CHAPTER I

INTRODUCTION

A. Background of The Problem

The human life needs a tool to communicate and interact each other. Language is

one of the ways to communicate with other people. According to Sapir (1921: 8),

language is purely human and non-instinctive method of communicating ideas,

emotions, and desires by means of a system of voluntarily produced symbol.

Language is a set of common sounds and symbols by which individual

communicating. The function of language is transferring idea human’s feeling, or

sharing everything in human mind. In the world, we know that every country has

different language. To accommodate these facts, human makes international

language to give solution of easiest communication with people in other countries

and one of foreign language which is taught at each level of Indonesia education

from elementary school until university. Listening, speaking, reading, and writing

are four skills should be mastered in English.

Reading is an important skill for learners of English as foreign language. It is

important to be mastered in order to ensure success, because by reading the

students will get much information which is very useful for their life. Grellet

(1994 : 4) states that the function of reading consists of reading for information in

order to find out something or in order to do something with the information that

gotten.
Reading comprehension is the ability to process text, understand its meaning, and

to integrate with what the reader already knows. Fundamental skills required in

efficient reading comprehension are knowing meaning of words, ability to

understand meaning of a word from discourse context, ability to follow

organization of passage and to identify antecedents and references in it, ability to

draw inferences from a passage about its contents, ability to identify the main

thought of a passage, ability to answer questions answered in a passage, ability to

recognize the literary devices or propositional structures used in a passage and

determine its tone, to understand the situational mood (agents, objects, temporal

and spatial reference points, casual and intentional inflections, etc.)

Concentration is concentration of mind on a matter by way of putting things aside

other things that are not related. Students who concentrating learning can be

observed from several behaviors during the teaching and learning process. In

another opinion concentration namely the ability to focus full attention to the

problem at hand However, the importance of reading is not always supported by

students' abilities in real life.

This condition also occurred in Muhammadiyah 02 Pagelaran Vocational School.

Based on interviews and questionnaires with several students who found

conclusions, found several problems related to students, there were teacher

aspects and aspects of students. Many students are difficult and worried to read

English because they don't understand

vocabulary. In addition to questions, many students who are interested in learning

English and considering English are one of the difficult lessons. During the

observation many students did not pay attention to the teacher.In addition, the

2
researcher discusses the teacher can convey the material well. English teachers

also do not use any media to support the process of accepting them. This situation

makes students more bored to learn English lessons. When researchers interview

students in tenth grade TkJ, talking about students becomes difficult to read

because they are worried and do not understand vocabulary. Students say that

students are afraid to make mistakes in English and they do not know how to say

it in English. Based on the phenomena above, the researcher tries to find an

effective solution to improve the student reading comprehension.

B. Problem Formulation

From the limitation of the problem above, the problem of this research can be

formulated into the following question "How is the effect of learning using the

KWL method (know, want, learn) to improve reading comprehension of students

for tenth grade at Muhammadiyah 02 Pagelaran?"

C. Scope of Research

1. Research Subject

The research subjects were tenth grade students of Muhammadiyah Vocational

School 02, the 2018/2019 academic year.

2. Research Object

The object of the research was to increase the concentration of students' reading

comprehension and the implementation of language learning using the KWL

method in the tenth grade of Muhammadiyah Vocational School 02, the

2018/2019 academic year.

3
3. Time of research

Researchers will be conducted in the tenth grade of Muhammadiyah Vocational

School 02, the 2018/2019 academic year.

4. Research Place

The researcher will be conducted in the tenth grade of SMK Muhammadiyah 02

in the 2018/2019 academic year.

D. Purpose and Significance of Research

1. Research Objectives

In general, the purpose of this study is to improve student achievement in

increasing the concentration of student learning in reading comprehension, the

purpose of this study is to obtain information about:

Identification of increasing reading comprehension abilities of students for tenth

grade in Muhammadiyah Vocational School 02 Performance and Knowing the

effectiveness of language learning using the KWL method to improve students'

comprehension skills for tenth grade at Muhammadiyah 02 Pagelaran Vocational

School.

2. Significance of Research

This research is expected to be useful for teachers, students, and researchers. This

is done to provide theoretical and practical benefits.

A. To the teacher

4
This research can be useful for collage teachers who can improve students'

understanding in reading English using the KWL learning method as an

alternative method.

b. For students

By applying this research, students are motivated to learn to read English.

Hopefully students can improve their understanding.

c. For researchers

This research is expected to help researchers to learn and get more information to

identify problems in increasing the concentration of learning to read students

Researchers will get new experiences and knowledge for the future in their lives

because of research.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Study

There are some previous studies taken by some researchers around the world

related to the use of KWL strategy (know,want,larn) to improve students reading

comprehension. The first previous study was conducted from Tri Utami (2017).

The researcher conducted the research in SMPN 2 Sampang ‘’The Use of Know-

Want-Learn Strategy to Teach Reading of Report Text to the Ninth Graders of

SMPN 2 Sampang’’. This study presented about the new strategy that can be used

by the teacher to help the students who have difficulties in comprehending the text

they read. It was Know-Want-Learn (KWL) strategy which is proposed for the

ninth graders of SMPN 2 Sampang as their reading strategy in learning English.

