KWL (KNOW, WANT TO KNOW, LEARNED) STRATEGY FOR

TEACHING ENGLISH READING COMPREHENSION

IN EFL CLASSROOM: A STUDY OF TEACHERS CREATIVITY
AND PERCEPTION

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of
Education (M. Pd) at IAIN Parepare Postgraduate Program

THESIS

By:

NURFADILLAH
NIM: 17.0213.005

ENGLISH EDUCATION STUDY

POSTGRADUATE PROGRAM
STATE ISLAMIC INSTITUTE
(IAIN) PAREPARE
2020

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ACKNOWLEDGMENTS

BismillahirRahmani Rahim

AlhamdulillahiRabbilAlamin, all praises be to Allah, the writer would like to

express her best regard to Allah swt., the Lord of this world who has been given His
blessings and mercies so the writer was able to finish this study. Also, shalawat and
salam to prophet Muhammad saw., the great leader and good inspiration of world
revolution who has brought us from uneducational person to be educational person.

From the deepest of heart, the writer would like to express great thanks and
higher appreciation to her beloved parents, Lani and Tasmia who always give their
best, supporting and praying to Allah for the successful of writer. Also, the writer
sends her big love to her brother M. Ikmal N who have motivated the writer.

The writer realized that the thesis would never have been completed without
guidance, support, motivation, and encouragement. Therefore the writer’s endless
grateful to her consultant Dr. Zulfah, [Link] as the first consultant who has shared
everything about knowledge to the writer. Then, to the second consultant Dr. Arqam,
[Link] a great teacher who has giving his uncounted knowledge and advice to guide
the writer finish this thesis. May Allah bless them anytime.

Then, the writer would like to express a lot of thanks to:

1. The Rector of State Islamic Institute (IAIN) of Parepare, Dr. Ahmad S. Rustan,
[Link]. who has given the opportunity to study master's program at the
postgraduate IAIN Parepare.

2. Dr. Mahsyar as the Director of Magister Program of State Islamic Institute (IAIN)
of Parepare and all of the staffs who has provided academic services and guidance
to writers kindly.
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ABSTRACT

NURFADILLAH. KWL (Know, Want to Know, Learned) Strategy for Teaching

English Reading Comprehension in EFL Classroom : A Study of Teachers’
Creativity and Perception. (Supervisor; Zulfah and Arqam).

KWL is a teaching strategy. The approximate acronym stands for what i

know, what i want to know, and learned. The teachers used KWL strategy as a
reading comprehension aid. This study aimed to find out the teachers’ creativity
toward KWL strategy in EFL classroom. Next, to know the teachers’ perception
toward KWL strategy in teaching reading comprehension in EFL classroom.
This research used qualitative data. It is obtained from the result of interview
and observation. The techniques of analyzing data were reduction the data, data
analysis, presenting the data, and drawing conclusion. The respondent of this study
was five English teachers at MTs in Sidrap Regency. The researcher used interview
and observation in collecting the data. The interview is used to know the teachers’
perspective for teaching students through KWL strategy, and the observation is used
to know the teachers’ creativity for teaching reading comprehension in EFL
classroom.
The result of this study show that teachers’ creativity is categorized into
three, they are: progress creativity, decline creativity and unchanged creativity.
Meanwhile, teachers’ perception toward KWL strategy is related to: teachers’
perception about implementation KWL strategy, and teachers’ perception toward
advantages in implementing KWL strategy. It is proved by the interviewed that has
given to the teachers and observation that the researcher found in the field.

Keyword: KWL strategy, Reading comprehension, EFL classroom, Teachers’

creativity, teachers’ perception,
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TABLE OF CONTENTS

TITLE................................................................................................................ i

APPROVAL OF CONSULTANT COMMISSIONS .......................................... ii

DECLARATION OF THE THESIS AUTHENTICITY ..................................... iii

ACKNOWLEDGEMENTS ............................................................................... iv

ABSTRACT ...................................................................................................... vi

TABLE OF CONTENTS ................................................................................... vii

LIST OF APPENDICES .................................................................................... ix

CHAPTER I INTRODUCTION

A. Background .................................................................................................. 1

B. Research Question........................................................................................ 5

C. Objective of the Research............................................................................. 5

D. Significance of the Research ........................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. some previous research findings .................................................................... 7

B. Some Pertinent Ideas .................................................................................... 9

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Research Design ............................................................................................ 28

B. Subject of the Study ...................................................................................... 29

C. Setting of Research ....................................................................................... 30

D. Technique of Data Collection ........................................................................ 30

E. Technique of Data Analysis ........................................................................... 31

CHAPTER IV FINDING AND DISCUSSION

[Link] ......................................................................................................... 34

[Link] ...................................................................................................... 47
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CHAPTER V CONCLUSION AND SUGGESTION

A. CONCLUSION ............................................................................................. 63

B. SUGGESTION.............................................................................................. 65

BIBLIOGRAPHY .............................................................................................. 66

APPENDICES ...................................................................................................

CURICULUM VITAE .......................................................................................

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LIST OF APPENDICES

No. Title of Appendix Page

Appendix

1. Observation

2. Interview Transcript

3. Data Reduction

4. Correspondence

5. Documentation

6. Curriculum Vitae
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CHAPTER I

INTRODUCTION

This chapter presents the background of the problem, research question, the

objective of the research, and the significance of the research.

A. Background

The objectives of English reading learning is one important part in teaching

learning process through which students will enrich their vocabulary directly.

Without good reading comprehension, students can not understand the material that

they are going to learn. According to Jain, reading is most useful and important skill

for people. This skill is more important than speaking and writing, reading is a

source of joys. Good reading is that which keeps students regular in reading which

provide him both pleasure and profit. Reading is not only a source of information

and a pleasurable activity but also as a means of consoludating and extending one’s

knowledge of the language. 1 In addition, Harrison argues that the importance of

reading is not only related to the development of knowledge but also it is related to

people thinking capability. Therefore, reading is important for students both to

develop their knowledge and to develop the way they think related to the

development of moral, emotion, as well as verbal intelligence. 2

Reading comprehension is the process of making meaning from text.

Reading gives big impact in learning process. Kennedy C. Eddie stated that reading

comprehension defined as a thought process through which readers become aware of

an ideas, understand it in terms of their experiential background, and interpret it in

1
M. Praveen, Jain. English Language Teaching. (Indian: Jaipur: 2008), p.113
2
Collin, Harrison. Understanding Reading Development. (London: Sage Publications: 2004)
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relation to their own needs and purpose. Comprehension is the process of deriving

meaning from connected text.3 In addition, Snow also stated that reading

comprehension is a process of extracting and constructing meaning simultaneously

by doing some interaction and involvement with written language.4 It means that the

teacher should give the background knowledge to the students for helping them to

understand the main idea of the text.

Furthermore, teaching reading strategy is very important in learning process.

It is the teachers tool to help students comprehend an English text better. Teacher

should arrange the way to find appropriate teaching reading strategy that can be used

to help students to be interested in teaching learning activity. The most vital thing is

the strategy should meet the learning goals, get good score and make them master

the materials and active in learning process.

However, most of the students have problems in reading English texts.

Gunning stated that limited knowledge of vocabulary and of sentence structure is

regarded as the main problem. 5 Hayes; Kinzer & Leu also stated that Knowledge of

vocabulary is very important for helping students to understand the complex

materials such as textbooks which contain many concepts and technical vocabulary. 6

These groups of words could be obstructed the students’ reading comprehension.

Therefore, in reading comprehension, word difficulty is a major students problem;

3
C. Eddie, Kennedy. Method in Teaching Reading 2nd Edition. (United States of America:
F. E Peacock Publisher: 1981), p.192
4
C.E, [Link] for Understanding: Toward a Research and Development Program in
Reading Comprehension. (Santa Monica: RAND: Reading Study Book: 2002)
5
T. G, Gunning Assessing and correcting reading and writing difficulties. (Boston: Allyn &
Bacon A Pearson Education Company: 2002)
6
B. L, Hayes; C. K., Klinzer & D. J, Lue Effective strategies for teaching reading. (Boston:
Allyn and Bacon a Division of Simon & Schuster, Inc: 1991); Effective reading instruction. (New
Jersey: Merrill: 1995)
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that is, they could not discover the meaning of words in context. In addition, Most

of the students perceive that reading is boring. They always give up and do not try

to solve the problem they face while reading since they do not think that the problem

is a challenge. This boredom is caused of inappropriate teaching reading strategy.

Meanwhile, some teachers find problems in teaching reading comprehension.

The first problem is that the teacher cannot know exactly the students prior

knowledge. 7 Although the teacher has taught some materials which are related to the

topic that will be discussed, she or he cannot make sure that all the students can

understand the material well. It becomes a serious problem in teaching reading

comprehension as prior knowledge is very important to the students’ reading

comprehension. Another problem that might be faced by the teacher is that teachers

feel that finding the best method and strategies to teach the students is quite difficult.

It is because they face students with different characteristics and levels of

intelligence. In fact, the method and strategies chosen by the teacher may affect the

students in achieving their reading comprehension. That is why suitable methods and

strategies are needed to conduct by teachers in teaching reading comprehension.

Therefore, to solve the problems above, the researcher offers KWL strategy

in reading comperehension to the english teachers for MTS in Sidrap. Current

research on learning indicates that good learners make connections between prior

knowledge and new knowledge and in the process, construct their own meanings by

7
National Research [Link] Schools (Fostering High School Students’ Motivation
to Learn.(Washington DC: The National Academies Press: 2003), P. 62
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Anderson. 8 Strategies that facilitate the construction of meaning therefore improve

learning. The KWL strategy, designed in a three column 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

student interest and providing purpose for reading); and third, after reading and

discussion, to list what they learned and would still like to learn (making

connections between questions asked and information encountered). In a further

refinement of the KWL, Carr and Ogle also recommend asking students to

categorize and summarize the information they gathered. By design, the KWL

requires students to make connections between prior knowledge and new knowledge

thereby constructing meaning. 9

Related to the background of the study above the researcher conducted a

research to find the teachers’ creativity and perception in implementation of KWL

strategy in EFL classroom.

B. Research Questions

The researcher formulated research:

1. What is teachers’ creativity toward KWL strategy for teaching English reading

comprehension in EFL classroom ?

2. What is teachers’ perception toward KWL strategy for teaching English reading

comprehension in EFL classroom ?

8
Anderson, R.C, Anderson. Role of the reader's schema in comprehension, learning and
memory. In R.C. Anderson, J. Osborn, &R.J. Tierney (Eds.), (Learning to read in America's schools:
Basal readers and content area texts: 1984), p. 243-258.
9
E. Carr & D. Ogle. K-W-L plus: A strategy for comprehension and summarization.
(Journal of Reading, 30: 1987), p. 626-631.
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C. Objective of the Research

From the background of the research explained above, the objective of the

research was to find out the teachers’ creativity toward KWL strategy for teaching

reading comprehension in EFL classroom. Next, to know the teachers’ perception

toward KWL strategy for teaching reading comprehension in EFL classroom.

D. Significance of the Research

The significance of the research was divided in two parts. They are

theoretical significance and practical significance. Theoretically, the result of this

research is expended to enrich the knowledge of English especially in reading

comprehension study. Practically, there are three significances that are expected by

this research, namely;

1. For the English teachers, the result of this research is expected to provide useful

information about varied teaching method in class especially for reading

comprehension.

2. For the students, the result of this research was expected to give motivation to

improve reading comprehension by through KWL strategy.

3. For the next researcher, the result of the research was expected to be useful

information and to give motivation for the next researcher to create idea another

researcher about the good method to improve reading comprehension.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some theories that become the bases for the

discussion. The purpose of the chapter is to get the understanding of what the basic

principles of the research are, so that the problem stated in the previous chapter can

be answered. The discussion will be presented in four headings. They are related to

the Know-Want-Learn (KWL) strategy, reading comprehension, teachers’ creativity

and perception and conceptual framework.

A. Some Previous Research Findings

There were some researchers who have conducted researcher by using few

strategy in reading, they are:

Lismayanti Detti in her research ” The Effect of Using KWL (Know, Want,

Learned) Strategy on EFL Students’ Reading Comprehension Achievement” at the

eight grade students of SMPN 4 Palembang in academic year of 2011/2012. 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 finding

showed that KWL strategy was effective in improving the students’ reading

comprehension achievement. The effectiveness was indicated by the result of the

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Stepwise Regression formula that the contribution of KWL strategy on students’

reading comprehension achievement.10

Mohammad Hussein Hamdan in his research “KWL-Plus Effectiveness on

Improving Reading Comprehension of Tenth Graders of Jordanian Male Students”

concluded that the strategy was effective in improving the reading comprehension

performance and recommended that the strategy should be integrated into the

English curriculum of the Jordanian schools. The findings indicated that the

experimental group of the public school scored higher on the reading comprehension

post-tests than their peers did in the control group.11

Zhang Fengjuan in his research “The Integration of the Know-Want-Learn

(KWL) Strategy into English Language Teaching for Non-English Majors” is an

instructional reading strategy widely used in reading classes in the USA. The KWL

process reflects the cognitive process in language acquisition, and it is currently used

in the writing classes on Minnesota State Colleges and Universities (MnSCU)

campuses as an instructional writing strategy. Relevant studies on this strategy have

been reported by some overseas educators. Though such lead-in activities as warm-

up or pre-reading derive from similar instructional schemes, KWL has not so far

drawn academic attention from the foreign language teaching community in China.

The learners’ response to the KWL instructional scheme will be included in this

10
Detti, Lismayanti. "The effect of using KWL (Know, Want, Learned) strategy on EFL
students’ reading comprehension achievement." (International Journal of Humanities and Social
Science 4.7: 2014), p. 225-233.
11
Hamdan, Mohammad Hussein."KWL-Plus Effectiveness on Improving Reading
Comprehension of Tenth Graders of Jordanian Male Students." ( Theory & Practice in Language
Studies 4.11: 2014)
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research. It is hoped that this strategy can be brought into full play in ELT for non-

majors. 12

Erika Sinambela, Sondang Manik & Rotua Elfrida Pangaribuan in her

research “Improving Students’ Reading Comprehension Achievement by Using K-

W-L Strategy” The research is done in order to improve students’ reading

comprehension achievement. The writer uses Know-Want-Learn (KWL) strategy,

and the data are obtained from the experimental group and the score of the control

group, from the fifth semester students of English department, Faculty of Education

of HKBP Nommensen University Medan. concluded that there is a significant effect

on students’ reading comprehension achievement. 13

Based on the literature review, the researcher was proposed a research to find

out teachers’ creativity and perception toward KWL in reading comprehension.

B. Some pertinent ideas

1. Know, Want to Know, Learned (KWL) Strategy

KWL for the three basic cognitive steps required: accessing what the student

know, determining what student want to learn, and recalling what teacher have learn

as a result of reading. To facilitate both the group process and to instill in students

the concreteness of the steps, we developed a worksheet that each child uses during

the thinking reading process.

12
Fengjuan, Zhang. "The integration of the know-want-learn (KWL) strategy into English
language teaching for non-English majors." (Chinese Journal of Applied Linguistics 2010), p. 77-86.
13
Sinambela, Erika, Sondang Manik, and Rotua Elfrida Pangaribuan."Improving students’
reading comprehension achievement by using KWL strategy." (English Linguistics Research 2015),
p. 13-29.
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KWL charts help students to be active thinkers while they read, giving them

specific things to look for and having them reflect on what they learned when they

are finished reading. When students set their own purposes for reading, they are

more motivated and active as readers. Each student has a schema, or a framework

for how they view the world. Accessing a student's prior knowledge is the first step

in integrating new concepts into their existing schema. KWL charts help activate

background knowledge and provide an opportunity for students to set their own

learning objectives. Jones stated KWL is a column chart that helps students, during

and after components of reading a text.14

KWL is an instructional scheme that develops active reading of expository

texts by activating learners background knowledge.15It provides a structure for

recalling what learners know about a topic, noting what they want to know, and

finally listing what has been learned and is yet to be learned. Learners begin by

brainstorming everything they Know about the topic. The relevant information is

recorded in the K column of the KWL scheme (Figure 1). Learners then generate a

list of questions about what they Want to know about the topic. These questions are

listed in the W column. During or after reading, learners answer these questions.

What they have learned is recorded in the L column.

Purpose of the KWL strategy provides a structure for activating and building

prior knowledge, establishing a purpose for reading and for summarizing what was

learned. The strategy can help students reflect and evaluate their learning

experience, as well as serve as a useful assessment tool for teachers.

14
Jones, R. Strategies For Reading Comprehension 2017.
15
Ibid, p. 570
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K ( What I Know) W (What I want to Learn) L (What I Learned)

Students list everything Students tell what they after students have

they think, they know want to know about the finished reading or

about the topic of study topic. studying a topic, they

list what they have

learned. They can also

check the W column to

see which questions

were answered and

which were left

unanswered.

