive skills. 9 have to
thought hard about the topic and re!reshed my prior knowledge as much as 9 could. #hen(
9 need to analy8ed the te%t so that 9 could really know what 9 have learnt !rom it.
;oreover( this strategy makes me consulted other resources to !ind out the answer to
$uestions that were not answered. Also( it persuades me to share my prior knowledge and
what 9 have learnt with others.
9 have applied this strategy to the article that 9 have chosen entitled -oing Sport
.sychology 9n #he /oaching 'ole. #he !irst step o! this strategy is !ill in +hat 9 Know
column. #his step re$uires me to make a brainstorming and elicit my prior knowledge
about the topic be!ore 9 read the whole te%t. 9 began by listed everything 9 already knew
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in the K column. A!ter 9 have stated all my prior knowledge( 9 have to list the $uestions
or topic in +hat 9 +ant #o Know column. 9 listed whatever 9 want to know about the
topic in this + column and 9 hope to !ind the answer while reading the te%t. *astly( a!ter
!inished reading the whole te%t( 9 wrote down all the important points that 9 have
identi!ied through the te%t in +hat 9 *earnt or * column.
2owever( 9 have encountered a problem when using this strategy. #he problem
was 9 have limited prior knowledge o! the topic. So( 9 have no idea to listing in the K
column. #here!ore( 9 decided to sur! the internet to looked !or the topic and asked my
!riends who knows about it. As a result( 9 have a general idea about the topic.
9n my opinion( the reading strategies that 9 have learnt in class are help!ul to the
students. 9t is because( reading strategies guided students while reading the te%t and they
could know the purpose !or reading. 9n addition( it also help students to manage their
time properly to study !or e%ams. Not only that( students will become more curios about
the reading task that !ollows and they could share their knowledge with each other.
9n short( K+* is an e!!ective reading strategy in understanding te%t. 9t improves
students cognitive skills and helps students to be a good reader.
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&E'E&EN(ES
Bernard( *. 2ayes( ?1==1@( Effective Strategies for Teaching Reading( Bernard
A /o( Bnited States o! America.
/A''( 0.( and -. CD*0. 1=<6. K3+3* plus: A strategy !or comprehension and
summari8ation. ournal of Reading &>:5"535&1. .resents a variation on K3+3* and
describes its use with ninth grades
-ouglas +. /arnie( Eerry Silbert( 0dward E. Kameenui( Sara D #arver( ?">>)@(
!irect Instruction Reading "ourth Edition( .earson ;evill .rentice 2all( New Eersey
'ose #unku 9smail( ?1===@( Reading Skills #nd Techni$ues( .ercetakan /s(
Kuala *umpur.
http:FFboe.gree.k1".wv.usFronceverteFkwl".html( retrieved on "&F>&F">>=
http:FFwww.4ustreadnow.comFstrategiesFkwl.htm( retrieved on "&F>&F">>=
http:FFwww.reading$uest.orgFstratFkwl.html( retrieved on "&F>&F">>=
http:FFwww.studytechni$ues.orgFreading3strategies3kwl.html( retrieved on "&F>&F">>=
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