Reading becomes the first skill that is crucial to be mastered because it assists the

students achieve most of information. Student who has a good skill in reading will

be easier to gain new knowledge, especially for language acquisition.The aim of

this study is how the teacher as the instructor minimizes the students’ reading

difficulties. One of the ways is by providing effective instruction using an

appropriate strategy. KWL Strategy is chosen to solve this problem through three

basic cognitive steps which are; accessing what the students Know, determining

what the students Want to learn, and recalling what the students did Learn. It also

helps the students develop their curiosity on the material and organize their

inquiries before, during and after reading to connect with their learning. The

researcher adopted a qualitative research to gain in-depth understanding about this

6
study. The data was taken through the observation checklist and field notes in

classroom for four meetings. This study results two things. The first, the teacher is

carried out the learning process through three basic cognitive steps of KWL

implementation and accordance with the lesson plan. The second, the students

showed good responses. They could develop their understanding of the texts by

showing great initiative.

The second previous study was conducted from D Lismayanti (2014). The

researcher was conducted SNPN 4 Palembang entitle’’ The Effect of Using

KWL(Know, Want, Learned) Strategy on EFLStudents’ Reading Comprehension

Achievement” There is a fact that most of the Secondary School students

are still low in comprehending reading texts.

Therefore, the main objective of this study was to see whether the use of

KWL (Know, Want, Learned) strategy was effective in improving the

students’ reading comprehension achievement in learning English as a

Foreign Language. Non equivalent groups pretest-posttest design was used in

this study. The population was the eight grade students of SMPN 4

Palembang in academic year of 2011/2012 with a total number of 254

students. Out of this population, 40 students were taken as sample. There

were two groups, each of which consisted of 20 students. The data were

collected by using multiple choice reading comprehension test. The data

obtained were analyzed by using t-test formula. The finding showed that

KWL strategy was effective in improving the students’ reading

comprehension achievement. The effectiveness was indicated by the result

7
of the Stepwise Regression formula that the contribution of KWL strategy

on students’ reading comprehension achievement was 70.5%.

Having applied KWL (Know, Want, Learned) strategy for about 16

meetings, the writer considered that it was a good strategy to be applied. In

addition, this strategy helped students in understanding the reading material

easily.

The third previous study was conducted from et al Maulida( 2016). The researcher

was conducted the research in SMPN 3 Banda Aceh entitled ‘’ KWL: Strategy on

Improving Reading Comprehension’’ This study is about the implementation of

Know, Want, Learned (KWL) strategy to enhance students’ reading

comprehension. The desire to conduct the research toward this study is to

investigate how the proper implementation of KWL helps the students’ increasing

their ability in terms of reading skill. This study was approached quantitatively,

specifically through an experimental method using the design of one group

pretest-posttest. The population of this study was the first grade students at SMPN

3 Banda Aceh, while the sample of this study was VII-9 class which consisted of

30 students which was chosen randomly. The data for this study were obtained by

using test as the instrument for collecting the data. Also, the data were analyzed

using repeated measures T-test in order to prove the hypothesis. The calculation

result showed that null hypothesis (H0) was rejected and the alternative hypothesis

(Ha) was accepted, because the result of t-test calculated was 5.07, higher than t-

table 2.04. Therefore, the writer concludes that teaching reading by using KWL

gives good effect for students’ reading comprehension at SMPN 3 Banda Aceh.

8
The fourth previous study was conducted Juwita kumalasari (2018). The reseacher

was conducted the reseach in MTS N Kampar entitle ‘’ THE EFFECT OF

USING KWL PLUS (KNOW, WANT, LEARN, PLUS MAPPING AND

SUMMARIZING) STRATEGY ON STUDENTS’ READING COMPREHENSION’’

Reading is one of the most important skills that should be learned and mastered by

individual. The purpose of this research was to find out wheter there was or not

significant effect of using KWL Plus strategy on students’ reading comprehension

at second grade of MTsN Kampar. This research was an experimental research.

The research design was a quasi-experimental research. The total population of

this research was the second grade students of MTsN Kampar. The sample was

VIII.A as experiment class and VIII.B as control class taken by using cluster

random sampling. Thus, the total number of sample from two classes was 56

students. The technique of analyzing data was an independent sample t-test by

using SPSS 22 version program and Effect Size (ES) formula. The result showed

that the effect of using KWL Plus strategy on students’ reading comprehension at

the second grade at MTsN Kampar, was 0.216 ≥ 0.14 or categorized into large

effect. It can be concluded that there is significant effect of using KWL Plus

strategy on students’ reading comprehension of narrative text at the second grade

of MTsN Kampar.

The last previous study was conducted from Dian Rakhmawati (2015) . The

researcher was conducted the research in SMA Muhammadiyah 2 Metro entitles

‘’THE EFFECTIVENESS OF KNOW-WANT TO KNOW-LEARNED (KWL)

STRATEGY IN READING COMPREHENSION’’ The objectives of this research

9
are to identify the effectiveness of KWL as the strategy in teaching reading

comprehension to the second grade students of SMA Muhammadiyah 2 Metro.