Figure 1. KWL Instructional Scheme

KWL consists of three basic stage.16 They are K stage, W stage, and L stage.

In the K stage: What I know, students access their background knowledge to the text

by listing what they already know about a specific topic. Then in the W stage: What

I want to know, students determine what they want to know by making questions

related to the topic, and finally assess what they learn in the L stage: What I learn.

From the definition, KWL strategy can be concluded as a strategy which has well-

organized steps to be followed by the students. The strategy combines the use of

reading strategies in the effort to improve reading comprehension.

16
C, Ros and S, Vaughn. Strategies for Teaching Students with Learning and Behavior
Problems.(USA: Rinehart and Winston, 2002), p. 179
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2. Procedure of KWL Strategy in Teaching Reading

According to Ogle the procedure of KWL have three basic cognitive steps

required: accessing what I Know, determining what I Want to learn, and recalling

what I did learn as a result of reading. 17 There are the procedures of KWL strategy:

a. Teacher needs to create a KWL chart to guide the students. This can be done on

large chart or on the chalkboard. It is very simply, just divide the space into

three columns and label them “Know”, “Want to Know”, “Learned”. In this

step, the teacher takes a role as an organizer as well as the controller. The

teacher explains what the students will do in every column and give information

needed to make sure that the students understand the activity.

b. After making the chart, the teacher gives the students the topic and asks the

students what they know about it. Generate as many ideas as possible relying on

the students’ prior knowledge. Record all the ideas in the first column. This is a

brainstorming activity, which is considered as a great way to begin a reading

lesson because it engages all the students, including the silent ones who may not

be talking but in listening to their peers. The teacher should also provide some

words or terms to help if they can’t find ones related to the topic given.

c. On the “K” column is complete with all possible ideas, the teacher together with

the students categorizes the information. This step will help the students to

structure the content for the next step that is formulating questions to be

investigated that bring more meaning and clarify to the topic.

17
D.M, Ogle. “K-W-L: A teaching model that develops active reading of expository
text.”(New York: The Guilford Press: 1986), P.565
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d. Teacher asks the students to write down things they want to know about the

topics or generating questions they want to answer as they read the text. These

questions they want to answer as they read the text. These questions become the

basis for “W” (what students want to learn). Questions may be developed from

information gleaned in the preceding discussion and from thinking of the major

categories of anticipated information. This process helps the students define

their purpose independently for reading.

e. After filling the column, the students are asked to share and discuss their ideas.

This is an excellent opportunity to model and show the students the value of

inquiry. It is possible that the students do not know what they should ask or

what they want to know. To anticipate this condition, the teacher should also

provide some questions to guide the students. Doing the K and W column, the

teacher takes a role a source. This role is important in these steps because the

teacher’s questions and information actually will also lead the students to

understand what is discussed in the text that they are about to read.

f. The teacher asks the students to look for the answers of the questions in their W

column while they are reading. Students can fill out their “L” columns either

during or after reading. As they read, students should note new information in L

column. This will help them select important information from each paragraph

and it provides a basis for future reference and review. After filling the column,

the teacher will help and guide students to classify the information into classes.

The first one is information needed to answer the question from “W” column
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and the second one is new information found in every paragraph. In this step,

the teacher’s role is more as a participant.

g. Students discuss what they have learned from the passage. Questions develop

before and during the reading should be reviews to determine how they were

solved. If some questions have not been answers, students can be guided to seek

further information in appropriate materials. In this step, the teacher will be an

assessor who gives feedbacks and do some corrections so that the students will

get better understanding about the text.

3. KWL Strategy in Teaching Reading

English teaching cannot be separated from teaching reading. By considering

the importance of teaching reading in terms of reading comprehension, finding

suitable strategy is important. The suitable strategy is important to increase students’

motivation in reading learning process. The researcher assumes that KWL Strategy,

proposed by Ogle, can be used to improve the students’ reading comprehension

because it has the meaningful activity for the students.

In the KWL strategy, the students are asked to make three columns. The first

column is K that stands for Know-background knowledge of the text. It means that

before the students read the test, the students have to relate their background

knowledge with the text that they will learn. Next, in the second column is W that

stands for Want the information that needed to know by the students. In this step, the

students are asked to list what they want to learn in the material. In the last step, L

that stands for Learn-the information that found out by the students. It means that the
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students have to find out the information that they want to know and write down the

new information from the text.

According to Raphael, readers use clues to determine which idea or ideas

they think the author presents as most important in finding supporting details. 18 It

can help readers differentiate between ideas essential to understanding the meaning

of the text and supporting details. It relates to one of the steps in KWL strategy, that

is in the second step (Want-the information that needed to know by the students). As

we know that in this step, students have to make some questions that guide them to

focus in finding the information. Those questions can be as the clues for the students

in finding supporting detail.

4. Reading Comprehension

Heilman stated that reading is a process of making sense of written ideas

though meaningful interpretation and interaction with language. Reading

comprehension is best viewed as a multifaceted process affected by several thinking

and language ability. 19

Otto states that reading comprehension is a multiplication affected by various

skills based on the statement. At comprehending text, reader has to find the main

ideas that will determine the quality of their reading comprehension. 20

From the definition above, the writer can conclude the reading is not just

saying the word. Reading must be always meaning getting process. Many people can

18
T. E, Raphael. Reading Comprehension. ([Link] ; 2009), p. 9
19
Athur W. heilman, Principle and Practice of Teaching Reading, fifth edition. (Ohio: Merril,
1981), p. 242
20
Wayne, Otto. How To Teach Reading, (Philippines; Addison-Wesley Publishing
Company 1979),p. 241
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read the words in a passage perfectly, but are unable to answer the question even

though the answers were directly contained in the words they pronounced.

People should realize that the main goal of reading process is

comprehension. Comprehension is a process of deriving meaning from connected

text. In involves word knowledge (vocabulary) as well as thinking and reasoning.

Otto states that at comprehending reading text, reader has to find the main ideas to

obtain the message.21 It means that in reading comprehension, the reader expected to

understand fully the reading material. The reader should be able to give a clear

explanation about the reading material when she/he is asked some questions

concerning the ideas contained there. Is he/she is able to do, so we can say that

he/she has already understood the reading material.

5. The Importance of Reading

In general, there are several reasons why reading is viewed as important in

daily life.

a. Reading will help to achieve some clear aim or information. It means that

reading is a way to get information.

b. Reading is needed for career, for study purposes, or simply for pleasure. Some

people read novel, poems, magazine and others for pleasure, teacher or lecture

read a book to improve his knowledge and read newspaper to get information

whereas student read a book in order to pass exam.

21
Ibid, p. 241
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c. Being able to read can make it possible for a person to find places he/she never

visited before (read newspaper, magazine, internet, or book). He can also take

advantages for bargains through advertisements.

Furthermore, reading is not only important in general but also for language

teaching. Reading is useful for language acquisition. It can help to improve students’

English ability. In addition, reading is also required to cope with other subject areas

in school. Therefore, reading is very importance not only in school but also in social

life.

6. Purpose of Reading

Reading is an activity that has a purpose. The purpose of reading will

determine the appropriate approach used in reading comprehension. As cited from

Grabe and Stoller, the purposes of reading can be classified into seven sections: 22

a. Reading to search for simple information

b. Reading to skim quickly

c. Reading to learn from texts

d. Reading to integrate information

e. Reading to write (or search for information needed for writing)

f. Reading to critique texts

g. Reading for general comprehension

22
W. Grabe & F. L,Stoller. Teaching and Researching Reading. (2nd ed.).( New York:
Routledge: 2013)
 26

7. Components of Reading Comprehension

As an active process, reading has some components to be implemented.

Reading comprehension is the activity in which there must be more than one

component in it. There are three components of reading comprehension as follows: 23

a. The Reader

The readers are the first component in reading comprehension. In relation to

this study, the readers are the students involved in reading. The students need to

have abilities and cognitive knowledge of language as a basis in reading texts. The

cognitive knowledge includes the vocabulary mastery, linguistic and discourse

knowledge. They also should be motivated in reading. While they are reading, there

are changes in the ability and cognitive knowledge they have. The students might

increase their knowledge by reading. However, their motivation can also change. It

depends on their success in reading. The changes of ability and knowledge in

reading can also be affected by the instructions that the teacher gives to the students.

Thus, relevant instructions will promote the students’ reading comprehension.

b. The Text

Texts may give great contribution to the students’ reading comprehension.

Those can be categorized as easy or difficult ones. Texts which are easy are those

that suit to the background knowledge of the readers, the students. It means that

when the students can relate between what is being informed in the text and what

has been there in their prior knowledge, the texts are easy. If it happens, the

students’ reading comprehension is achieved. In contrast, if the students can not

23
C, Snow. Reading for Understanding: Towards a R&D Program in Reading
Comprehension. (Washington, DC: RAND Reading Study Group: 2002), p. 11
 27

connect the information from the text to their background knowledge, the text scan

be said as difficult texts because comprehension is not attained.

c. The Topic

The topic of the text also influences the students’ reading comprehension.

When the students are given a text with uninteresting topic, they may find it difficult

to understand although the text was categorized as easy. They even seem unwilling

to read the text. On the other hand, the students can understand the text well when

they are given a text which is interested and relevant to them. 24

d. The Activity

The activity on reading is closely related to the purpose of the reading.

Different aims of reading have different activities. In this study, the activity on

reading is aimed at achieving the students’ reading comprehension on texts. To

achieve the students’ reading comprehension, the activities entail the process of

finding the main idea, finding detail information, guessing meaning of difficult

words from the context, and creating meaning to the whole text.

8. Text Types Used in Reading Comprehension

According to Gramley and Patzold, there are five major text types used in

reading text: descriptive, directive (also known as instructive), expository,

argumentative, and narrative. 25

24
C, Snow. Reading for Understanding: Towards a R&D Program in Reading
Comprehension. (Washington, DC: RAND Reading Study Group: 2002), p. 26
25
S, Gramley & M. K, Patzold. A survey of Modern English (2nd ed). (London: Routledge:
2004)
 28

a. Descriptive

Descriptive text is concerned with the location of person and thing in space.

The text tells what lies to the right or left, in the background or foreground, or it

provides background information. Once again it is immaterial whether a description

is more technical objective or more impressionistic-subjective. State or positional

verbs plus the appropriate adverbial expressions of location are employed in

descriptions (e.g.: the operation panel is located on the right-hand side at the rear;

New Orleans lies on the Mississippi). Perfect and progressive forms typically give

background information (e.g.: he was peacefully dreaming when the fire broke out;

as the cabinet has agreed on the principles, an interministerial committee will work

out the details), Gramley & Patzold.

b. Directive (Instructive)

Directive or also called instructive text is concerned with concrete future

activity. Central to such texts are imperatives (e.g.: hand me the paper) or forms

which substitute for them, such as polite questions (e.g. would you hand me the

paper?) or suggestive remarks (e.g.: I wonder what the paper says about the

weather). Stage directions, though phrased in the simple forms are normative

statements and for this reason, have the effect of directives (e.g.: the maid enters,

opens the door and admits a visitor). Assembly and operation instructions use

sequences of imperatives (e.g.: Disconnect the 15-pin D-shell connector . . . and

secure the signal cable firmly. . .; Shake well before using. Do not ingest with

alcohol). Each of the type just discussed, are centered around concrete events and

things, Gramley & Patzold.

 29

c. Expository

Expository text identifies and characterizes phenomena. As such they include

text forms such as definitions, explications, summaries and many types of essay.

Once again they may be subjective (essay) or objective (summary, explication,

definition). They may also be analytical, starting from a concept and then

characterizing its parts, as in definitions. On the other hand, expository text may

proceed in the opposite, synthetic direction as well, recounting characteristics and

ending with an appropriate concept or conclusion, as in summaries, which exist as

the sum of their parts. Typical syntactic constructions which may be appropriately

expanded when forming expository texts are identifying statements with state verbs

(e.g.: pop music has a strong rhythmic beat),or epistemic modals (e.g.: texts may

consist of one or more sentences), or with verbs indicating characteristic activities or

qualities (e.g.: fruit flies feed on yeast; most geraniums are red), Gramley &

Patzold.

d. Argumentative

Argumentative text starts from the assumption that the reader’s beliefs must

be changed. A writer might therefore begin with the negation of a statement which

attributes a quality or characteristic activity to something. Even when a scholarly

text provides positive support for a particular hypothesis there is almost always at

least implicit negation of previous assumptions. Advertising text, often at the

extreme opposite pole of academic text in terms of style, also try to persuade their

readers that a particular product is somehow better than others, at least implicitly,

Gramley & Patzold.

 30

e. Narrative

Narrative text has to do with real world events in time. It is immaterial

whether a narrative is fictional (as in a fairy tale or novel) or non-fictional (as in a

newspaper report). Thus, they may be fictional (fairy tales and novels) and they may

be non-fictional (newspaper report). What is characteristic is the sequencing of

events in which dynamic verbs occur in the simple form and in which sequencing

adverbials such as and then or first, second, third provide the basic narrative

structure, (e.g. First we packed our bags and then we called a taxi. After that we . . .

etc.), Gramley & Patzold.

All of the text types have its own characteristics and features. Being able to

recognize these various text types has a number of advantages. For instance, it helps

the reader to know the purpose of the text and it also ease the readers to locate the

information he or she is searching for. Each type of the text often used with different

strategies in different teaching reading activities.

9. Teachers’ Creativity and Perception

a. Creativity

A creative teacher is the one who encourages reasonable risks and

unpredictable situations, while reinforcing creative activities. A close relationship

with students and a motivating class environment should also be both in harmony

with a good scientific background of the teacher and with her/his ability to be

challenging at the cognitive level. To encourage the self-confidence and self-

regulation of students, as well as their multiplicity of ideas and their active role in

defining and redefining problematic points, is also important. Finally, the teacher
 31

should also be tolerant of ambiguities, critical of his/her practices and demonstrative

of creative abilities. 26

According to teachers, the promotion of student autonomy and self-

confidence seems to be the most valued aspect for defining a creative teacher.

Teachers also consider other specific aspects to be important for creativity in the

classroom including the opportunity for students to choose tasks or to do their own

self-correction.27

Furthermore, it is also important for teachers to stimulate students to ask

questions and to use open answers in response to badly structured problems and in

divergent and unusual situations.28 However, one aspect remains ambiguous: the

existence of clear and flexible rules in the classroom. For example, Fryer showed

that roughly the same percentage of teachers think that defining clear rules inhibits

(23%) student creativity, while 31% think they help it.

There seems to be agreement about what defines a creative teacher and some

of the characteristics are stated by the teachers themselves but some difficulties exist

when teachers try to apply the concept of creativity in their practices and sometimes

they feel uncomfortable about teaching creativity because this involves risk-taking;

they should be prepared to learn from their pupils an not be afraid of looking

different. In spite of the high motivation that these professionals have in order to

practice creativity, difficulties emerge when they try pragmatically to be creative,

26
M. P, Sanchez. O. L, Martinez &C. F, GarciaLa creatividad en el context escolar:
Estrategias para favorecerla. (Madrid: Piramide: 2003)
27
W. M, Cheung Tse, S. K., & H. W, Tsang Teaching creative writing skills to primary
children in Hong-Kong: Discordance between the views and practices of language teachers. (Journal
of Creative Behavior: 2003) p. 37, 77-98.
28
M, Fryer. Creative teaching and learning.( London: Paul Chapman: 1996)
 32

due to a fear of assuming responsibility and a low self-assessment of themselves as

creative people. Teachers may be aware of the characteristics that promote student

creativity but their transfer into practice may still be intuitive, as not only declarative

but also procedural knowledge is needed. This way the wishes and practices of

teachers could and should become more coherent in the classroom.29

b. Perception

Perception is a cognitive ability. It means that, at the beginning of formation

of perception, people who have to determine what would be considered. Awareness

will also affect the perception. 30 According to Walgito, perception is a process

preceded by the individual though the senses.31 Furthermore, Sarwono argues the

perceptions can make conclusions about what we see and hear and try to make a best

guess. There are three main characteristics that affect our perception of other

people. 32 There are three perciever’s specific factors that infact on our perception

with the object of perception. There are familiarity, mood and self-concept. The first

one is familiarity with the object of perception. The second is mood, Our mood is

another important factor that affects the way we perceive others. The last is The self-

concept of the perceiver is also a critical determinant of perception. Perception is

also influenced by certain characteristics that are specific to the person who is

perceived. On the most important target-specific characteristic include height,

weight, estimated age, race and gander. This is a very significant factor that

29
A. J, Cropley. Education. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of
creativity. (New York: Academic Press: 1999), p.629-642
30
A. R, Shaleh. Psikologi Suatu Pengantar Dalam Perspektif Islam.(Jakarta: Kencana: 2009),
p.113-114
31
B, WalgittoPengantar Psikologi Umum. (Yogyakarta: ANDI: 2004)
32
S. W, Sarwono. Pengantar Psikologi Umum. (Jakarta: Rajawali Pers :2010), p. 86
 33

influences the impression that is formed about someone by an individual. “In Japan,

social context is very important. Business discussions after working hours or at

lunch are taboos. If you try to talk business during the set times, you may be

perceived as rude.” The strength of situational cuese often provides clear indications

of behavior that are acceptable within certain environmental contexts.