The quantitative research was conducted and this study is population research,

because all the member of population is taken as sample, which consisted of 41

students of XI IPA class.To collects the data the researcher used pre-test and post-

test. The test is in the form of multiple choices. To know whether there is a

significantly difference between the students’ pre-test scores with their post-test

scores, the writer analyzed the data by using Paired Sample T-test. Before the

instrument was used in a research, the instruments of pre-test and post-test has

been tried out in order to achieve good validity and reliability. The research

findings show that in the pre-test, the students’ lowest score was 62.50 and the

highest score was 80.00 with the mean 70.0000. Meanwhile, in the post-test, the

students’ lowest score was 62.50 and the highest score was 90.00 with the mean

72. 4390. It means that KWL strategy is effective in teaching reading

comprehension. It can also be proved by value of t-test with probability

(Asymp.Sig.2 tailed) was less than the level of significance (0.002 < 0.05).

Therefore, based on the success of the implementation of the KWL strategy in

previous related research, researchers decided to investigate the application of the

KWL strategy in increasing the concentration of students in descriptive textual

reading comprehension in the tenth grade of TKJ class at Muhammadiyah 2 High

School in Pagelaran. Researchers want to provide equal opportunities to students

to improve their reading comprehension. But in this study researchers wanted to

increase students' concentration in reading descriptive texts.

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B. Review of Literature

1. The Nature of Reading

Snow (in Nur Lisma, 2002:11) stated that reading comprehension is

the process of simultaneously extracting and constructing meaning

through interaction and involvement with written language. According

to Davies (in Nur Lisma, 2000:92), reading has much in common with

listening, and many aspects of the teaching of reading comprehension

are similar to the teaching of listening comprehension.According to

William (in Teguh Juliansah, 2016:11) stated that reading is the

process of recieving and interpreting information encoded in language

form via the medium of print. it means that reading is process of accept

and understand information.According to Harmer (in Teguh Juliansah,

2016:11) stated that reading is useful for other other purpose too: any

exposure to English (provided students understand it more or less). It

means that reading is useful to expose students skill in understanding

about text they read.

From the definition above, it can be concluded that reading is process

understanding about what is the authors write by using literary words

or idiom words and the reader know what is the meaning of the text

and purpose of story the authors write. Someone needs reading to get

information, they will know something happened in the world.

Reading has been important activity for people to know something

happen in the world. Reading is the process of simultaneously

extracting and constructing meaning through interaction and

11
 involvement with written languageand many aspects of the teaching of

reading comprehension are similar to the teaching of listening

comprehension.

b. Kinds of Readings

There are two different kinds of reading. They are extensive reading

and intensive reading :

1) Extensive Reading

According to Carrell and Eisterhold (1983 as cited in Alyousef

2005),extensive reading activities can be beneficial in aiding

learners to become self-directed individuals who are searching for

meaning provided that they are based on student-selected texts

that learners will be interested in what they are reading.Hedge (in

NarjesBanouSabouri, 2016:231) stated that mentioned the

benefits of extensive reading as follows: Students can make their

language proficiency, advance in their reading skill, become more

independent in their learning, learn cultural knowledge, and

expand confidence and incentive to continue their own learning.

2) Intensive Reading

In this type of readingstudents can get fundamental practice in

performing these strategies based on a series of materials. These

strategies can be either text-related or learner-related. The first

involves recognition of text organization and the second involves

strategies such as linguistic, schematic, and metacognitive

strategies (Hedge, in NarjesBanouSabouri, 2016:231). Yang, Dai,

12
 and Gao (in NarjesBanouSabouri, 2016:231), expressed that

intensive reading is useful to develop reading comprehension.

a. Activity in Reading

A reading activity involves one or more purposes, some operations

to process the text at hand and the consequences of performing the

activity. A reader has a purpose, which can be either externally

imposed or internally generated. According to Williams (1996: 51),

there are three main phases needed to be followed in reading

activity, namely :

a. Pre-reading : aimed to introduce and arouse learners’ interest in the

topic. Giving reason to read and some questions that related to

learners’ background knowledge ideas and opinion would motivate

learners’ eagerness to read the whole text.

b. Whilst reading : aimed to help students understanding the purpose

and texts’ structure and to clarify texts’ content. Some activities

like answering comprehension question, completing diagram or

maps, making list and taking notes are whilst reading type work.

c. Post-reading : aimed to consolidate what has been read with

learners’ own knowledge, interest, or ideas.

Based on the theory above, the researcher conclude that activity in

reading there are three main phase namely pre-reading, whilst

reading and post-reading. That activity giving reason to read and

13
 some activities like answering comprehension question with

learners’ own knowledge, interest, or ideas.

b. Models of Reading Process

There are three models for the second-language reading process: the

bottom-up model, the top-down model, and the interactive model :

1) The Bottom-up Model

Carrell (1989 as cited in Ahmadi & Pourhosein Gilakjani 2012)

said that the main focus of this model is the smaller units of a text

like letters, words, phrases, and sentences. The reader reads all of

the words in a phrase, or a sentence before understanding it. This

model starts with decoding the smallest linguistic units,

particularly phonemes, graphemes, and words and then makes

meaning from the smallest to the largest units.

2) The Top–down Model

Goodman (1967 as cited in Ahmadi & Pourhosein Gilakjani

2012) stated reading as a “psycholinguistic guessing game” in

which readers apply their previous knowledge to relate with a

text and to connect these to new information found in the text in

order to understand it. The readers do not read every word of a

text but they focus on identifying the next words. They try to

guess the meaning of words or phrases. Readers begin

forecasting from the title of the reading text that permits them to

restrict the scope of their reading. Then they assume the message

14
 the writer wants to transfer and change their hypotheses based on

what they read in the text. Comprehension starts with higher

levels of processing and continues to the application of the lower

levels (Nuttall, 1996 as cited in Ahmadi& Pourhosein Gilakjani

2012).

3) The Interactive Model

According to Rumelhart (1977), Nunan (1990), and Grabe

(1991),the effective reading needs both top-down and bottom-up

decoding. L2 readers can use top-down reading to make up for

deficits in bottom-up reading. To obtain meaning, they apply

their schemata to make up for the absence of bottom-up

knowledge (as cited in Ahmadi & Pourhosein Gilakjani 2012).

Teaching reading is not only the way to teach the students how to

read such text but also how to comprehend the text. According to

Rao (2004: 197), states that teaching reading is difficult works,

teacher must aware of the progress that student are making and

adjust the information of the text and there are many consideration

in teaching reading. In this case, the teacher must pay attention in

teaching reading because it is not easy job and the consideration in

teaching reading is necessary.

Based on the theories above, it can be concluded that teaching

reading the teacher must aware of the progress that students in

teaching reading. The teacher must pay attention for students in the

15
 classroom, and to push the students to have their own goal in

teaching reading.

c. Principles Of Teaching Reading

There are some principles to teaching reading by Jeremy Harmer

( 101-102):

1) Reading is not passive skill.

Reading is an incredibly active occupation. To do it successfully,

we have to understand what the words mean, see the picture the

words are painting, understand argument, and work out if we

agree with them. If we do not do these things and if the students

do not do these things, then we only just scratch the surface of the

text and we quickly forget it.

2) Students need to be engaged with what they are reading.

As with everything else in lessons, students who are not engaged

with the reading text-not actively interested in what they are

doing-are less likely to benefit from it. When they are really fired

up by the topic of the task, they get much more from what is in

front of them.

3) Students should be encouraged to respond to the content of a

reading text, not just to the language.

Of course, it is important to the study reading text for the way use

language, the number of paragraph they contain and how many

times they use relative clause. But the meaning, the message of the

16
 text, is just as important and we must give students a chance to

respond to that message in some way. It is especially important

that students should be allowed to express their feelings about the

topic-thus provoking personal engagement with it and the

language.

4) Prediction is a major factor in reading

When reseacher read text in our own language, we frequently have

a good idea of the content before we actually read. Book covers

give us a hint of what‟s in the book, photographs and headlines

hint at what articles are about and reports look like reports before

we read a single word. The moment we get this hint-the book

cover, the headline, the word processed page-our brain starts

predicting what the researher are going to read. Expectations are

set up and the active process of reading is ready to begin. Teachers

should give students „hints‟ so that they can predict what‟s

coming too. It will make them better and more engaged readers.

5) Match the task to the topic

The reseacher would give students Hamlet‟s famous soliloquy “to

be or not be” and ask them to say ho many times the infinitive is

used. We could give them a restaurant menu and ask them to list

the ingredients alphabetically. There might be a reason for both

tasks, but, on the face of it, the students look a bit silly. The

reseacher will probably be more interested in what Hamlet means

and what the menu foods actually are. Once decision has been

17
 taken about reading text the students are going to read, we need to

hoose good reading tasks-the right kind of questions, engaged and

useful puzzles etc. The most interesting text can be undermined by

asking boring and inappropriate questions; the most commonplace

passage can be made really exciting with imaginative and

challenge tasks.

6) Good teachers exploit reading text to the full.

Any reading text is full of sentence, word, ideas, descriptions etc.

It doesn‟t make sense just to get the students to read it and then

drop it to move on to something else. Good teachers integrate the

reading text into interesting class sequence, using the topic for

discussion and further tasks, using the language for study and later

activation. There are some principle behind the teaching of reading

which explained above. That are reading is not passive skill,

students need to be enganged with what they are reading, students

should be encouraged to respond to the content of a reading text,

not just to the language, prediction is a major factor in reading,

match the task to the topic, and the last is good teachers exploit

reading text to the full.

d. Assesment of Reading Comprehension

Assessment used to determine the quality of students‟ work.

Luongo (2003:7) states that authentic assessment involves students

in task that requires the application of knowledge and skills in

real-life situations. These alternative methods offer real-world

18
challenges and frameworks, such as audiences, for demonstrating

concepts and strategies that students have learned. Authentic

assessment rooted in classroom instruction, address education

goals and groups of learning objectives. These practices place

greater emphasis on problem solving, critical thinking,

comprehension, and reasoning, or self-reflection skills than

traditional assessment techniques. Final products include

exhibitions, performances that permit more than one solution. The

formats for students work recognize students‟ multiple

intelligences, different learning style and varying developmental

levels.

Assessing of the students development in reading comprehension

is very important. According to Chambers and Gregory

(2006:162) states that a function of any assessment regime is that

it should act as a guide to reinforcing teachers‟ priorities and

helping the students to identify what activities, knowledge, and

understanding are centrally important to their progress.