There are two factors that influence the perception; there are internal and

external factors. Internal factors are influenced by the perception from the

individual, i.e. physiological, attention and interest.33External factors are the

characteristic of the environment and the subject involved. It changes a person’s

view towards surounding and on people’s feeling or acceptance. According to

Walgito, external factors are influenced by the perception like consistency of shape,

consistency color and consistency of size are described. 34

33
N.M, Ismail& I.A, [Link]'s Analysis on Indonesian Curriculum 2013.(The 1st EEIC
in conjunction with The 2nd Reciprocal Graduate Research. Syiah Kuala University, Banda Aceh
Indonesia: 2016), p.341-345
34
B, Walgito. Pengantar Psikologi Umum.(Yogyakarta: ANDI: 2004)
 34

C. Conceptual Framework

Teachers Training of KWL Strategy

In Teaching Reading (Descriptive Text)

Learning process in EFL Classroom Using KWL Strategy

Teachers’ Creativity Teachers’ Perception

Figure [Link] Framework

The conceptual framework of this study was the researcher provided training

to teachers such as FGD ( Focus Group Discussion) about the KWL strategy. In the

training, the researcher explained the procedure for applying KWL strategy in

teaching reading comprehension in class. The reading text used in this research was

descriptive text. this training was attended by English teachers in Sidrap. After

training, researcher instruct the teachers to apply the KWL strategy in EFL

classroom. then, the researcher conducted observations and interviews to find out

teachers’ creativity and perceptions of KWL strategy in teaching reading

comprehension in the EFL Classroom.

 35

CHAPTER III

METHODOLOGY OF RESEARCH

This chapter presents the discussion of the research method. This is presented

in five headings. They are the research design, subjects of the study, setting of the

study, technique of data collection, and technique of data analysis.

A. Research Design

The problem exposed in this study deals with the existing phenomena of

students in reading comprehension. The researcher design used in this research was

the descriptive method. In this research, the researcher has two purposes. First, the

researcher wanted to know how teachers’ creativity toward KWL strategy and the

second, the researcher wanted to know how the teachers’ perception toward KWL

strategy for teaching English reading comprehension in EFL classroom at MTS in

Sidrap Regency academic Year 2019/2020.

Snape and Spencer stated that qualitative research is a naturalistic /

interpretative approach concerned with understanding the meaning people give to

the phenomena within their social setting. The researcher builds a complex, holistic

picture, analyzes words, report detailed views of information, and conducts the study

in a natural setting.35

The researcher choose qualitative data research to conduct the final project of

this paper. In this qualitative research, the researcher wanted to find out teachers'

creativity and perception toward the implementation of KWL strategy. The

35
Dawn, Snape and Spencer [Link] Foundation of qualitative research. Qualitative research
practice: A guide for social science students and researchers. ( London : SAGE Publication Ltd:
2003), p. 2
 36

researcher choose the English teachers at MTS in Sidrap regency academic Year

2019/2020 as the object of study because the researcher wanted to know the

implementation of KWL strategy for teaching English reading comprehension in

EFL classroom: a study of teachers' creativity and perception.

B. Subject of the Study

The subject of this research was the English teachers at MTS in Sidrap

regency in academic year 2019-2020. The primary purpose of this study was to find

out teachers' creativity and perception toward KWL strategy for teaching English

reading comprehension in EFL classroom, particularly issues related to be creative

teachers, creative teaching practices and the factors that influence about creativity.

Teacher’s creativity could also be determined depending on teaching experience and

educational background. For more information the researcher described about it in

the column.

No Name Name of School Education Level Teaching

Experience
1 YA MTs Negeri 1 Sidrap S2 15 Years

2 AA MTs YMPI Rappang S1 5 Years

3 HY MTs PP Nurul Haq Benteng S1 13 Years

Lewo
4 MFW MTs Negeri 2 Sidrap S2 8 Years

5 HS MTs DDI Kulo S2 5 Years

 37

C. Setting of Research

1. Place of Research

The research was conducted to English teachers at MTS in Sidrap Academic

Year 2019/2020.

2. Time of Research

This research was conducted for more than a month to see the preference in

learning process and this research needed a month to conduct because the researcher

needed time to collect and analyzed the data and sample.

D. Technique of Data Collection

Sugiyono stated that research method is the scientific way to get the data for

the purpose and the utility of something. 36 To get the data, the researcher used two

techniques of collecting data, they were observation and interview.

1. Observation

In this observation, the subject of the observation was teacher's activities in

class when the teachers' implemented KWL strategy. It focused on the teachers'

creativity in implementation KWL strategy. the observation was done by the

researcher at MTS in Sidrap. The researcher did the observation by going to school

directly. Here, researcher observed the teaching and learning process when the

teachers implemented the KWL strategy for students' reading comprehension in EFL

classroom. Researcher observed the teachers how the teachers' creativity when the

teacher implemented KWL strategy. The observation had purpose to find out how

the implementation of the KWL strategy for teaching English reading

36
Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R & D. (Bandung: Alfabeta; 2013),
p. 2
 38

comprehension by the teachers and to get data on teaching and learning process of

the KWL strategy. Thus, researcher could find out the teachers' creativity in the

setting. The researcher collected the data on teachers' creativity when the teachers

implemented KWL strategy for teaching English reading comprehension by using

notes. The notes were used to write important information and events in class.

2. Interview

The researcher added the document by conducting interview with the English

teachers. The teachers were recorded by using audio recording. The researcher asked

the teachers about condition of the class and how the learning process occured. On

the other hand, the researcher asked the teachers about the process of teaching and

made a list of questions which have correlation with this research to get the data.

The interview of this research focused on teachers' creativity and perception in the

implementation KWL strategy such as: the material, the media and the technique

used by the teachers and also the problem faced by teachers. In this case, the

researcher asked some information about the strategy that used in the

implementation of the KWL strategy. The researcher asked some questions related

the teaching strategy and some other questions that might help in completing the

data.

E. Technique of Data Analysis

In analyzing the data the researcher used the descriptive method. To describe

the teachers’ creativity and perception toward KWL strategy for teaching reading

comprehension in EFL classroom, According Miles and Huberman there are three
 39

kind activity of data analysis, they are reduction, data display, and drawing

conclusion/verification.37 The researcher analyzes the data by steps as follows:

a. Data Reduction

Data reduction was done by summarizing field notes by separating main

things relating to research problems, and then it was arranged systematically to

describe and to make easy the data searching. Not all the obtained data of the

research was important. It means that the important information had to be taken and

unimportant information had to be ignored. In process of data reduction, the

researcher selected, focused and abstracted the data in the field note. The data

reduction was done during research activities. In this case, the researcher reduced

information during the research activities if data was unimportant or did not support

the data needed by the reseacher.

b. Data Display

Data display was used to know the entire description of the result either in

the form of matrix or coding. After conducting this stage, the researcher was able to

draw conclusion and verify it to be meaningful data. it meant describing data in the

form of descriptive or narration. As the second component in analyzing data, this

technique was used arranging the information, description, or narration to draw

conclusion. By presenting data, the researcher considered what the researcher should

do. The researcher analyzed the other action based on her understanding.

37
A. M. Huberman & M. B, [Link] Management and Analysis Method In Prof, Dr
Emzir, [Link].( Metode Penelitian Kualitatif Analisis Data: 1984), P. 21-23
 40

c. Conclusion and Verification

To draw reasonable conclusion, it was conducted verification along with the

research using member check, triangulation and audit trail, to guarantee result

significance. In this study, conclusions were drawn continuously throughout the

course of study. The researcher tended to accumulate and formulated her

interpretation as the researcher went along. The researcher wanted to write up not

only she saw each day but also her interpretation of those conclusions.
 41

CHAPTER IV

FINDING AND DISCUSSION

This chapter consists of teachers’ creativity in using KWL strategy and the

teachers’ perception toward the use of KWL strategy. The researcher examines

method and discusses the data that have been resumed before and explained the data

based on the theory in chapter II. The data sources were taken from the conclusion

of teachers’ way in applying KWL strategy in the school. To find the result of the

research, the researcher interview five teachers and also it can be seen from the

observation that the researcher have done from the first until the end the meeting. In

finding the right data, the researcher used two kinds of collecting data. They are

interview and observation.

A. Findings

1. Teachers’ Creativity in Using KWL Strategy in EFL Classroom

Teachers’ creativity is the teachers’ way in applying method in learning

process. In applying KWL strategy include giving an idea, groupping the ideas, the

result of questions, guide and learn in order to understand and analyse something

that the students read. The implementation of this method consist of three steps, they

are access what the students already know before (K), the second is determine what

the students want to know before read the text (W), and the third is knowing what

the students have learn from the text given (L).

In learning process, the teacher should always feel free to help and motivate

students in finding something. The teacher should choose and apply some

appropriate methods or strategies in learning process at school (specially for reading

 42

comprehension). Both teacher and students will be more active, creative, and fun in

learning process.

Teachers’ creativity is categorized into three, they are :

a. Progress creativity

Progress creativity is the teachers’ ability in improving the strategy of

learning, especially in applying KWL in the classroom and improve the procedure of

KWL itself. The applying of KWL strategy in improving the reading comprehension

is really effective way. The teachers improve the KWL strategy in deviding students

into some groups and using the media in applying this KWL strategy. For example :

Based on the observation that the researcher has done, the researcher found

that this teacher is creative in progressing the creativity by using such kind of

picture.

1. The first thing that the teacher do is he showed the picture toward the students,

then the teacher told the students to see the picture

2. The teacher told the students to write down everything the students know

about the picture.

3. After the students finished to fill the first column, the teacher told students to
 43

fill the next column, that is what the students know more about the topic given

about “things in the classroom”.

4. Then, the teacher gave a text in the book.

5. Teacher told the students to open and read the text given.

6. The teacher told students to fill the column L that is what the students got after

read the text and compare their finding after read the text.

It is mean that, in this stage, the teacher already show the progress of

creativity in teaching.

Figure 1. observation Teacher 2 (AA)

Based on the table on figure 1, the researcher found that the teacher already

show the progress of creativity in teaching. It is proved by what the teacher did from

the beginning until the end of the study. The teacher already followed the rules of

how to apply a good KWL strategy and it makes students easy to understand the

material given. It means that the teacher was creative in progressing the creativity by

give students a picture of “things in the classroom”. The teacher told the students to

write down everything the students know about that pictures. That makes students

can be more interesting and fun to join the learning process.

Based on the observation that the researcher has [Link] teacher has the

same creativity with the previous teacher.

1. The teacher show a picture of “laptop”.

 44

2. The teacher told the students to write down everything students know about

the picture given and write it on the column (K), then the students accumulate

their answers to the leader of the group.

3. Then, the teacher gave an instruction to the students to write down what the

students want to know about the topic given in column (W), and then

accumulate gain their own answer to the leader of their group.

4. The teacher gave an instruction to the students to read the text and asked them

about what they got from the text.

5. The students write down their answers in column (L), and then accumulate

their answers to their leader of group.

6. The teacher one student as the representation of their groups. To present what

they already know from the text given in front of their friends.

Figure 2. observation Teacher 4 (MFW)

Based on the picture of observation in figure 2, this teacher also can improve

the progress of creativity in teaching. The differential between teacher 2 and teacher
 45

4 in teacher 4, he also show a picture to the students, but he also divided students

into some groups that make students more active in the classroom. The teacher gave

an instruction in order to know what the students know about the text and then told

the students to write what they know in the text. It is mean that the teacher already

show the progress of creativity in teaching by did such kind of interesting method to

the students itself.

b. Decline Creativity

Decline creativity is the teachers’ way that is not follow the rules of method

or strategy that is not suitable with it. Taking an example of the teacher who are not

follow the rules of KWL strategy, it is call decline creativity. If the teachers doesn’t

ask students first about what they already know about the text (K), what the students

want to know about the text (W), and what the students have learn from the text (L),

It is mean that the teacher doesn’t follow the rules of KWL strategy or decline the

strategy of KWL itself. For example :

Based on the observation that the researcher has done, the researcher found

that these teachers was not follow the procedure of KWL that are suitable with the

material given in the coaching time.

1. First, the teachers told students to read the text of conversation on the book

and descriptive text on the paper given.

 46

2. The students write down what they already know in column (K).

3. After that, teachers gave direction to fill the next column, it is column (W) and

told the students to catch the meaning of the reading text.

4. The last step, students should fill the column (L), that is what the students

understanding on that material given.

Figure 3. observation Teacher 1 and 5

Based on the table of observation figure 3, It is show that both of teachers

was not follow the instruction of KWL strategy, which is mean that these teachers

was not creative enough in giving the materials toward the students. The teachers

showed that they are not creative in improving the method of KWL strategy when

they applied it. The teachers cannot find new ideas to improve the way they teach

the students in the classroom. It is mean that the teachers was not follow the rules of

KWL strategy, even they still trying to apply it.

c. Unchanged Creativity

The unchanged creativity means that the teacher follow the rules or

procedure, but there is not improvement in the process of given creativity. Taking
 47

an example of the teacher who are follow the procedures of KWL strategy, but they

only told the students about this K, W, and L, and there is no such kind of

improvement that can make students more fun, happy, and have motivation to join

the learning process. That is called unchanged creativity. For example :

Based on the observation that the researcher has done, the researcher found

that these teacher was follow the procedure of KWL.

1. First, the teacher gave a theme about “industrial water polution”.

2. The teacher told student to write what they know about the topic given and

write down in column K.

3. After that, teacher gave the next instruction for the students about what they

want to know more about the topic given, and write down in column W.

4. The last step is the teacher gave a text about “industrial water pollution”. Then,

the students read the text as what the teacher told them.

5. The teacher told them to fill the column L that is what the students got after

read the text that I related with that topic.

Figure 2. observation Teacher 3 (HY)

 48

Based on the figure 2, the researcher said that teacher followed all the

procedure of KWL strategy but there was not improvement. teachers were not

creative enough in giving the materials toward the students.

Based on the observation, the data showed that teachers’ creativity in using

KWL strategy include :

1) Using Media

Using media in teaching English is really useful toward the students. There

were only 2 teachers used media (picture) in giving the materials. Moreover, they

also follow the rules of KWL that mase students active in learning process.

2) Learning Process Development

Learning Process Development means that the teachers can improve the

learning process with some way/strategy or media. KWL strategy is one of the good

strategy that make teachers and students can active in learning process. Based on the

observation, the researcher found that these five teachers already develop the

learning process with some good way, such as divided students into some group and

showed any pictures toward the students.

3) Classroom Management

Divide students into some groups based on the steps of KWL strategy. They

are Know, Want to know, and Learn. It is useful if the teacher gets this information

from the students at the beginning of the learning process. This grouping strategy

would probably work best if the teacher divided students into some groups during

the first few days of school. The teacher can verbally remind the class on the specific

day and the class would group themselves. Therefore, with this groups, it can also be
 49

recorded on a chart outside the classroom door so the students know before entering

the classroom the others they will be working with that day.

2. Teachers’ Perception toward KWL Strategy in EFL Classroom

A close link in this research is the perception or response given by the

teachers as a result of the learning process in applying the KWL strategy, in order to

achieve the learning objectives. Therefore a teacher is required to be able to

construct and formulate learning goals.

Teachers’ perception toward KWL strategy is related to :

a. Teachers’ perception about implementation KWL strategy.

Teachers’ perception toward difficulty in implementing KWL strategy is

administered below:

1) Easy to be implemented.

Based on the interview data, it is whom that KWL strategy easy to be

implemented. The data from interview as follow:

“ It is not really hard to be implemented..eee... the students’ vocabulary is still

low, so, they also feel difficult to understanding the material with KWL
strategy”38

“ The students is not feel difficult, there is only difficulty when..eee... the
students sometimes doesn’t know the meaning of the text”39

KWL strategy can be used as one of good strategies that the teacher can use

in order to improve the students’ reading comprehension. It is an instructional

scheme that develops active reading of expository text by activating learners

38
Mrs. YA (English Teacher), interviewed October 2019 at MTS Negeri Sidrap.
39
Mrs. HY (English Teacher), interviewed November 2019 at MTS PP Nurul Haq Benteng
Lewo.
 50

background knowledge. Most of teachers use KWL strategy in learning process

because it is easy to be implemented.