Assessment of the students should be explicitly linked to the

learning process and outcomes of their degree program is not so

much an invitation to teachers to work these things out for

themselves as it may at first sight. According to Hill (2011:31-32)

add that the combination of the reading test is:

1). Multiple-choice Question

19
 The multiple choice question have four possible labeled A, B,

C, D. the students will choose one answer per question. Each

question correctly answered is given one point.

The researcher chooses to take the type of assessment, namely

multiple choice questions to give tests to students to find out the

students' ability to understand the reading text.

e. Descriptive text

Descriptive Text is a text which says what a person or a thing is

like. Its purpose is to describe and reveal a particular person,

place, or thing.

Stanley (1988) mentions that description presents the appearance

of things that occupy space, whether they are objects, people,

buildings or cities. In this kind of text, the students are required

to ”list the characteristics of something and usually deals with

the physical appearance of the described thing (Smalley et. al.,

2001). In other words, a particular person, place or thing is

described in details in this composition. The description tells the

object as the way it is without being affected by the writers’

personal opinion. Before telling what they have caught through

their sensory system, a mental activity is involved. They firstly

identify certain imagery or real object which is located

somewhere. Through the words, then they describe the thing they

20
have in mind. In short, writing a descriptive text is “a way of

picturing images verbally in speech or writing and of arranging

those images in some kind of logical or association pattern”

(D’Angelo, 1980).Meanwhile, according to Corbett (1983) that

descriptive text is one of the expository writing. The description

draws a picture, tries to convey the sound, taste, and smell of

things or objects. Tompkins (1994) and Stanley (1988) defined

descriptive text as painting pictures with words. By reading a

descriptive text, readers feel that they see the description just like

they see pictures. Descriptive text has the purpose to describe an

object or a person that the writer is interested in. Thus, in ,writing

a descriptive text the writers should know well what they want to

describe. The students describe their ideas and thought vividly

based on what students see, hear, taste, smell, or touch.

Anderson & Anderson (2003) add that descriptive text is

different from information reports because they described a

specific subject rather than general group. Descriptive text is

considered as the simplest and easiest writing form compared to

narrative, recount, or procedure, particularly for the beginning

researcher (Ellis et. al., 1989). In addition, it allows students to

share interesting impressions of a person, a place, or an object

surrounding them (Troyka, 1987). Its purpose is to describe and

reveal a particular person, place, or thing.

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 The Generic Structure of Descriptive Text

Descriptive text has structure as below:

1). Identification; identifying the phenomenon to be described.

2). Description; describing the phenomenon in parts, qualities,

or/and characteristics.

The Language Feature of Descriptive Text

1). Using attributive and identifying process.

2). Using adjective and classifiers in nominal group.

3). Using simple present tense

Based on all the definitions above, it can be concluded that

descriptive text is text whose function is to describe something

where people and etc.

Example of Descriptive Text

(Identification)

Borobudur is a Buddhist temple. It was built in the ninth century

under Sailendra dynasty of ancient Mataram kingdom.

Borobudur is located in Magelang, Central Java, Indonesia.

(Description)

Borobudur is well-known all over the world. Its construction is

influenced by the Gupta architecture of India. The temple is

constructed on a hill 46 meter high and consists of eight steps

like stone terrace. The first five terraces are square and

surrounded by walls adorned with Buddhist sculpture in bas-

22
relief. The upper three are circular. Each of them is with a circle

of bell shape-stupa. The entire upper structure is crowned by a

large stupa at the center of the top circle. The way to the summit

extends through some 4.8 km of passage and stairways.

The design of Borobudur symbolizes the conception of universe

in Buddhist cosmology. It is believed that the universe is divided

into three spiritual spheres, kamadhatu, rupadhatu, and

arupadhatu. The first sphere, kamadhatu, represents respectively

the sphere of desires where we are bound to our desires; the

second sphere, rupadhatu, represents forms where we abandon

our desires but are still bound to name and form; and the last

sphere, arupadhatu, represents formlessness where there is no

longer either name or form. Borobudur temple which is

rededicated as an Indonesian monument in 1983 is a valuable

treasure for Indonesian people. With its magnificent size and

architecture, no wonder that Borobudur Temple includes 7

wonders of the world.

Learning concentration is concentration of mind and action on

an object that is learned by driving away or putting aside

everything that is nothing to do with the object learned (Hendra

Surya, 2009: 22). This is in line with the notion of concentration

put forward by Slameto (2003: 86) that in learning,

23
concentrating means concentration of mind towards a subject to

the exclusion of all other things not related to lessons.

Indicators or tools measure concentration in learning that are

stated by Super and Crities cited by Kuntoro (in Rachman,

2010:7) are as follows:

a. Pay attention to each subject matter delivered by the

teacher.

b. Can respond and understand each subject matter given.

c. Always be active by asking questions and arguing about

subject matter delivered by the teacher.

d. Answer correctly and correctly every question given by the

teacher.

e. Class conditions are calm and not noisy when receiving

subject matter.