2) Poor vocabulary

There are many reasons why students feels difficult to study. One of that is

because most of students are lack of vocabulary. The data from interview as follow :

“ It is not really hard to be implemented..eee... the students’ vocabulary is still

low, so, they also feel difficult to understanding the material with KWL
strategy”40

“ The students is not feel difficult, there is only difficulty when..eee...the

students sometimes doesn’t know the meaning of the text”.41

“ The difficulty is only because the students is constrained on their

vocabulary”.42

Vocabulary plays important role in language learning. Vocabulary is also an

essential skill for learning to read, speak, write and listen. Without sufficient

vocabulary, the students cannot communicate and express their feeling both in form

of spoken and written effectively. The more students master vocabulary the more

they can speak, write, read and listen as they want.

3) Poor Prior Knowledge

Based on the interview data, In order to facilitate learning, one of the

fundamental principles instructors employ is understanding students’ prior

knowledge. The data form interview as follow :

“ .... In the beginning of the learning process, sometimes.... the students blank
and didn’t know everything”.43

40
Mrs. YA (English Teacher), interviewed October 2019 at MTS Negeri 1 Sidrap
41
Mrs. HY (English Teacher), interviewed November 2019 at MTS PP Nurul Haq Benteng
Lewo.
42
Mrs. HS (English Teacher), interviewed November 2019 at MTS DDI Kulo
43
Mrs. AA (English Teacher), interviewed October 2019 at MTS YMPI Rappang
 51

“ The students is not feel difficult, there is only difficulty when..eeee...the

students sometimes doesn’t know the meaning of the text”.44

“ The difficulty only on the students’ basic knowledge, because eee.. the
students have different knowledge”.45

For the instructor, it is important to assess such prior knowledge or attitudes

and beliefs very early in the semester since the knowledge students possess may

either promote or hinder their learning. It is also important to assess prior

knowledge and skills early since such information could be used to help foster

student engagement and critical thinking in the course. Therefore, students should

have much knowledge before learn new things.

b. Teachers’ perception toward advantages in implementing KWL strategy

Teachers’ perception toward advantages in impelementing KWL strategy is

administered below:

1) Helping the students to check prior knowledge as the interview that the

researcher have done below :

“ ....It is provoke students to tell their opinion, about what they already
know before, and it is also provoke students to give a reason based on what
they read. The teacher told all the students to active in reading
comprehension...”

“.... It can provoke students to think what is the things that they already
know before about that material, and then what they want to know...” 46

The KWL strategy in the teaching of reading helps the students check their

prior knowledge of a topic, concept, or process before learning about it. With this

44
Mrs. HY (English Teacher), interviewed November 2019 at MTS PP Nurul Haq Benteng
Lewo.
45
Mrs. MFW (English Teacher), interviewed November 2019 at MTS Negeri 2 Sidrap.
46
Mrs. MFW (English Teacher), interviewed November 2019 at MTS Negeri 2 Sidrap.
 52

prior knowledge, the brains of the students will recall what they already know (the K

of KWL) about the topic.

2) Building the students’ interest in reading comprehension as the interview that

the researcher have done below :

“ .....the students are really enthusias in reading the text, the more focus in
learning process, the teacher easy to explain the materials, the learning
process is not difficult, and the students focus on what they want on that
learning process”.

“.....the students more active in reading, active in opening the descriptive

text, and the students easy to explain the materials., and also this KWL
strategy is really useful for the students when they do their examination…”47

“ ....Good… it can improve students’ motivation in learning”

“.....There are so many advantages. The use of KWL is related with the
students’ daily activity. The advantages is really incredible thing…”48

The use of KWL strategy is to stir the students’ interest in what students also

want (the W of KWL) to know additionally about the topic. Making their own

questions about the topic can increase the students’ interest because of the fact that

the students felt the necessity of finding out what would really happen in the text.

3) provide a chance for students at the end of a lesson to look back and assess what

they have learned in the lesson.

“..... KWL, the time is more easy to be answered by students... the students
directly looking for the point of the materials... the students is also can be
more effective in learning.. the students is easy to understand it, rather that
when they read aloud”.

“.....the students understand the material easily and they find the answer
more fastly..”49

47
Mrs. HY (English Teacher), interviewed November 2019 at MTS PP Nurul Haq Benteng
Lewo.
48
Mrs. YA (English Teacher), interviewed October 2019 at MTS Negeri 1 Sidrap
49
Mrs. HS (English Teacher), interviewed November 2019 at MTS DDI Kulo
 53

The benefit was to provide a chance for students at the end of a lesson to

look back and assess what they have learned in the lesson. By completing the last

column namely What I Learned column, the students record the information they get

from the text.

B. Discussion

1. Teachers’ creativity in using KWL Strategy in EFL classroom

KWL strategy can be used as one of good strategies that the teacher can use

in order to improve the students’ reading comprehension. Most of teachers use KWL

strategy in learning process because it is easy to be implemented. It is prove by Ros

& Vaughn mentioned that this step KWL (Know, Want to know, Learned) was

easier to understand by the students.50 Therefore, most teachers can improve their

students’ reading comprehension because it is interesting to be used, students can

more active in the classroom, and the teachers are not difficult to implemented this

strategy. That is why this strategy is good to be used by the teachers.

Teachers’ creativity is categorized into three, they are :

a. Progress creativity

According to Susan [Link], Creativity is vital to the process of

innovation, and innovation is vital to meaningful and significant outcomes in

virtually every profession and, eventually, to the ability of a society to be

competitive locally, nationally, and globally. 51 It is certainly central to the study and

50
Vaughn & Ros. The know, want to know, learn strategy. In K. D. Muth (ED.), Children’s
comprehension of text: Research into practice. (Newark, DE: International Reading Association:
2002), p. 179
51
Donohue. Susan K. “Scientific Creativity as Constrained Stochastic Behavior: The
Integration of Product, Person, and Process Perspectives.”(Psychological Bulletin: 2003), pp. 475 –
494.
 54

practice of engineering, a design-centric profession. Creativity is one of the key

desired educational outcomes in the 21st century as the world’s economic growth is

increasingly innovation-driven.

A well-accepted definition of creativity is the generation of a new product

that’s both novel and appropriate in a particular scenario. (A product could be an

idea, an artwork, an invention, or an assignment in your classroom.) There isn’t just

one way for a person to “be creative,” or one set of characteristics that will

differentiate “the” creative person. Instead, many experts think of creativity as a set

of skills and attitudes that anyone is capable of: tolerating ambiguity, redefining old

problems, finding new problems to solve, taking sensible risks, and following an

inner passion.

Creativity also directly enhances learning by increasing motivation,

deepening understanding, and promoting joy. Intrinsic motivation is essential to the

creative process—and relies on students pursuing meaningful goals. “Create” is at

the top of Bloom’s taxonomy for a reason: By noticing broader patterns and

connecting material across academic disciplines, creative thinking can facilitate

deeper cross-curricular learning. As Alane Jordan Starko points out in the book

Creativity in the Classroom, the strategies that support creativity—solving problems,

exploring multiple options, and learning inquiry—also support depth of

understanding.

In

this research, progress creativity has done by both teachers and students in order to

improve the quality of teaching in the classroom. It is KWL strategy. The teacher
 55

told the students to write down everything students know about the thing. It is mean

that this teacher improve the progress of creativity in teaching. The teacher also

divided students into some groups that make students more active in the classroom.

It is mean that the teacher can add any progress in their creativity in teaching.

b. Decline Creativity

A good classroom environment always has some elements of creativity

which makes the lessons more interesting and interactive. The right mix of creativity

along with curriculum helps students to be innovative and also encourages them to

learn new things. Students can grow up as good communicators in addition to

improving their emotional and social skills. Creative classrooms can really transform

the way students acquire education and how they apply it in their real life. In fact,

creative expression plays a key role in a student’s emotional development.

Teachers who can model creative ways of thinking, playfully engage with

content, and express their ideas, will beget creative students. Students need to see

teachers who have passions, whether it’s drawing, mathematics, painting, biology,

music, politics, or theater. That contagion of passion and positive emotion is a

hotbed for creative thought. Creatively fulfilled teachers may also be happier

teachers. One study in the Journal of Positive Psychology suggests that engaging in

a creative activity doodling, playing a musical instrument, knitting, designing just

once a day can lead you into a more positive state of mind. This positive state of

mind will sustain you, and spread to the students. All of that are including the

improvement creativity, it ids different with decline a creativity.

 56

According to Dweck, Carol S, Decline creativity is the activity in manage the

classroom that refers to all of the things that a teacher does to organize students,

space, time, and materials so that learning can take place, but the teacher doesn’t

follow the procedure of the method that they apply. 52 This management includes

fostering student involvement and cooperation in all classroom activities and

establishing a productive working environment.

Taking an example in KWL strategy. The teacher applied KWL strategy, but

there is no improvement inside of it which is mean that the teacher only apply this

strategy but the teacher cannot motivated students more because there is no

improvement in learning process.

c. Unchanged Creativity

Unlike the conventional teaching methods, the creative classrooms give them

the opportunity to express themselves. Whether it is debate or classroom discussions

or field trips, students have the chance to come out of their shelves and become a

part of it. This freedom of expression gives them a sense of goodness and happiness.

Making some contributions in the learning sessions gives them a sense of

satisfaction too. A creative approach to learning makes them more open with the

puzzles that come their way and gives them a feeling of accomplishment and pride.

Creative expression is important for a kid to trigger up their emotional

development. Importantly, this has to happen at their lower classes itself so that they

grow up by responding well to the happenings around them. Creativity gives them

that freedom to explore the surroundings and learn new things from them. Students

52

Carol S. Dweck. Mindset: The New Psychology of Success. (New York: Random House, Inc.2006)
 57

would always love a classroom setting that helps them to explore freely without

setting them any boundaries. When they can show off their true emotions in a

creative manner in their classrooms, they can build up good confidence level.

Creativity can stimulate imaginative thinking capability in students. That is

why teachers promote activities such as open-ended questions, creative team

building activities, brainstorming sessions and debates amidst busy curriculum

schedules. Some teachers tactfully use these techniques to teach tough lessons to

make children learn with fun and ease. Activities such as puppet shows will keep the

students feel interested in the learning sessions and the flow of images in their mind

gives them the pleasure of creativity. The open-ended questions will open them a

world of imaginative thinking and they can come up with creative responses. The

teacher becomes the most important component in teaching reading as her/his

attitude can influence the students’ performance. She/he takes role as a facilitator in

teaching and learning process not as the instructor (Dorn and Soffos). 53

Therefore, the teacher has an important part in teaching activity. Different

case if the teacher unchanged the creativity. It means that the teacher follow the

rules or procedure, but there is not improvement in the process of given creativity.

Mention like when the teacher apply KWL strategy, unchanged creativity means that

the teacher follow all the procedures of KWL, but there is no improvement in

learning process. Based on the observation, the data showed that teachers’ creativity

in using KWL strategy include media, learning process developmentt, and classroom

management.

53
C.
Soffos., J, Dorn. Teaching for Deep Comprehension (A Reading Workshop Approach). Portland:
Stenhouse Publisher. 2005), p. 80
 58

2. Teachers’ perception toward KWL Strategy in EFL classroom

In this research is the perception or response given by the teachers as a result

of the learning process in applying the KWL strategy, in order to achieve the

learning objectives. Therefore a teacher is required to be able to construct and

formulate learning goals.

a. Teachers’ perception about implementation KWL strategy

Teachers’ perception about implementation KWL strategy are included:

1) Easy to be implemented

The KWL strategy in improving the reading comprehension is really

effective and the teacher can apply it easily. The students can be more spirit to study

because the teacher asked them first what they know about the material. It is

different with the teacher who only give them a reading text without knowing

whether the students already understand it or not. This KWL strategy can help the

students to think new information that they get, also it can improve the students’

questions of every topics.

As what Peregoy & Boyle, have explained that in this definition, four

important concepts of Know Want Learn (KWL) strategy are used. Firstly, Know-

Want-Learn (KWL) is an instructional reading strategy to aid the teaching of

reading. It uses graphic organizer namely KWL chart to help the students record

their thinking process before, during, and after reading. Secondly, Know-Want-

Learn (KWL) strategy is designed to activate students’ background knowledge. By

using Know-Want-Learn (KWL) strategy, the teacher can help the students recall the

information stored in their mind which is related to the topic.

 59

Thirdly, Know-Want-Learn (KWL) strategy can assist students in setting

purposes for reading. By the use of Know-Want-Learn strategy, the teacher can

encourage the students to determine why they are reading a specific text. Fourthly,

Know-Want-Learn strategy helps the students to monitor their own comprehension.

Here, the readers can reject or confirm the information stored in their mind with the

information they find in the text.54

Ros & Vaughn also said the same thing that Know Want Learn (KWL)

strategy involves a variety of strategies to help students make meaning from a text.

There are at least three strategies used. They are activating prior knowledge, setting

purpose of reading, and monitoring and assessing comprehension. The use of Know-

Want-Learn (KWL) strategy can assist the teacher in teaching reading using an

interactive model of reading.55

According to Brown, an interactive reading model is a reading model that

recognizes the interaction of bottom-up and top-down processes simultaneously

throughout the reading process. An interactive model emphasizes the role of prior

knowledge or pre-existing knowledge in providing the readers with implicit

information in the text. In the implementation of Know-Want Learn (KWL) strategy,

activating the students’ prior knowledge is the most important stage.56.

KWL strategy is a good strategy to improve students’ reading comprehension

because it is one of many strategies that can make the students interesting to join the

learning process. When the students do not enjoy reading, they will get nothing from

54
S, Peregoy & O, Boyl. Reading, writing & learning in ESL. (New York: Addision Wesley
Longman 2001) p. 70
55
Ibid. 178
56
H. D. Brown. Teaching by Principles: An Interactive Approach to Language Pedagogy.
2001. P. 299
 60

it. It is different from when they are interested in what they are reading, they will get

more benefits. They can get more knowledge and new information from the text that

they read. It is prove that KWL strategy is really good.

2) poor vocabulary

Learning a new language cannot be separated from vocabulary. Meaning that

in learning a new language people have to know its vocabulary. Vocabulary can be

defined in various ways. Experts have proposed some terms about vocabulary. Hatch

and Brown stated that vocabulary is the only system involved of alphabetical

order.57 In addition, Richards and Renandya said that vocabulary is a core

component of language proficiency and provides much of the basis for how learners

speak, listen, read and write. Without an extensive vocabulary and strategies for

acquiring new vocabulary, learners often achieve their potential and may be

discouraged from making use of language learning opportunities around them such

as listening to the radio, listening to the native speaker, using language in different

context, reading or watching television. 58

The other definition of vocabulary states from Hatch and Brown, they say

that vocabulary refers to a list or set of words for a particular language or a list or set

of words that individual speakers of language might use. 59 In addition, Brown views

vocabulary items as a boring list of words that must be defined and memorized by

57
E. Hatch & C, Brown. Vocabulary, Semantics, and Language Education. (Cambridge:
Cambridge University Press 1995). p. 1
58
Renandya. Methodology in Language Teaching: An Anthology of Current Practice.
Cambridge University 2002. P. 255
59
Ibid. 1
 61

the students, lexical forms are seen in their central role in contextualized, meaningful

language. 60

Richard in Schmitt also stated that knowing a word meaning knowing how often

it occurs, the company it keeps, its appropriateness in different situations, its syntatic

behavior, its underlying form and derivations, its word associations, and its semantic

features. Vocabulary is central to second language (L2) acquisition. 61 Nation in

Schmitt proposes a list of the different kinds of knowledge that a person must master

in order to know a words: the meaning of word, the written form of the word, the

spoken form of the word, the grammatical behavior of the word, the collocations of

the word, the register of the word, the association of the word, and the frequency of

the word.62

As the conclusion, learning vocabulary is the most important thing that the

students should know before going to the next part of learning (listening, reading,

speaking, writing), because if the students lack of vocabulary, it is really hard for

them to know and understand more about the materials that will be given by the

teachers.

3) poor prior knowledge

Prior knowledge has long been considered the most important factor

influencing learning and student achievement. The amount and quality of prior

knowledge positively influence both knowledge acquisition and the capacity to apply

higher-order cognitive problem-solving skills. An essential factor in developing an

60
Ibid 377
61
Schmitt Vocabulary, Description, Acquisition and Pedagogy. (Cambridge: Cambridge
University Press 1997). P. 241
62
Schmitt, Nobert. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge
University Press.
 62

integrated knowledge framework is to create a learning environment in which

learning means actively constructing knowledge and skills on the basis of prior

knowledge. Heibert, Elfrieda H and Kamil, Michael L have discussed about the

students’ prior knowledge that is defined as a multidimensional and hierarchical

entity that is dynamic in nature and consists of different types of knowledge and

skills.

Patchara was also discussed about the prior knowledge that most students

assert that they are familiar with concepts and procedures from previous courses, but

are often unable to apply or use them. Another finding is that students tend to make

sharp distinctions based on the emotional sense of words. In psychology,

reinforcement refers to increasing a behavior while punishment refers to decreasing

a behavior. Negative reinforcement doesn't mean punishment (student

misconception) but removing a barrier that allows increase of a desired behavior.

When students' prior knowledge (acquired before a course) is accurate and

appropriate, it will aid learning. But when students' prior knowledge is inappropriate

or inaccurate, it will hinder learning. 63

Brown, H Douglas stated that students do not come into the class as blank

slates, but rather with knowledge gained in other courses and through daily life. This

knowledge consists of an amalgam of facts, concepts, models, perceptions, beliefs,

values, and attitudes, some of which are accurate, complete, and appropriate for the

context, some of which are inaccurate, insufficient for the learning requirements of

the course, or simply inappropriate for the context. As students bring this knowledge

63
Varasarin, Patchara. An Action Research Study of Pronunciation Training, Language
Learning Strategies and Speaking Confidence. 2007.
 63

to bear in our classrooms, it influences how they filter and interpret incoming

information.

Students connect what they learn to what they already know, interpreting

incoming information, and even sensory perception, through the lens of their

existing knowledge, beliefs, and assumptions (Vygotsky; National Research

Council).64 In fact, there is widespread agreement among researchers that students

must connect new knowledge to previous knowledge in order to learn (Bransford &

Johnson).65 However, the extent to which students are able to draw on prior

knowledge to effectively construct new knowledge depends on the nature of their

prior knowledge, as well as the instructor ’ s ability to harness it.

In the following sections, we discuss research that investigates the effects of

various kinds of prior knowledge on student learning and explore its implications for

teaching. As we know that, vocabulary is important for the students. The students

cannot understand the material as well if they cannot know what the meaning of the

text given. It is also has the same case if the students doesn’t have prior knowledge

in the very first place. Take an example if the students coming to the class without

bring any knowledge about the material that will be discussed, the students will feel

hard to understand the materials even the teachers have a good way in teaching the

materials.

As conclusion, the researcher think that the teacher should give vocabularies to

the students as much as possible in order to prepare them for a better understanding

64
L. S. Vygotsky. Mind and society: The development of higher mental processes.
(Cambridge, MA: Harvard University Press. 1978
65
Bransford, J. D., Barclay, Sentence memory: A constructive versus interpretive approach.
Cognitive Psychology, 1972
 64

about the materials given, especially for the reading comprehension. Also, the

teacher should understand first what the students prior knowledge about something

that will be discussed in the classroom before give the materials. The point is, as a

good teacher, we should give them an appropriate materials in order to make them

easy to acquire something in learning process.

b. Teachers’ perception toward advantages in implementing KWL strategy

Teachers’ perception toward advantages in implementing KWL strategy are

included: Helping the students to check prior knowledge, Building the students

interest in reading comprehension, provide a chance for students at the end of a

lesson to look back and assess what they have learned in the lesson.

The KWL strategy in the teaching of reading helps the students check their

prior knowledge of a topic, concept, or process before learning about it. With this

prior knowledge, the brains of the students will recall what they already know (the K

of KWL) about the topic. When the students get new information, the students will

use their brains to join the old knowledge with the new information from the text.

learners who start making connection about what they already know can create

meaning of the text more easily.

Kathrine stated that KWL helps students’ active prior knowledge and gives

them a chance to reflect on and organize what they have learned from reading about

a topic from one several sources.66 They focus on what is important in the text to

develop comprehension. It means KWL strategy facilitates to make connection

between what students already know and what the text is about that students will be

66
Kathrine, W. (2001). Strategies for Literacy Education. New Jersy: Merril Practice Hall.
 65

reading, encourage students to write what they want to know about the topic and

from what they know and the students will learn about the topic and summarize what

the student have read.

Rahim stated that KWL is also the strategy that helps students to collect

everything they know about the topic to be read before they come in to the reading

assignment.67 Accessing prior knowledge and engaging students’ interest before

beginning reading activity can improve students’ ability to make associations, clarify

understanding, and increase comprehension. KWL strategy is designed to activate

students’ background knowledge. In addition, Westwood stated that KWL can be

activated prior knowledge of students, in the K column the students and teacher

together brainstorm and write down all they know about the topic. W Column, they

generate some questions or issues they hope the text may answer (predicting,

questioning, and seeking information). L column, the students silently or as shared

activity, the children write ideas and summary of the main things they have learned

from the text (reflecting, consolidating, 4 evaluating, and summarising). 68

KWL strategy is one active reading, it is prepares students to make

predictions about what they will be reading, as well as engaging them with students,

each students and teacher of the content of the topic. 69 By using KWL strategy, the

teachers can help the students recall the information stored in their mind which is

related to the topic.

67
Rahim, A.R.M.A.A. 2015. The Effectiveness of KWL Strategy on Palestinian Eleventh
Graders' Reading Comprehension, Vocabulary and its Retention and Students' Attitudes Towards
English. (Unpublished Script). Gaza: The Islamic University of Gaza.
68
P. Westwood, Reading and Learning Difficulties. (New York, Victoria: Australian
Council for Educational Research: 2001). p.60
69
J, Hassard. Science as Inquiry 2nd Edition. (Culver, United States of America: Good Year
Books 2011). p. 77
 66

The use of KWL strategy is to stir the students’ interest in what students also

want (the W of KWL) to know additionally about the topic. Making their own

questions about the topic can increase the students’ interest because of the fact that

the students felt the necessity of finding out what would really happen in the text.

The students are interested to read the text because they want to find the answer of

their own question or not. By completing K and W coloumn, the students are not

only making use of their prior knowledge but also are motivated to keep reading the

text.

Providing a chance for the students to assess what they have learned. At this

stage, the teacher guides the students set goals specific purpose of reading. Of

interest, curiosity, and ambiguity, generated during the first step, the teacher invites

students to create a variety of questions whose answers we want to know the

students. Teachers begin by asking questions such as what you want to know about?

During the Want to Learn step, the teacher and the students discuss what they want

to learn from the text. Before starting to read, the students write down the specific

questions in which they are most interested in the second column.

This step helps the students to set a purpose of reading. This step is very

important because it allows the students to expand their knowledge and know their

needs and interests; in addition, the teacher has a clear picture about his/her students

to prepare lesson plan that they enjoy. These questions become the basis for “W”

(what students want to learn). Questions may be developed from information

gleaned in the preceding discussion and from thinking of the major categories of

anticipated information.
 67

The benefit is to provide a chance for students at the end of a lesson to look

back and assess what they have learned in the lesson. By completing the last column

namely What I Learned column, the students record the information they get from

the text. Here, the students can assess their own thinking process. After reading,

students write down all the things they have gained from reading activities in

accordance with any questions at in the previous stage.

During the What I learn step, the students write what they learn from

reading. They should check their questions that they generated in Want to Learn

step. In this step, the students have to confirm or reject their own questions in What I

Want to Know. Besides, they have to generate their ideas based on the information

they find. In this step the students can monitor their own comprehension. Students

discuss what they have learned from the passage. Questions develop before and

during the reading should be reviews to determine how they were solved. If some

questions have not been answers, students can be guided to seek further information

in appropriate materials.

In this step, the teachers will be an assessor who gives feedbacks and do

some corrections so that the students will get better understanding about the text. the

students checks whether the information he/she gets from the text is suitable with the

information stored in their mind. The three stages in KWL are exactly the same as

how reader processes to comprehend the text. Each column in the chart shows the

process of comprehending the text.70

70
C, Ros and S, Vaughn, Strategies for Teaching Students with Learning and Behavior
Problems. (USA: Rinehart and Winston 2002)
 68

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consist of two section, they are conclusions and suggestions.

Those two sections are presented below.

A. Conclusions

Based on the findings and discussion in the preceding chapter, the writer

would like to draw the following conclusions:

1. Teachers’ Creativity in Using KWL Strategy in EFL Classroom

Teachers creativity toward KWL for teaching English reading

comprehension include: material, teaching strategy and the media used by the

teacher. The material used by the teacher is descriptive text. The teaching strategy

used by the teacher is the teacher divide the students into some groups based on the

steps of KWL strategy. The media used by the teacher is the teachers show the

picture. Teachers creativity is categorized into three, they are: progress creativity,

decline creativity, and unchanged creativity.

2. Teachers perception toward KWL strategy in EFL Classroom

KWL strategy in improving the reading comprehension is really effective

and the teacher can apply it easily. KWL strategy can help the students to think new

information that they get, also it can improve the students’ questions of every topics.

Poor vocabulary and poor prior knowledge are problems in the implementation

KWL strategy because it is really hard for students to know and understand more

about the materials that will be given by the teachers. Even though, there are

advantages in implementing KWL strategy include: helping the students to check

 69

prior knowledge, building students interest in reading comprehension, and provide a

chance for students at the end of a lesson to look back and assess what they have

learned in the lesson.

The researcher can conclude that the teachers applying KWL strategy with

different categories. There are teachers improving the strategy of learning especially

KWL in the classroom and improve the procedure of KWL itself, there are teachers

not follow the rules of method or strategy that is not suitable with it, and there is

teacher follow the rules or procedure but there is not improvement in the process of

given creativity.

B. Suggestion

1. The English Teachers

It is suggested that the English teachers should scaffold the students’

comprehension of the text. It can be done by considering the process before, during,

and after reading. Besides, the English teachers need to use more media, method or

strategy, and KWL is one of a good strategy that the teacher can apply in the

classroom. It can attract the students’ attention to the text and it can help the students

recall the information stored in their memory. It is important since the students’ prior

knowledge contribute to the students understanding of the text.

2. The other Researchers

It is necessary to follow-up this study to get more actions to improve

students’ reading comprehension. There are some factors of this study which may be

interesting to explore. For example, it is possible for other researchers to implement

the similar technique in other schools.

 70

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Appendix 1
Observation

Date / Time :
Place :
Observation :
Observer :
Activity :
Field Notes
(Detailed, chronological notes about what the observer sees, hears; what occur; the
physical setting)

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Reflective Notes
( Concurrent notes about the observer’s personal reaction, experiences)
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 75

Appendix 2

(Interview With Teachers)

1. Sebelum diadakan kegiatan FGD, apakah Bapak/Ibu sudah mengenal KWL

strategy?

2. Setelah diadakan kegiatan FGD, bagaimana pemahaman Bapak/Ibu tentang

KWL strategy, mudahkan di implementasikan di kelas atau tidak?

3. Seperti apa persiapan bapak/ibu dalam mengimplementasikan KWL strategy?

4. Bagaimana cara bapak/ibu memperkenalkan mengenai topik materi yang akan

dibahas?

5. Bagaimana minat siswa dalam pembelajaran membaca menggunakan KWL

strategy?

6. Menurut bapak/ibu bagaimana situasi siswa saat proses belajar mengajar

menggunakan KWL strategy?

7. Bagaimana sikap siswa terhadap pembelajaran bahasa Inggris menggunakan

KWL strategy?

8. Metode pembelajaran seperti apa yang biasanya bapak/ibu terapkan dalam

pembelajaran bahasa Inggris?

9. Apa saja kesulitan dari penggunaan KWL strategy?

10. Apa saja kelebihan dari penggunaan KWL strategy?

11. Menurut bapak/ibu apa manfaat dari penggunaan KWL strategy

12. Kegiatan diakhiri dengan diskusi yang dilakukan guru dan siswa bersama-sama

mengenai topik dalam bahan pembelajaran, bagaimana menurut bapak/ibu?

 76

Date / Time : Tuesday, October 29th 2019 / 09:00-10:50

Place : MTs Negeri 1 Sidrap
Observation : Observation of the first research subject
Observer : Nurfadillah
Activity : Teaching English by using KWL Strategy
Teaching English in the classroom

This is an observation of the first subject of research, the teacher told the

students to open the material in their book that the students have. Then, the teacher

showed and explained how the steps of applying this KWL strategy through

LCD/projector. It start with K (Know), W (Want to know), and L (Learn). After all

the steps explained by the teacher, the teacher told students to look again their book.

While the teacher give students worksheet that need to be fulfill by the students where

there is chart/column of KWL on that worksheet. Before do it, the teacher gave an

example or topic, they are about handphone and dinosaurus, then the teacher

explained the steps of KWL through that topic given.

First, the teacher told students to read the text of conversation on the book

given. Then, students write down what they already know in column (K). Then,

teacher gave direction to fill the next column, it is column (W) and told the students to

catch the meaning of the reading text. Sometimes, the teacher point the student to

write the their answer in the whiteboard while explaining the topic given. The last

step, students should fill the column (L), that is what the students understanding on

that material given.

In the last session after all the steps finished, students submit their worksheet.

The teacher give suggestion to the students to always feeling grateful and appreciate
 77

something even it is just a little thing. The teacher finished the learning process.

Reflective Notes

1. The teacher prepare the lesson systematically.

2. The teacher use two languages in the classroo she used English and Indonesia.

She directly switched the language if she saw her students seemed difficult to

understand her explanation.

3. The teacher corrected the students’ mistake when pronouncing certain words

4. The teacher tried to get closer to her students by walking around the class to

know her students problem in doing the activity in the classroom.

 78

Date / Time : Thursday, October 31st 2019 / 09:00-10:50

Place : MTs YMPI Rappang
Observation : Observation of the Second research subject
Observer : Nurfadillah
Activity : Teaching English by using KWL Strategy
Teaching English in the classroom

This is an observation of the second subject. Before started the learning

process, the teacher rearrange the classroom. In the first step, the teacher told the

students to write the title? topic of material that will be explained. That is “things in

the classroom”. Then, the teacher told students to make a column of KWL on the

blank paper that had been divided by the teacher. After that, the teacher used media of

picture and showed the students a topic material that will be discussed. The teacher

told students to write what they know in column K about the given topic. Sometimes,

in order to create fun class, the teacher gave students something funny or told students

to sing a song.

After the students finished to fill the first column, the teacher told students to

fill the next column, that is what the students know more about the topic given about

“things in the classroom”. Then, the teacher gave a text in the book. Teacher told the

students to open and read the text given, and then the teacher told students to fill the

column L that is what the students got after read the text and compare their finding

after read the text. Beside that, the teacher gave a game to students and divided

students into 3 groups, then every group write what they got, what they got after read

the text in the column that the teacher give before in the whiteboard. The activity was

finished with discussion between students and teacher that is make a conclusion about
 79

what they got on the reading text given. The chairman prepared the class to have a

break by giving thanks to the teacher.

Reflective Notes

1. The teacher used two languages in the classroom. He used English and Indonesian.

He directly switched the language if him saw her students seemed difficult to

understand him explanation

2. The teacher turned the activity into a knowledgeable and fun game

3. The teacher is creative and discipline

4. The teacher always walking around to check him students’ progress and

understanding on the material.

 80

Date / Time : Thursday, November 05th 2019 / 09:00-10:50

Place : MTs PP Nurul Haq Benteng Lewo
Observation : Observation of the Third research subject
Observer : Nurfadillah
Activity : Teaching English by using KWL Strategy
Teaching English in the classroom

This is an observation on the third subject of research. The teacher explained

about KWL strategy and told students that our learning strategy is about how we can

understand the text of reading comprehension. Next, the teacher made a chart of KWL

in the whiteboard. First, the teacher gave a theme about “industrial water polution”

and then the teacher told student to prepare a blank paper and then the teacher

explained the theme of the reading text. Second, the teacher told student to write what

they know about the topic given and write down in column K. After that, teacher gave

the next instruction for the students about what they want to know more about the

topic given. The teacher was not explain all the steps but the teacher tried to stimulate

the knowledge of students. Sometimes, the teacher point the some students to write

down their answer in the whiteboard. The students were really enthusiastic and have a

motivation and they were really pay attention to every process of the KWL itself.

The last step is the teacher gave a text about “industrial water pollution”.

Then, the students read the text as what the teacher told them. The teacher told them

to fill the column L that is what the students got after read the text that I related with

that topic. Then, the teacher gave a conclusion after read the text about “industrial

water pollution, it is gave a serious effect to the animals. The activity was finished

with discussion between students and teacher about the material in the text.
 81

Reflective Notes

1. The teacher limited the discussion and interrupted by stopping students noise

2. The teacher moved around the classroom to get close to check the trouble spots

and to gain the students attention.

3. The teacher re-explained her instruction to make sure the students understand
 82

Date / Time : Thursday, November 05th 2019 / 09:00-10:50

Place : MTs 2 Sidrap
Observation : Observation of the Third research subject
Observer : Nurfadillah
Activity : Teaching English by using KWL Strategy
Teaching English in the classroom

This is an observation of the fourth research subject. The learning process was

started with the teacher who explained about the strategy of KWL. The teacher made

a chart of KWL in the whiteboard, then explained the three of the columns, they are

K, W, L. After that, the teacher divide students into some group with count them 1

until 3, for the students who got the same number, they would be in the same group.

Next, the students gather with their own group, and then wait for the teachers’

instruction. First, the teacher gave a topic of reading and showed the pictures of the

topic. The teacher told students to write down what the students know about the

picture given and write it on the column K, and then the students accumulate their

answers to the leader of the group. Then, the teacher gave an instruction to the

students to write down what the students want to know about the topic given in

column W, and then accumulate gain their own answer to the leader of their group.