For measuring the level of concentration of student learning, the

important thing is knowing how far the individual accepts,

rejects or avoid any implementation of learning that becomes

tendency.

acording to Nur Hasanah from the characteristics of learning

concentration, it can be concluded that the characteristics of the

concentration of learning in this study are:

a. Affective Behavior: is a behavior related to acceptance

24
 learning material carried out by the teacher, indicated by the

enthusiasm of the child when attending the study, paying

attention to the explanation teacher, as well as the verbal

response from the child by raising questions and opinions about

the learning being done.

b. Psychomotor Behavior: is an ability that involves activities

physical activity carried out by children, indicated by active

behavior involved in carrying out activities, and able to carry

out activities according to teacher instructions and

instructions.

c. Cognitive behavior: is a child's thinking ability, this can be

seen from the accuracy of the child answering questions

from the teacher regarding the learning material that has been

done.

2. KWL (Know, Want, Learn) Strategy

a. Definition of KWL Strategy

KWL (Know Want to Know –Learned) strategy is a teaching

strategy that helps pupils develop tactical ways to learn new

material with the use of questioning and accessing

information from reliable sources.

According to Ogle (Riawanti; 2012: 2) KWL is an

instructional reading strategy that is used to guide students

through a text. Student begin by brainstorming everything the

25
 know about a topic. From this explanation it can be

interpreted that the KWL strategy is an instructional reading

strategy that is used to guide students through text. Students

brainstorm everything they know related to the text. Whereas

Sani (2013: 274) defines KWL as one method of reading

learning that emphasizes the importance of the background of

students' reading knowledge. Whereas Rahim (2011: 41)

explains that KWL is a strategy developed by Ogle (1986) to

help teachers turn on the background of students' knowledge

and interest in a topic. Based on the explanation of the

meaning of the KWL strategy, it can be concluded that KWL

is a reading strategy created by Ogle in 1986 to guide

students by emphasizing the background of students'

knowledge and interest in a topic.

b. The Advantage and Disadvantage of Using K-W-L

Strategy

a. The Advantages of Using K-W-L Strategy According to

Ibrahim (2012) in Ummul Khaira (2015) there are some

advantages using KWL strategy, there are:

1. It is appropriate for all education levels from beginners up to

advanced.

2. It can be used for all skills but is most suitable for reading

skills.

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3. It helps students to monitot their comprehension and

knowledge.

4. It encourages students to do critical thinking.

5. It makes teacher and students become more interactive in

the teaching and learning process.

6. It sets out a purpose for reading.

This means that readers have some ideas about the text

before reading the whole text and focus to find the important

points whilst reading.

b. The Disadvantages of Using K-W-L Strategy According to

Ibrahim (2012) in Ummul Khaira (2015) there are some

advantages using KWL strategy, there are:

1. It is difficult for students with no prior knowledge.

2. It takes time to complete.

3. It is not effective for reading fiction materials.

4. It is not appropriate for readers who are not active thinkers.

5. Students will give up and get bored easily.

c. Step of K-W-L Strategy

According to Ogle (1986) in Riswanto et.al (2014) there are

some steps thatshould be considered in using K-W-L strategy:

a. Choose a text.

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b. Create a KWL chart. The teacher should create a chart on the

blackboard or on an overhead transparency. In addition, the

students should have their own chart on which to record

information.

c. Ask students to brainstorm word, terms, or phrases they

associate with a topic associations in the K column of their

charts. This is done until students run out of ideas. Engage students

in a discussion about what they wrote in the column.

d. Ask students what they want to learn

about the topic. The teacher and students record these questions

in the W column of their charts. This is done until students

run out of ideas for questions. If the students respond with

statements, turn them into questions before recording

them in the W column.

e. Have students read the text and fill out the L column of

their charts. Students should look for the answer to the

questions in their W column while they are reading. Students

can fill out their L column either during and after reading.

f. Discuss the information that students recorded in the L

column.

g. Encourage students to research any questions in the W

column that were not answered by the text.

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Procedure/Steps:

A. "Know" Step:

1. Initiate discussion with the students about what they already

know about the topic of the text.

2. Start by using a brainstorm procedure. Ask the students to

provide information about where and how they learned the

information.

3. Help them organize the brainstormed ideas into general

categories.

B. "Want to Learn" Step:

1. Discuss with the students what they want to learn from reading

an article.

2. Ask them to write down the specific questions in which they

are more interested.

C. "What I Learned" Step:

1. Ask the students to write down what they learned from the

reading.

2. Ask them to check the questions they had generated in the

"Want to Learn" Step.

In teaching reading with the KWL strategy. There are three steps in

reading teaching, namely: Pre-teaching activities, temporary reading

activities and reading after teaching activities.

1) Pre-teaching activities

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This activity is carried out at the beginning of the lesson. This is

done in order to increase the concentration of students to study.

Then, reading activities before teaching can make students quickly

understand what they will do in the activity. There are several steps

that can be taken in these steps. They are as follows:

A. The teacher greets students

b. The teacher checks the attendance list of students

c. The teacher checks students' attention by giving questions about

material last week.

d. The teacher asks students with several questions to make a good

relationship between them or to create good conditions in the class.

e. Brainstorming

2) Temporary - Teaching Activities

A. Exploration

1) The teacher explains descriptive text (generic definitions and

structures) and finds ways to solve problems.

2) The teacher reads the sample text aloud to the class, asking

students to listen and record ideas that most interest them.

3) Ask students to read the text, the teacher divides students into

pairs.

b. Elaboration

1) The teacher previews the students before reading descriptive

texts.

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 2) The teacher reviews the information (settings, main characters,

problems, events, and resolutions) expected by students.

Confirmation.

3) Post-Test Activities

In this activity the teacher will carry out several activities as

follows:

a. Conclusion

b. Give homework

c. Evaluation

C. Conceptual Framework

Reading is one of the most important skills in carrying out the learning

process. Because, by reading a student can expand knowledge, insight and

useful for students to know a lot of information that exists in aspects of

life. In reading it is also accompanied by understanding that makes it

easier for students to understand the text given by the teacher. Reading can

also be used to communicate author's ideas to readers, it requires special

abilities about how to find topics, key ideas, information and meaning in

the text and also as a way to share something with others in the text

This is caused by several factors; classrooms that do not have

concentration activities and students who have low reading skills. These

problems were also found in the Muhammadiyah 2 Vocational School.

Class X students of Muhammadiyah Vocational High School TKJ 2 Show

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difficulties in understanding text reading. Most of them find it difficult to

understand ideas, information, and main meanings in the text.

During the observation, the researcher also found that the teacher did not

provide an understanding related to the reading text and only explained in

general about the reading text, the teacher did not give students the

opportunity to identify the text together. in this case students cannot

experience learning effectively.

From the problem above, researchers and English teachers at

Muhammadiyah 2 Pagelaran Vocational School decided to use Strath

KWL learning to improve students' reading skills. There are many

advantages to using learners by using this method in class, students gain

reading knowledge and abilities through extended inquiry processes which

are arranged based on complex and authentic questions. They can be very

motivated, feel actively involved in their own learning.

From this process approach, students have the opportunity to learn;

authentic, challenging, to learn how to design, implement, and evaluate

texts that require continuous effort over a significant period of time, to

learn to work with minimal external guidance in groups or in pairs.

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 CHAPTER III

RESEARCH METHOD

A. Research Design

Research design is a strategy for organizing sets of studies in others for valid

data. To conduct useful research, a systematic design must be used. This

means that the appropriate research design must be chosen. Design research is

problem solving in the teaching and learning process especially in the reading

learning process. The research design of this study is collaborative action

research (CAR). In collaborative action the research used qualitative and

quantitative approaches to attract research and collect data. Collaborative

action research is reflective research conducted by certain actions to improve

and improve the quality of teaching practices in this class designed to increase

the concentration of students in reading learning using the KWL method

(know, want, learn) and the subject is tenth grade TKJ SMK Muhammadiyah

2 Pagelaran. In each study design has steps to implement the research itself,

together with this research. In this study the researchers adopted the steps

taken by the Kemmis and McTaggart model as cited in Burns (2010: 8) which

consisted of four steps; plan, action, observation, and reflection. The object of

the research was the concentration of students in reading comprehension

which was improved through a process approach. That can be seen in the

following figure.

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 Figure 3.1

Cyclical AR model based on Kemmis and McTaggart in (Burns 2010: 8)

1. Plan

Planning is the first stage in which researchers and collaborators plan the

teaching strategies they want to apply in this study. At this stage, the

researcher makes some preparations for the action. The preparation is below:

A. Socializing the Research Program

The first activity of the researcher will be socialized at Muhammadiyah

Vocational School 2 Pagelaran. In this step, the researcher met with the Head

of Muhammadiyah 2 Pagelaran Vocational School to ask permission to make

observations at this school. Then, the researcher asked to meet with the tenth

grade students of TKJ to ask for some information about teaching and learning

34
in the 2nd Muhammadiyah Vocational School especially in reading

comprehension.

b. Designing a lesson plan

Learning plans are designed by researchers before taking action. It is done in

several stages; (1) identifying, (2) competency standards, (3) basic

competencies, (4) character of students, (5) learning objectives, (6) learning

materials and sources, (7) techniques and media, (8) learning procedures

teaching, and assessment. Stages of strategy carried out in implementing the

learning plan.

c. Preparing Criteria for Success.

The success criteria in this study want to be emphasized in the teaching and

learning process when research is underway. Success criteria are determined

to determine whether the learning activities in this study are successful or not.

The success criteria for this study are based on student scores in writing.

2. Action

During the course of the action, researchers and teacher collaborators work in

collaboration to implement lesson plans and activities carried out in class for

student participation and how the teaching and learning process. In this case,

the researcher took the position as a collaborative teacher in applying

techniques during the teaching and learning process. In addition, collaborative

teachers take rules as observers who make and make notes about how teaching

and learning encourages the activities of teachers in applying strategies and

35
students as subjects. At the end of the teaching and learning process, the

researcher and teacher collaborator discuss and analyze the results.

3. Observation

The researcher observe the activities carry out in the classroom especially the

student’s participation and how the teaching and learning process. The

researcher in this case, takes the position as the collaborative teacher in

implement the strategy during the teaching and learning process. In other that,

the collaborative teacher take rules as the observer who observe and make

notes on how the teaching and learning process focusing on the activities of

the teacher in implement the technique and the students as the subjects. At the

end of the teaching and learning process, the researcher and the collaborator

teacher will discussed and analyzed the results.