The next step is the teacher gave an instruction to the students to read the text

and asked them about what they got from the text. The students write down their

answers in column L, and then accumulate their answers to their leader of group. The

teacher one student as the representation of their groups. To present what they already

know from the text given in front of their friends. The activity was finished with

discussion between students and teacher to test again the students comprehension
 83

about the aim of the learning process.

Reflective Notes

1. The teacher limited the discussion and interrupted by stopping students noise

2. The teacher moved around the classroom to get close to check the trouble spots

and to gain the students attention

3. The teacher re-explained her instruction to make sure the students understand
 84

Date / Time : Tuesday, November 12nd 2019 / 07:40-09:30

Place : MTs DDI Kulo
Observation : Observation of the fifth research subject
Observer : Nurfadillah
Activity : Teaching English by using KWL Strategy
Teaching English in the classroom

This is an observation of the fifth research subject. The learning process was

started with the teacher explained about KWL strategy. The teacher made a chart of

KWL and then explained what is K, W, and L, and then explained the procedure of

KWL strategy itself. The teacher gave example or theme about “handphone” and then

applied KWL strategy based on the topic. Then, the students made a chart of KWL

and started the learning process.

First, the teacher gave students a text about “teddy bear”, the topic is

customized with what the students like. After that, the teacher told them to read the

descriptive text on the paper given. Next, the students write down what they already

know about the topic in column K. In order to make the class interesting, the teacher

gave students a sing that can make the students enjoy the learning process (ice

breaking). Next, the teacher gave direction to fill the next column in column W and

told the students to catch the meaning on the text. Sometimes, the teacher point the

student to write down the students answer in the whiteboard. The last step is the

teacher told students to fill the column L, that is what the students got from the text

given. The activity was finished with discussion between students and teacher in order

to improve their interest in reading comprehension about descriptive text using KWL

strategy.
 85

Reflective Notes

1. The teacher use two languages in the classroom, she used English and Indonesia.

She directly switched the language if she saw her students seemed difficult to

understand her explanation.

2. The teacher limited the discussion and interrupted by stopping students noise

3. The teacher re-explained her instruction to make sure the students understand

4. The teacher moved around the classroom to get close to check the trouble spots

and to gain the students attention

5. The teacher corrected the students’ mistake when pronouncing certain words
 86

Day / Date Selasa, 29 Oktober 2019

Time 11.10-12.20
Location MTs Negeri 1 Sidrap
Topic Focused interview transcription about teachers creativity and
perception about KWL strategy

Research (R)
First research subject (YA)
Sebelum diadakan kegiatan FGD, apakah Ibu sudah mengenal KWL
R
strategy?
Sebenarnya untuk secara namanya kami dan teman-teman baru mengenal
yang namanya eeee KWL strategy, itu baru kami dengar. Akan tetapi untuk
YA
implementasi di kelas itu InsyaAllah sering diadakan tergantung dari materi
yang kita akan ajarkan.
Setelah diadakan kegiatan FGD, bagaimana pemahaman Ibu tentang KWL
R
strategy, mudahkah di implementasikan di kelas atau tidak?
Alhamdulillah ee mudah bagi kami apalagi kalo materinya tentang
penjabaran seperti reading text ya. Kalo kelas 9 itu sangat cocok sekali
karena ada beberapa tema contohnya procedure text ee cara membuat
misalnya es teler yah. Jadi kita hubungkan dengan ee pengalamanya anak-
anak makan es teler atau membuat nasi goreng. Jadi kita bisa menggunakan
KWL strategy ini untuk membuka pemikiran siswa didalam memahami
YA materi dan ada juga hal yang menarik kalo di chapter 2 itu membahas
masalah kesehatan. Nah, ini sangat baik sekali kita menggunakan KWL
strategy. Cuman yang agak sulit yang kami selama ini implementasikan
dikelas KWL itu tidak terlalu cocok untuk percakapan singkat karena di
kelas 9 atau 7,8,9 itu masih didapatkan percakapan-percakapan singkat yang
disitu yang mendominasi hanya gambar gambar. Jadi, untuk KWL strategy
eee tidak terlalu dipakai disitu...yah malah tidak dianjurkan yah.
R Seperti apa persiapan Ibu dalam mengimplementasikan KWL strategy?
Ya, untuk persiapanya yah tentunya materinya ada kemudian supaya anak-
anak itu termotivasi belajar. Untuk KWL strategy ini diberikan semacam
YA
worksheet yah seperti yang telah di berikan oleh ee....berikan contoh oleh
peneliti. Itu sangat bagus sekali yah.
Bagaimana cara Ibu memperkenalkan mengenai topik materi yang akan
R
dibahas?
Untuk topik materi yang akan dibahas saya rasa kalo topik materi di kelas 9,
7,8,9 itu ee itu kontekstual, artinya materi itu tidak terlalu jauh dengan
kebudayaan indonesia. Seperti misalnya nasi goreng anak-anak itu baru liat
YA
gambarnya sudah ada sedikit pemahaman tentang kesana yah tinggal kita
guru menghubungkan materi yang ada di buku dengan pengalamanya siswa
jadi tidak terlalu sulit.
Bagaimana minat siswa dalam pembelajaran membaca menggunakan KWL
R
strategy?
 87

Kalo berbicara masalah minat ada peningkatan tapi yang namanya interest
ke bahasa Inggris itu kita tidak bisa paksakan karena masing-masing anak-
YA
anak beda interest. Tetapi kalo masalah penggunaan KWL strategy yah kalo
saya itu bisa digunakan di kelas.
Menurut Ibu bagaimana situasi siswa saat proses belajar mengajar
R
menggunakan KWL strategy?
Kalo saya pribadi sangat bagus karena anak-anak itu merasa bahwa mereka
harus mengerjakan tugas itu sendiri. Anak-anak harus mengisi ee kolom
YA yang sudah disiapkan dan tidak boleh kosong selanjutnya memahami isi
materi yang ada. Jadi, saya rasa situasi pembelajaran di dalam kelas itu
sangat aktif sekali.
Bagaimana sikap siswa terhadap pembelajaran bahasa Inggris menggunakan
R
KWL strategy?
Kalo sikapnya, sikap siswa yah sebagian mereka ada yang sangat
termotivasi kemudian bagi yang masih kurang bisa minatnya atau mungkin
dia tidak bawa kamus yah mungkin sedikit blank. Jadi untuk memahami
YA materi menggunakan KWL strategy mereka masih angkat-angkat tanganya,
bertanya kesana kemari sehingga mereka sedikit terhalang untuk memahami
materi karena itu tadi tidak membawa kamus atau kurangnya kosakata yang
mereka miliki.
Metode pembelajaran seperti apa yang biasanya Ibu terapkan dalam
R
pembelajaran bahasa Inggris?
Kalo saya sangat simple dan sederhana tapi saya berusaha bahwa apa yang
di berikan ke anak-anak itu mereka langsung masuk dihatinya karena buat
saya buat apa juga memiliki model strategy pembelajaran yang baik kalo
YA
anak-anak itu tidak bisa tangkap apalagi kalo dikelas non-unggulan. Jadi
kita sesuaikan dengan kebutuhan siswa dan menggunakan bahasa yang
lembut dan singkat.
R Apa saja kesulitan dari penggunaan KWL strategy?
Kalo untuk penggunaan KWL strategy, kalo saya sih tidak terlalu susah
diterapkan tinggal bagaimana anak-anak sebenarnya itu menambah
kosakatanya Sehingga ketika diberikan materi contohnya misalnya
YA dinosaurus ataukah misalnya smartphone ee dia kan sudah ada gambaran
seperti itu tetapi kalo dalam penambahan kosakatanya mereka masih sedikit
tentunya mereka juga kesulitan dalam memahami strategy itu atau
memahami materi menggunakan KWL strategy.
R Apa saja kelebihan dari penggunaan KWL strategy?
Kalo kelebihanya bagus itu tadi bisa meningkatkan motivasi siswa belajar
YA kemudian siswa lebih banyak ee bisa bertanya ke teman-nya yang
disampingnya atau mereka sudah sangat rajin membawa kamus.
R Menurut Ibu apa manfaat dari penggunaan KWL strategy?
Manfaatnya sangat banyak, disamping kalo saya yah ee dengan penggunaan
KWL seolah-olah kita membuka kerang yang materi kita ajarkan itu seolah-
YA olah kita menghadapinya karena sangat berhubungan sekali dengan
pengalaman kita. Yah seperti misalnya penggunaan smarthphone kalo kita
kasi ee smarthpone materinya otomatis itu ada hubunganya dengan kegiatan
 88

kita sehari-hari mau kah itu berhubungan dengan ee siswa atau guru itu
sendiri, maka manfaatnya sangat luar biasa sekali yah. Kita seolah-olah
diberikan kemudahan dalam menjabarkan apasih materi yang ada di depan
kita sebenarnya, mau di kemanakan.
Kegiatan diakhiri dengan diskusi yang dilakukan guru dan siswa bersama-
R
sama mengenai topik dalam bahan pembelajaran, bagaimana menurut Ibu?
yah, sangat bagus sekali karena anak-anak tadi itu kan memiliki tingkat
pemahaman yang berbeda dengan keaktifan seorang guru di dalam kelas
maka ini akan sangat mendukung anak-anak yah. Jangan anak-anak itu atau
siswa itu diberikan saja tugas coba buka halaman sekian eee translate
setelah itu kumpul bawa di meja guru tetapi dengan model KWL strategy
kita ada semacam ee rule yah aturan seperti apa yang kita inginkan model
pembelajaranya di kelas dan apa yang siswa itu dapat capai dari KWL
strategy. Jadi dengan mungkin diskusi seperti itu akan ada semacam konten
yang di berikan ke anak-anak itu bisa saja kita selipkan dengan nasihat-
nasihat seperti yang ini yang tema ibu bawakan itu masalah Ririn itu
YA
seorang anak yatim tentunya mereka dengan belajar seperti itu dia kalau
hubungkan dengan kehidupanya mereka menjadi anak yang sangat
bersyukur sekali karena kedua orang-tua mereka masih ada dan bagaimana
kalau kedepan-nya misalnya Allah menentukan takdir kita sama denga Ririn
ee mungkin dengan materi-materi yang seperti itu bisa memberikan solusi
yang terbaik seperti tadi. Tetap belajar, sabar, kemudian mandiri dan
membantu orang-orang yang ada disekitar kita supaya supaya rasa
penderitaan mungkin yang kita rasakan itu sedikit demi sedikit berkurang
yah dan dengan berbagi dengan sesama itu menambah rasa kasih sayang
kita.
 89

Day / Date Kamis, 31 Oktober 2019

Time 09.10-11.20
Location MTs YMPI Rappang
Topic Focused interview transcription about teachers creativity and
perception about KWL strategy

Researcher (R)
First research subject (AA)
Sebelum diadakan kegiatan FGD, apakah Bapak sudah mengenal KWL
R
strategy?
AA Eee secara teori tidak tapi secara praktek pernah mendekati.
Setelah diadakan kegiatan FGD, bagaimana pemahaman Bapak tentang
R
KWL strategy, mudahkah di implementasikan di kelas atau tidak?
ya, KWL strategy ini sangat bagus dan recommended untuk guru-guru
karena menurut saya anak-anak bisa observasi apa yang dia tau dan juga ee
mereka bisa mengetahui oo ternyata ini, dia bisa belajar berdasarkan
kebutuhanya dalam artian KWL strategy ini sangat ee recomended, di
rekomendasikan untuk di aplikasikan karena sesuai, sesuai kebutuhan anak
AA
didik sekarang. Nah, beda sekali ketika pendidik mengajar atau langsung
memberikan materi di banding pendidik membicarakan sama peserta didik
dulu diskusikan kenapa ataukah memberikan pemahaman kepada peserta
didik dulu kenapa harus dipelajari dan apa yang ingin dipelajari. Adanya
interaksi antara pendidik dan anak didik.
R Seperti apa persiapan Bapak dalam mengimplementasikan KWL strategy?
Persiapannya yah, setelah pelatihan yang setelah dilatih oleh peneliti dan
AA
setelah itu saya baca-baca teorinya dan praktek langsung di kelas.
Bagaimana cara Bapak memperkenalkan mengenai topik materi yang akan
R
dibahas?
Untuk memperkenalkanya saya seperti hal-nya di pelatihan hanya
AA memberikan satu tema, satu judul setelah itu memberikan kesempatan anak-
anak untuk explorasi apa-apa yang mereka ketahui.
Bagaimana minat siswa dalam pembelajaran membaca menggunakan KWL
R
strategy?
Minatnya Alhamdulillah mereka semangat karena secara ini secara umum
AA mereka mendapatkan hal baru, hal baru khususnya ee struktur dalam
pemberian strateginya itu tersusun rapi.
Menurut Bapak bagaimana situasi siswa saat proses belajar mengajar
R
menggunakan KWL strategy?
Situasinya Alhamdulillah terkendali aman dan juga ee peserta didik
menikmati proses strategy tersebut. Pemberian strategy tersebut juga tadi
AA
saya inovasikan dengan beberapa strategy yang lain jadi Alhamdulillah
mereka bersemangat.
Bagaimana sikap siswa terhadap pembelajaran bahasa Inggris menggunakan
R
KWL strategy?
 90

AA Sikapnya iyah mereka bersemangat dan antusias.

Metode pembelajaran seperti apa yang biasanya Bapak terapkan dalam
R
pembelajaran bahasa Inggris?
Direct method, kemudian yang paling sering itu yang direct method
AA
bagaimana anak didik langsung mendengarkan dan juga mempraktekkan.
R Apa saja kesulitan dari penggunaan KWL strategy?
Kesulitanya di awal, ee terkadang karena fokus anak-anak zaman sekarang
generasi z itu sudah kurang fokus ke pembelajaran jadi terkadang di
aktivitas awal atau aktivitas observasi awal apa yang mereka tau terkadang
AA disana mereka blank atau tidak tau apa-apa. Jadi eee baiknya terkadang anak
didik harus melihat ataukah memakai cara menyalin tugas temanya karena
dia tidak mengetahui tidak mempunyai pengetahuan awal tentang topik
tersebut.
R Apa saja kelebihan dari penggunaan KWL strategy?
Kelebihanya adalah anak didik bisa lebih semangat karena mereka
menuliskan dulu apa yang saya ingin tau, apa yang saya ingin tau karena
beda sekali ketika kita belajar langsung dikasi baca ini, tulis ini, kerjakan ini
AA di banding kita tau dulu oh saya mau tau ini. Berarti sudah ada rasa
penasaran, jadi rasa penasaran itu yang akhirnya membuat mereka
menikmati prosesnya dan insyaAllah itu akan menjadi pelajaran yang
berkesan dan mudah serta tidak mudah di lupakan.
R Menurut Bapak apa manfaat dari penggunaan KWL strategy?
Manfaatnya adalah itu tadi akan lebih berkesan, akan lebih mudah di cerna
AA
dan akan lebih bermanfaat kedepanya.
Kegiatan diakhiri dengan diskusi yang dilakukan guru dan siswa bersama-
R sama mengenai topik dalam bahan pembelajaran, bagaimana menurut
Bapak?
Kegiatan diskusi yah betul sekali. Tentang diskusi di aktivitas akhir itu
sangat bagus karena anak-anak akhirnya menyimpulkan, menyimpulkan apa
saja yang mereka dapatkan dari tema itu dan juga anak-anak bisa saling
AA
berbagi tentang ini loh yang saya tau ee ini yang saya tau dan juga teman
lain bisa mendapatkan oo ternyata banyak hal yang bisa di dapatkan dari
materi tersebut. Jadi intinya that’s good, that’s good strategy.
 91

Day / Date Selasa, 05 november 2019

Time 10.50-11.55
Location MTs PP Nurul Haq Benteng Lewo
Topic Focused interview transcription about teachers creativity and
perception about KWL strategy