4. Reflection

During the writing lesson by Peer Correction Technique, the researcher must

finds out more problems that encounter during the use of this method.

Therefore, the researcher makes reflection from the action in cycle 1 based on

the observation sheet, to decide and plans the next cycle stage. The researcher

compares the result of the study with criteria of success.

B. Setting of the Research

This research will be conducted at SMK Muhammadiyah 2 Pagelaran in

the 2018/2019 academic year. The researcher was taken to the tenth grade

students of the TKJ class as the subject of the study.

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The researcher chose this class because of the following considerations; 1.)

Some students have low concentration in the teaching and learning process of

reading. 2.) Students encounter some difficulties related to the vocabulary

aspect. 3.) Interesting learning media are rarely used during the learning

process.

C. Data Collection Techniques

The research data is in the form of qualitative and quantitative data, qualitative

data is obtained by giving an overview of the situation before and during the

teaching and learning process, while quantitative data is taken from student

performance scores. Then to measure the increase in students at the end of the

cycle. The researcher uses several data collection techniques as follows:

1. Observation

In the preliminary study, the researcher looked at the English class learning

process. In this study, observations of English teachers and students were

recorded in each meeting during the application of Peer Correction

Techniques in the teaching and learning process in this study. The purpose of

recording observations is to have a clear description of the conditions in the

class and as a source or reflection for the next cycle.

2. Interview

In the preliminary study, researchers conducted informal interviews with

students to find out what were the problems of English teaching and learning

faced by students and teachers. When the researcher makes the first

37
observation, before conducting the researcher use the interview results as a

point to focus on concentration in reading comprehension.

3. Questionnaire

In the preliminary study, the researcher conducted a questionnaire to find out

how the teaching and learning process in the tenth grade of TKJ, and to find

out how the concentration of students in the learning process of reading

comprehension.

4. Taking Photos

The camera is used to take pictures and videos during research in class to see

the situation when the action is taken. The images are important evidence to

show visible data that support the reliability and feasibility of research trust

worthiness of the research.

D. Data Analysis Technique

Data analysis is an important aspect of the reflectivity of action research. The

reflecting steps use to analyzing whether the action success or failed. The

whole of action research is that analyzing the data, interpreting , and

developing theories about the feedback into practice.

1. Qualitative data

This research study was adapted from Burns (2010 : 104-105). The stages of

the data analysis technique are discussed as follows:

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a. Assembling the data

Assemble the data will collect over the period of the research: field notes,

journal entries, questionnaires and so on. The initial questions that began the

research provide a starting point way. The researcher was do the interview

with teacher in preliminary study, to know the condition of the students and

the class. After that the researcher give a questionnaire for students with the

aims to know how the condition of their class and to know the problem of

their class. In addition, the researcher will make a field note for some meeting

when doing the research.

b. Coding the data

Coding the data reduce the large amount of the data may be assign to a code

relatively easily. At the preliminary study, the researcher was take the some

questionnaires. In this reaserch, the researcher will code the data based on the

used. Open questionnaire and close questionnaire for the students’ motivation.

c. Comparing the data

Comparison was made to see themes or patters were repeated or develop

across different data gathering techniques. The interview with the teacher and

the students about condition of learning process will compare with the real

situation of the class or the survei that do the researcher.

d. Building meaning and interpretations

This stage demands a certain amount a creative thinking, it was concern with

articulating underlying concepts and developing the ores about why particular

39
patterns of behaviors, interactions or attitudes has emerged. Develop the

concept of what found in the field, asking questions, and develop an

explanation about the meaning or the purpose of this research.

E. Validity and Reliability

A. Validity

Validity is a measuring tool for measuring the validity of an assessment

instrument or not (Arikunto, 2008: 64). This means that validity is very

important in research, the instrument can be said to be valid, if the instrument

can measure what is desired and the data needed by the researcher.

2. Content validity

Content validity is questioned to what extent this test can measure students'

ability to master the material delivered in accordance with learning objectives

(Djaali and Pudji: 2008). That is, the tests used in the study must be valid in

measuring students who master the material in the learning delivered by the

teacher. In this study researchers took students' reading skills to be analyzed.

Researchers used the KWL method to improve their reading skills, after they

learned to write in English subjects using the KWL method, researchers gave

them tests to measure their reading comprehension by giving them the task of

working on reading descriptive text questions with steps that they do. have

studied in class using the KWL method.

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b. Reliability

A study not only needs to be valid but also reliable. Reliable means that

research studies can be trusted. It was used to avoid subjectivity in research

and maintain a lack of trustworthiness for analyzing data. To examine the lack

of a reliable study.

1. Intra reter

Intra reter is used in the things we need to ensure that the items we make are in

accordance with what we measure. According to Widhiarso (2006: 1) states

that collaboration with experts in assessing the items we write will ensure that

the items we make are relevant to what we measure and represent the entire

measurement domain. Based on the expert's assessment, it can be said that the

instrument that has been made must be valid based on the review of the

previous grid. Instructions that have been said to be valid are feasible and can

be used.

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