Researcher (R)
First research subject (HY)
Sebelum diadakan kegiatan FGD, apakah Ibu sudah mengenal KWL
R
strategy?
Belum, nanti ada pelatihan kemarin di depak ( kementerian agama) baru tau
yah. Eee ada sih semacam KWL tetapi itu tidak seperti itu yang metode
HY strategy kita. Hampir ada yang seperti itu tapi ee menurut saya KWL itu
focus. Maksudnya to the point disitu yah. Tidak berputar-putar kita punya
materi. Yah, seperti itu.
Setelah diadakan kegiatan FGD, bagaimana pemahaman Ibu tentang KWL
R
strategy, mudahkah di implementasikan di kelas atau tidak?
Menurut saya itu sangat mudah, iyah sangat mudah di implementasikan.
Anak-anak juga itu langsung mengerti karena disitu sudah ada bayangan
HY bahwa teks itu seperti apa, kita mau apakan teks itu. Misalnya k itu know-
nya apa yang sebelum dia baca teks-nya dia harus mengerti dulu apa topik
dari teks tersebut.
R Seperti apa persiapan Ibu dalam mengimplementasikan KWL strategy?
Persiapanya yah ee cukup apa fisik bisa, fisiknya harus ini karena
HY menerangkan kepada anak-anak itu harus menjelaskan terlebih dahulu KWL
itu apa, memperkenalkan dulu sebelumnya persiapanya harus seperti itu.
Bagaimana cara Ibu memperkenalkan mengenai topik materi yang akan
R
dibahas?
Eee dibacakan dulu teks, ee topik-nya setelah dibaca kira-kira apersepsinya
bagaimana pendapatnya tentang teks tersebut. Kemudian anak-anak juga
HY harus mengerti atau tau arti-nya ee artinya terlebih dahulu misalnya kalau
kita mengajar tentang industri water polution dia harus mengerti betul apa
maksud dari ee industri water polution itu
Bagaimana minat siswa dalam pembelajaran membaca menggunakan KWL
R
strategy?
Sangat antusias, yah sangat antusias karena ee sebelumnya dia tidak tertarik
membaca sehingga dia memudahkan dalam membaca. Karena dia harus tau
HY
apa yang dia baca kemudian dia harus tau apa yang dia dapatkan setelah
membaca itu.
Menurut Ibu bagaimana situasi siswa saat proses belajar mengajar
R
menggunakan KWL strategy?
Owh dia,situasinya dia sangat fokus. Fokus pada teks bacaannya fokus pada
HY
apa yang ingin dia tahu, fokus apa yang ingin dia pelajari. Seperti itu
R Bagaimana sikap siswa terhadap pembelajaran bahasa Inggris menggunakan
 92

KWL strategy?
Sikapnya anak-anak itu yah tetap pada dia fokus artinya dia tidak main-main
HY karena betul-betul dia ingin tahu, betul-betul dia eee tertarik untuk
membaca. Yah, seperti itu.
Metode pembelajaran seperti apa yang biasanya Ibu terapkan dalam
R
pembelajaran bahasa Inggris?
Biasanya kalo saya menggunakan eee apa semacam game, semacam game
HY itu biasanya ada game pernah eee saya gunakan stad dengan jigsaw. Eee
yang paling sering saya gunakan itu di kelas VII itu jigsaw-nya.
R Apa saja kesulitan dari penggunaan KWL strategy?
Saya tidak tidak terlalu banyak mengalami kesulitan hanya saja kesulitanya
itu ketika ee anak-anak itu tidak tau terjemahanya teks tersebut. Yah
terkadang ada satu kata ee dia mengerti jadi dia kombinasikan saja apa yang
HY dia ketahui tentang teks tersebut. Biasa dia tidak tahu ee baris pertama dia
tidak tahu apa artinya kemudian selanjutnya mungkin ada bayangan dia tahu
oh berarti ini seperti ini [Link] itu kesulitanya disitu dia
translatenya kurang.
R Apa saja kelebihan dari penggunaan KWL strategy?
Yah itu tadi kelebihannya yah, anak-anak itu sangat antusis [Link]
pada saat pembelajaran, ee kemudian kita tidak terlalu banyak menerangkan
HY teks ini harus begini teks ini harus ini, ini deskriptive, ini tentang ini, itu
tidak terlalu sulit. Jadi, anak-anak itu ee langsung fokus pada apa yang di
inginkan pada saat pembelajaran itu.
R Menurut Ibu apa manfaat dari penggunaan KWL strategy?
Yah manfaaatnya anak-anak bisa lebih giat membaca, lebih giat membuka
ee teks-teks yang utamanya pada kelas IX ini nanti kan ada teks-teks
descriptive yang harus mereka ee jelaskan dan harus mereka tau. Jadi ini
HY sangat menguntungkan KWL ini sangat menguntungkan pada saat membaca
teks ujian-nya nanti. Yah, dia harus menentukan want to know-nya itu apa
yang ingin dia ketahui apa yang di tanyakan tentang teks itu. Ya’ ini sangat
membantu nanti pada saat ujian.
Kegiatan diakhiri dengan diskusi yang dilakukan guru dan siswa bersama-
R
sama mengenai topik dalam bahan pembelajaran, bagaimana menurut Ibu?
yah, eee anak-anak bisa apa memberikan ee kesimpulan tentang materi
tersebut kemudian anak-anak yang lain bisa menanggapi dan kemungkinan
HY besar ada juga yang bisa memberikan kesimpulan. Setelah itu kemudian kita
diskusikan apakah eee yang disimpulkan itu betul-betul ada pada teks. Iyah,
seperti itu.
 93

Day / Date Selasa, 05 november 2019

Time 10.50-11.44
Location MTs Negeri 2 Sidrap
Topic Focused interview transcription about teachers creativity and
perception about KWL strategy

Researcher (R)
First research subject (MFW)

Sebelum diadakan kegiatan FGD, apakah Bapak sudah mengenal KWL

R
strategy?
Pernah baca di buku, pernah baca cuman nda mendalami. Kalo yang
MFW metode lain pernah seperti jigsaw, ee cooperative learning yang lain
pernah. Pernah sih baca KWL cuman nda mendalami langkah-langkahnya.
Setelah diadakan kegiatan FGD, bagaimana pemahaman Bapak tentang
R
KWL strategy, mudahkah di implementasikan di kelas atau tidak?
Eee saya kira untuk penerapanya itu bagus, tetapi mungkin kembali lagi
kepada kita bagaimana cara menginovasi KWL itu sendiri. Karena kalau
yang diadakan waktu FGD kan cuman fokus pada reading. Nah, ternyata
MFW
setelah saya telaah ternyata ini KWL ini bisa diterapkan walaupun bukan
reading misalnya materi speaking, materi eee apa namanya yang writing
juga bisa. Yah saya kira itu
R Seperti apa persiapan Bapak dalam mengimplementasikan KWL strategy?
Eee saya kira mempersiapkan-nya itu mempersiapkan dulu materi apa yang
ingin diberikan kepada anak yang kita perkirakan menarik untuk mereka
jadi ketika kita tanya apa pengetahuan awalnya mereka bisa langsung tulis.
Ee jadi saya kira kita harus pahami dulu apakah materi yang kita berikan
itu ada tidak pengetahuan dasar. Karena di KWL kan kita terapkan yang
MFW pertama apa yang mereka tahu. Jangan sampai mereka tidak tau sama
sekali, tidak ada pengetahuan misalnya. Materi yang ada di kota-kota
belum pernah mereka lihat tidak boleh karena harus ada pengetahuan apa
yang mereka tau dan jangan sampai mereka tidak bisa memberikan apa
yang dipelajari, apa yang mereka tau karena tidak ada bayangan sama
sekali tentang itu. Yah, saya kira itu
Bagaimana cara Bapak memperkenalkan mengenai topik materi yang akan
R
dibahas?
Yah caranya itu kita tanya dulu apakah mereka pernah dengar itu kemudian
yang berikutnya kita tanya seberapa sering anda pernah dengar itu
MFW
kemudian kita masuk apa yang mereka tahu sebelumnya tentang itu.
Masukmi tahapan KWL itu sendiri
R Bagaimana minat siswa dalam pembelajaran membaca menggunakan KWL
 94

strategy?
Minatnya sangat antusias karena kenapa ternyata selama ini banyak siswa
yang secara tidak langsung sebenarnya dia menerapkan KWL dalam
pembelajaranya. Yah misalnya kita tanya oo ternyata mereka sebelumnya
MFW tau, ooh pak ternyata yang dibilang ini yang ini. Oh berarti itu KWL
masuk, tidak karena kita sampaikan bahwa ini adalah KWL. Ternyata
selama ini kita ber- KWL tapi nda tau bahwa itu ada tahapan-nya KWL
yang kita laksanakan itu.
Menurut Bapak bagaimana situasi siswa saat proses belajar mengajar
R
menggunakan KWL strategy?
Eee situasinya yah kita maklumi kalo anak-anak itu kan yah bervariasi yah.
Kalo untuk KWL ini ya Alhamdulillah mereka sangat antusias walaupun
MFW beberapa ada yang sangat ini tidak mendukung tapi kita bisa antisipasi
dengan memberikan mereka pertanyaan, memberikan mereka motivasi yah,
untuk mengontrol kembali kelas menjadi aktif kembali.
Bagaimana sikap siswa terhadap pembelajaran bahasa Inggris
R
menggunakan KWL strategy?
Eee kalo pembelajaran bahasa Inggris yah sekali lagi karena itu adalah
sesuatu yang asing bagi mereka yang baru dua tahun terakhir setahun lebih
mereka pelajari, sebenarnya tergantung dari itu tadi metode pembelajaran.
MFW Kalo monoton yah mereka diam tapi mereka tidak tahu apa yang mereka
fikirkan. Yah, kalo kita berikan semacam inovasi-inovasi yah walaupun
sedikit mereka dapatkan itu akan jadi berkesan dibanding dengan mereka
langsung dikasi banyak tapi tidak ada yang berkesan. Yah
Metode pembelajaran seperti apa yang biasanya Bapak terapkan dalam
R
pembelajaran bahasa Inggris?
Eee biasanya saya adakan itu metodenya jigsaw biasa juga saya terapkan
metode diskusi dan saya liat yang kita selipkan disitu adalah metode game-
game. Game-game mereka lebih tertarik ketika kita pembagian kelompok
MFW
kemudian memberikan mereka sedikit apresiasi dengan memberikan gula-
gula atau apa. Yah itu lebih memancing mereka untuk lebih meningkakan
kemampuan mereka dalam bahasa Inggris.
R Apa saja kesulitan dari penggunaan KWL strategy?
Saya kira untuk kesulitanya hanya pada pengetahuan dasar dari siswa
karena sekali lagi siswa itu bervariasi pengetahuanya, makanya untuk
kedepanya bagusnya kalo dibagi bahwa KWL ini boleh dibentuk kelompok
karena mungkin kebanyakan orang bahwa KWL ini adalah materi individu.
Bagusnya kelompok, kenapa mereka yang punya variasi yang berbeda kita
MFW
tunjuk yang mana yang punya potensi mempengaruhi siswa yang lain.
Karena kalo satu-satu nanti ada yang tidak mengerjakan sama sekali kalo
dibentuk kelompok ada yang menjadi motivator dalam kelompok itu
sehingga tahapan-tahapan KWL ini bisa terlaksana sampai terakhir. Saya
kira itu
R Apa saja kelebihan dari penggunaan KWL strategy?
Saya kira kelebihanya memancing siswa untuk menyampaikan gagasan apa
MFW
yang mereka tahu sebelumnya dari materi itu kemudian memancing siswa
 95

untuk bernalar apa yang mereka ingin tahu kemudian mengaktifkan siswa
membaca misalnya teks kalo dia reading, mengetahui apa yang telah
mereka baca kemudian menyimpulkan apa yang dipelajari. Saya kira itu
saja
R Menurut Bapak apa manfaat dari penggunaan KWL strategy?
Eeee manfaatnya saya kira itu tadi memancing siswa untuk memikirkan
apa yang kira-kira yang mereka tau sebelumnya tentang materi itu,
kemudian apa yang mereka ingin tahu. Sebenarnya siswa itu banyak sekali
mereka ingin tau tentang sesuatu tetapi tergantung dari gurunya apakah dia
memotivasi siswa untuk bernalar apa yang mereka ingin tahu tentang
MFW
sesuatu. Saya kira itu ( atau memberikan saja tugas baru meninggalkan
siswa), itukan salah. Saya kira ini bagus untuk kedepan-nya sehingga di
inovasi lagi seperti tadi yang saya mungkin kasi saran saya bagaimana
dibentuk materi kelompok untuk KWL ini supaya mengantisipasi siswa
yang pasif dalam penggunaan metode ini. Saya kira itu.
Kegiatan diakhiri dengan diskusi yang dilakukan guru dan siswa bersama-
R sama mengenai topik dalam bahan pembelajaran, bagaimana menurut
Bapak?
Saya kira ini bagus untuk apa ada semacam apa namanya mengetest
kembali kemampuan siswa, apakah materi yang disampaikan ini tercapai
tujuan-nya atau tidak Karena kalo cuman setelah itu langsung diambil saja
MFW
hasil pekerjaanya tanpa menanya mereka senang tidak dengan pelajaran
seperti ini atau tidak. Kalo tidak apanya yang kurang untuk perbaikan
kedepan-nya. Saya kira itu
 96

Day / Date Selasa, 12 november 2019

Time 10.50-11.44
Location MTs DDI Kulo
Topic Focused interview transcription about teachers creativity and
perception about KWL strategy

Researcher (R)
First research subject (HS)
Sebelum diadakan kegiatan FGD, apakah Ibu sudah mengenal KWL
R
strategy?
Kalo KWL strategy eee tapi maksudnya hanya sekedar tahu oh begini.
HS Untuk lebih ke focus discussion-nya mungkin baru yang kemarin itu yang di
Kemenag.
Setelah diadakan kegiatan FGD, bagaimana pemahaman Ibu tentang KWL
R
strategy, mudahkah di implementasikan di kelas atau tidak?
Eee kalo pengimplementasian-nya iyah tentunya mudah karena lebih tau
HS
prosedurnya kan seperti itu, anak-anak juga ini merespon.
R Seperti apa persiapan Ibu dalam mengimplementasikan KWL strategy?
Kalo persiapan mengimplementasikan saya hanya menjelaskan ke peserta
didik, menjelaskan seperti ini namun saya jelaskan sebenarnya pada
umumnya KWL itu sering, sering diterapkan cuman anak-anak nda tau oh
HS
KWL namanya. Namun kemarin pas ini saya jelaskan KWL seperti ini
memang ada metode ada strateginya nak dan ini seperti ini, mereka
menjawab oh iye bu jadi begitu.
Bagaimana cara Ibu memperkenalkan mengenai topik materi yang akan
R
dibahas?
Kalo topik yang saya berikan saya jelaskan tentang KWL dulu setelah itu
saya berikan ke anak-anak benda apa yang mereka sukai tentu mereka jawab
kan handphone. Jadi saya jelaskan apa yang kalian tahu tentang handphone,
jadi K W L-nya kan. Setelah itu saya tanya lagi timbal balik seperti itu ada
HS feedback apa yang kalian tahu, apa yang ingin kamu ketahui tentang ini
terus apa yang kamu learned tentang hp. Setelah mereka jawab beberapa
poin lalu saya kasilah bacaan yang khusus untuk ee untuk penilaian apa
namanya apakah mereka betul-betul paham semacam teks Taddy bear,
apasih Taddy bear itu nanti mereka jawab sesuai hasil bacaan mereka.
Bagaimana minat siswa dalam pembelajaran membaca menggunakan KWL
R
strategy?
Kalo minatnya diatas dari sebelumnya, karena kan otomatis membaca nda

HS mungkin mereka baca semua. Jadi, kalau menggunakan srategy KWL ada
tips-tips dimana bagian sini misalnya gagasan pentingnya di paragraf
 97

pertama atau paragraf kedua nanti closingnya ini. Jadi mereka langsung oh
ini K-nya ,ini W-nya, ini L-nya bu’ begitu, dengan menggunakan teks
bacaan descriptive text.
Menurut Ibu bagaimana situasi siswa saat proses belajar mengajar
R
menggunakan KWL strategy?
Siswa dapat lebih aktif mengikuti pelajaran walaupun sebenarnya masih ada

HS beberapa siswa yang terkadang perhatianya itu teralihkan. Tetapi, situasi

tersebut masih bisa di antisipasi dengan KWL Strategy itu sendiri.
Bagaimana sikap siswa terhadap pembelajaran bahasa Inggris menggunakan
R
KWL strategy?
Sikapnya merespon, dia sangat senang karena pendapatnya tidak dibaca
semua apalagi kan anak notabenenya bahasa Inggris toh jadi senang. Apa
yang di tahu tentang teddy bear yah boneka ada yang tulis tadi disitu doll
HS
jadi saya cuman liat saja owh berarti mereka paham apa yang mereka tulis
ada kayak disitu bilang apa warnanya teddy bear what’s colour teddy bear
jadi saya tadi liat-liat oh ternyata mereka itu pemahaman sampai disitunya.
Metode pembelajaran seperti apa yang biasanya Ibu terapkan dalam
R
pembelajaran bahasa Inggris?
Kalo metodenya untuk bahasa Inggris yang pertama kelas VII itu pasti mulai
kosakata saya selalu kasi apa namanya jadi biasa saya per semester itu 50,60
kosakata jadi untuk cara menghafal-nya itu tidak sekaligus
kapan,dimanapun mereka bisa stor walaupun satu kosakata jadi misalnya
duduk-duduk stor satu kosakata besok lagi satu kosakata jadi tidak menekan
kan mereka untuk menyelesaikan 60 kosakata dalam satu minggu, nda. Jadi
waktu menyelesaikan kosakata itu adalah satu semester. Jadi kapanpun,
HS
dimanapun mereka senang dan apapun saat hati mereka senang stor
kosakata. Jadi kosakata selesai satu semester setelah itu eee di kelas VII
semester 2 saya fokuskan tenses kenapa tenses karena menyusun kalimat.
Jadi kosakata untuk semester 1 itu kelas VII fokus ke verb kata kerja, apa
yang kamu lakukan tadi pagi nak, mandi bu, okay how to say in English
mandi ada yang bilang take a bath ada yang bilang tidak tahu bu jadi mereka
jujur terus kalo proses belajar saya semacam idiom tapi istilahnya bintang.
 98

Bintang satu, misalnya setiap kosakata yang saya ucapkan, perintah saya
tulis di bintang tapi nda untuk di hafal untuk mereka baca jadi saya bilang
eeeem all of you kalo kelas VII kan nda tahu kelas satu toh all of you apa
artinya mereka diam jadi all of you itu nak eee kalian semua. Jadi kalo saya
bilang all of you, yes mam jadi begitu. Anak-anak begitu memang, jadi step
by step dengan metode seperti itu sudah hampir 5 tahun Alhamdulillah di
kelas IX mereka sudah mulai menerjemah. Di kelas IX mereka sudah bisa
buat satu paragraf.
R Apa saja kesulitan dari penggunaan KWL strategy?
:
Kalo kesulitanya karena mungkin sebagian anak-anak kurang dalam hal
kosakata dalam bacaan sehingga siswa sulit memahami bacaan. Misalnya
ada kan biasanya saya kasi my teddy bear saya mungkin nda sebutkan satu
persatu kosakata, kayak tadi ini kan ada misalnya ibu mereka bertanya bu,
what’s the meaning rasfur oh rasfur itu ee apa namanya ee satu benda tipe
yang digunakan untuk buat apa namanya teddy bear,owh iya bu’. Jadi
mereka baku campur mi jawabanya bu’ what the mean ee what the meaning
bu’ begitu. Kalo mereka nda tahu bahasa Inggrisnya langsung di combine
HS
dengan bahasa Indonesia yang penting ada bahasa Inggrisnya. Kalo keluar
apa I want to go to toilet harus berbahasa Inggris bahkan kalau mau pulang
ambil kunci motor i want to take the key of motorcycle dan bahasa Arabnya.
Kalo guru fiqih yang piket disuruh dulu hafal misalnya eee ambil kunci
dalam bahasa Arab bahasa Inggris dan yang kedua tergantung mau surah-
surah pendek atau niat sholat seperti itu. Anak-anak begitu disini. Jadi kita
juga, bagaimna mereka senang kita juga nyaman belajar. Nakal, iya. Tapi
bagaimana cara guru menghadapi.
R Apa saja kelebihan dari penggunaan KWL strategy?
Kelebihanya KWL lebih cepat untuk dijawab dan yang kedua anak-anak
langsung cari point-nya. Misalkan oh apa tadi itu, dibaca lagi semua toh
HS
biasanya di paragraf pertama mereka hanya fokus di paragraf pertama itu.
Dia lebih hemat waktu kelebihanya yang kedua anak-anak lebih mudah
 99

paham dari pada reading aloud yang cara baca saja.

R Menurut Ibu apa manfaat dari penggunaan KWL strategy?
Manfaat penggunaan KWL kalo manfaatnya eeee dari yang sebelumnya yah
manfaatnya itu anak-anak paham, dia mudah paham kalo saya tanya kayak
tadi ee apa yang kamu ketahui tentang teddy bear mereka lihat oh anu teddy
bear ee doll, apalagi kamu tahu anu bu’ teddy bear from America jadi teddy
bear itu dari America. Jadi, kalo mungkin sebelumnya saya bertanya pasti

HS mereka baca butuh waktu 5 menit,apalagi ee tunggu bu wait a moment Mam

begitu wait mam pokoknya combine yang penting berbahasa. Jadi kalo tadi
itu, manfaatnya di mereka mereka cepat dapat jawabanya cepat tau oh disini.
Kayak mereka tau oh ini apa yang kamu tahu tentang teddy bear warna
coklat apalagi dia dari America kalo dulu mungkin dia harus baca butuh
waktu 5 menit kalo tadi nda. Langsung dapat jawabanya.
Kegiatan diakhiri dengan diskusi yang dilakukan guru dan siswa bersama-
R
sama mengenai topik dalam bahan pembelajaran, bagaimana menurut Ibu?
Kalo selesai treatmentnya, ee saya tanya bagaimana cara jawabnya lebih ini
menggunakan KWL strategy lalu dijawab ee begitu lebih mudah bu’ terus
menyenangkan dan pastinya mereka jawab mereka lebih senang KWL
HS
strategy dari pada reading aloud. Jadi maksudnya ada peningkatan daya
minat belajarnya mereka membaca reading text about descriptive text
dengan menggunakan pengimplementasian KWL strategy.
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ANALISIS DAN REDUKSI DATA HASIL WAWANCARA KREATIVITAS

GURU DALAM PENGAPLIKASIAN KWL (KNOW, WANT TO KNOW,

LEARN) STRATEGY DI KELAS

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
Pertama, Baru Secara Belum Pernah Hanya Beberapa Dari apa

sebelum mengenal teori tidak, mengenal baca, tetapi sekedar tahu, guru belum yang

diadakan praktek tidak untuk lebih terlalu disampaikan

kegiatan pernah mendalami ke focus faham oleh para

FGD, mendekati discussion mengenai guru ini

apakah nanti setelah KWL terlihat

bapak/ibu kegiatan strategy, bahwa ada

sudah FGD kemarin tetapi beberapa

mengenal setelah di guru yang

KWL perkenalka belum

strategy? n mereka mengenal

faham apa strategy

itu KWL KWL, akan

strategy tetapi ada

juga

beberapa

guru yang
 101

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
ternyata

telah

mengaplikas

ikan KWL

strategy

tanpa

mengetahui

namanya.

Setelah Mudah Sangat Sangat Sangat Penerapanny Semua guru Merasa

diadakan bagus dan mudah mudah a bagus tetapi tidak mudah

kegiatan recomende mungkin merasakan mengaplikas

FGD, d kembali lagi kesulitan ikan KWL

bagaimana kepada kita saat strategy

pemahama bagaimana pengaplikas pada

n menginovasi ian KWL pembelajara

bapak/ibu KWL itu strategy n reading

tentang sendiri comprehensi

KWL on

strategy?

Mudahkah
 102

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
di impleme

ntasikan di

kelas atau

tidak?

Seperti apa Materi ada Baca teori Mempersiap Pemberian Praktek Para guru Menurut

persiapan dan dan kan fisik materi yang langsung di telah para guru,

bapak/ibu pemberian praktek peserta menarik kelas mengerti setelah

dalam worksheet ke langsung didik tentang memahami

mengimple siswa di kelas KWL apa yang

mentasikan strategy, dimaksud

KWL dan dengan

strategy? langsung KWL

mempaktek strategy,

kannya di mereka

dalam kelas langsung

mempraktek

kannya di

dalam kelas,

dan respon

yang
 103

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
diberikan

oleh peserta

didik juga

sangat

memuaskan

Bagaimana Materi tidak Memberik Memberika Menanyaka Memberikan Para guru Menurut

cara terlalu jauh an tema n satu n kepada tema memberika para guru,

ibu/bapak dengan atau judul contoh text, peserta semacam n materi materi yang

memperke kebudayaan bacaan dan didik benda apa yang diberikan

nalkan Indonesis kemudian meminta tentang yang siswa berbeda- harus sesuai

mengenai di persepsi materi apa sukai beda sesuai dengan apa

topic/mater eksplorasi peserta yang pernah dengan apa yang siswa

i yang didik mereka yang siswa mudah

akan tentang text pelajari butuhkan fahami agar

dibahas? tersebut sebelumnya mereka

dapat

dengan

mudah

memahami

materi
 104

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
pembelajara

Bagaimana Minat siswa Alhamduli Sangat Sangat Minat siswa Kebanyaka Berdasarkan

minat berbeda-beda llah, antusias antusias meningkat n siswa hasil

siswa mereka dari antusias wawancara

dalam semangat sebelumnya serta guru, terlihat

pembelajar bersemanga bahwa

an t dalam banyak

membaca mengikuti siswa yang

mengguna pembelajar aktif dan

kan KWL an antusias

strategy? dalam

mengikuti

pembelajara

n melalui

pengaplikasi

an KWL

strategy

Menurut Siswa Siswa Banyak Siswa Siswa dapat Rata-rata Dari apa
 105

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
bapak/ibu, mengerjakan terkendali siswa yang sangat lebih aktif siswa yang

bagaimana sendiri tugas dan aman focus antusias mengikuti menjadi disampaikan

situasi yang saat meskipun pelajaran sangat aktif oleh para

siswa saat diberikan, mengerjak ada belajar guru, terlihat

proses dan an tugas beberapa menggunak bahwa

belajar memahami yang yang tidak an KWL banyak

mengajar isi materi diberikan mendukung strategy siswa yang

rmengguna yang ada tetapi sudah lebih

kan KWL bagaimana focus dalam

strategy? kita bisa belajar,

mengontrol mereka juga

kelas termotivasi

menjadi dalam

aktif kegiatan

kembali pembelajara

menggunaka

n KWL

strategy.

Bagaimana Sebagian Siswa Siswa tetap Ada Siswa sangat Rata-rata Dari apa
 106

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
sikap siswa siswa ada bersemang pada dia beberapa merespon siswa yang telah

terhadap yang sangat at dan focus serta siswa yang dengan merasa dikatakan

pembelajar termotivasi, antusias tertarik kurang perasaan termotivasi oleh para

an Bahasa sebagian untuk memperhati senang dan senang guru,

Inggris kurang membaca kan pada kebanyakan

mengguna termotivasi dikarenakan penggunaa dari siswa

kan KWL factor n KWL merasa

strategy? pembelajara strategy bersemangat

n Bahasa yang dan antusias

Inggris diterapkan dalam

yang masih oleh guru proses

asing bagi di dalam pembelajara

mereka kelas n membaca

dikarenakan

strategy

KWL yang

guru

aplikasikan

didalam

kelas
 107

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
Metode Metode yang Direct Memberika Jigsaw Penghafalan Guru Dari apa

pembelajar simple dan method n macam- kosa kata Bahasa yang

an seperti sederhana macam Inggris disampaikan

apa yang game memberika oleh para

biasanya n metode guru terlihat

bapak/ibu yang bahwa

terapkan berbeda- sebelum

dalam beda dalam penggunaan

pembelajar mengajar KWL

an Bahasa strategy,

Inggris? mereka

menggunaka

n berbagai

macam

metode

dalam

pembelajara

n Bahasa

Inggris..

Kegiatan Hal ini sangat Anak-anak Anak-anak Guru dapat Ada Dengan Dari
 108

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
diakhiri mendukung dapat mampu memperbaik peningkatan kegiatan penyampaia

dengan kegiatan menyimpu menyimpul i apa yang daya minat diskusi, n guru

diskusi pembelajaran lkan hasil kan materi kurang belajar pada siswa jadi mengenai

yang peserta didik pembelaja yang telah dalam siswa lebih dapat kegiatan

dilakukan ran diajarkan kegiatan menyimpul diskusi,

guru dan mereka. pembelajara kan materi dapat

siswa n apa saja disimpulkan

bersama- yang telah bahwa siswa

sama mereka dapat

mengenai pahami meningkatka

topic n daya

dalam belajar

bahan mereka dan

pembelajar guru dapat

an, memperbaik

bagaimana i kesalahan

menurut yang terjadi

bapak/ibu? pada saat

proses

pembelajara
 109

Variabel / Nama Informan & Transkrip Wawancara Hasil

Kesimpulan
Indikator Reduksi
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Creativity
n

berlangsung

pada akhir

pembelajara

n.
 110

ANALISIS DAN REDUKSI DATA HASIL WAWANCARA PERSEPSI GURU

DALAM PENGAPLIKASIAN KWL (KNOW, WANT TO KNOW, LEARN)

STRATEGY DI KELAS

Variabel / Nama Informan & Transkrip Wawancara Hasil Kesimp

Indikator Reduksi ulan
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Perception
Teachers’ Perception Toward Difficulty in
Implementing KWL Strategy
Apa saja Tidak terlalu pada tidak terlalu Pengetahua anak-anak Guru Berdasar

kesulitan dari susah di aktifitas banyak n dasar kurang dalam Bahasa kan

penggunaan terapkan awal, mengalami siswa yang hal kosakata. Inggris hasil

KWL tinggal terkadang kesulitan. masih Sehingga mengalami wawanc

strategy? bagaimana anak-anak Hanya saja kurang mereka sedikit ara guru,

anak-anak blank atau kesulitanya kesulitan kesulitan kebanya

menambah tidak tau itu ketika memahami dalam kan guru

kosakatanya apa-apa anak-anak bacaan memberika hanya

tidak tahu n materi mengala

terjemahan pembelajara mi

teks n sedikit

tersebut kesulita

n dalam

proses

pembela
 111

Variabel / Nama Informan & Transkrip Wawancara Hasil Kesimp

Indikator Reduksi ulan
YL (1) AA (2) HY (3) MFW (4) HS (5)
Teachers’ Perception
Teachers’ Perception Toward Difficulty in
Implementing KWL Strategy
jaran
 112

Variabel / Nama Informan & Transkrip Wawancara Hasil Kesimpula

Indikator YL (1) AA (2) HY (3) MFW (4) HS (5) Reduksi n

Teachers’ Perception

Teachers’ Perception Toward Advantages of KWL

Strategy

Apa saja Meningkatka anak didik anak-anak Memancing Waktunya Peserta Berdasarkan

kelebihan n motivasi bisa lebih sangat siswa untuk lebih cepat didik lebih hasil

dalam belajar siswa semangat. antusis menyampai untuk fokus serta interview

penggunaan Anak-anak membaca. kan dijawab bersemanga guru,

KWL menikmati Anak-anak gagasannya, karena siswa t dalam kebanyakan

strategy? prosesnya fokus pada memancing langsung cari memahami siswa lebih

dan akan apa yang di siswa untuk pointnya text bacaan terfokus

menjadi inginkan bernalar yang dalam

pelajaran pada saat serta diberikan mengerjaka

yang pembelajara mengaktifka oleh guru, n tugas

berkesan n itu n siswa dan juga yang

dan mudah untuk siswa lebih diberikan,

serta tidak membaca termotivasi mereka juga

mudah di dalam lebih

lupakan. pembelajar semangat

an dan

termotivasi

dalam
 113

menjawab

tugas yang

diberikan

oleh guru.

Menurut Manfaatnya Akan lebih anak-anak Memancing Anak-anak Siswa lebih Dari

bapak / ibu, sangat berkesan, bisa lebih siswa untuk paham faham penyampaia

apa manfaat banyak. akan lebih giat memikirkan dengan n guru,

dari Penggunaan mudah di membaca. apa yang materi yang dapat

penggunaan KWL seolah- cerna dan KWL kira-kira diberikan disimpulkan

KWL olah yang akan lebih sangat mereka tau oleh guru bahwa

strategy? kita ajarkan, bermanfaa menguntung sebelumnya serta dengan

kita t kan karena tentang memberika penggunaan

mengadapiny kedepanya fokus pada materi itu n manfaat KWL

a karena apa yang membaca strategy

berhubungan ingin kepada dapat

dengan diketahui, siswa meningkatk

kegiatan kita yang ingin an efektiv

sehari-hari. diketahui itas siswa

Manfaatnya dan yang dalam

sangat luar dipelajari pembelajara

biasa sekali n
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 123

DOCUMENTATION

FGD (Focus Group Discussion) activities with the teachers

 124

Interview with English teacher 01 Interview with English teacher 02

Interview with English teacher 03 Interview with English teacher 04

Interview with English teacher 05

 125

Opening the English Learning

English teacher wrote down the topic

 126

Explaining the material

The teacher shows the material on the screen

 127

Students working out with the task

Students wrote the task and its answer

 128

CURRICULUM VITAE

Nurfadillah was born in Tawau, on

January 5th 1995. She is the first child of Lani and

Tasmia. She was a student of English department

of STKIP Muhammadiyah Sidenreng Rappang.

When study in STKIP Muhammadiyah Sidenreng

Rappang , she joined English Student Association

(ESA) (2013-2014). In 2007, she finished her study

in SDN 144 Madello. In 2010, she graduated her

study in SMP Negeri 3 Marioriwawo. Then in 2013, she continued her study in

SMA Negeri 1 Maiwa. After that, in 2017 she continued her study in Magister

Programe and finally she has done her study at State Islamic Institute (IAIN)

Parepare entitled “KWL Strategy for Teaching English Reading Comprehension in

EFL Classroom: A Study of Teachers Creativity and Perception.”