AbstrakDalam pengajaran Bahasa Inggris sebagai Bahasa asing di Indonesia, ada cukup banyak masalah yang dihadapi oleh para siswa yang menjadi penghalang bagi pengembangan kemampuan berbahasa Inggris mereka. Salah satu masalah yang sulit namun sudah cukup familiar yaitu permasalahan pronunciation pada kemampuan berbicara (speaking). Penelitian ini bertujuan untuk secara khusus mengivestigasi dan menjelaskan kemampuan pronunciation serta masalah atau kesulitan terkait pronunciation yang dihadapi oleh mahasiswa Prodi Pendidikan Bahasa Inggris Universitas Kanjuruhan Malang yang mengambil mata kuliah Integrated Course pada semester satu. Penelitian ini juga bertujuan untuk menyediakan solusi yang dapat digunakan untuk membantu mengatasi masalah-masalah pronunciation para mahasiswa. Identifikasi dan solusi tersebut diharapkan dapat berguna bagi para dosen yang mengajar mata kuliah Bahasa Inggris. Dalam jangka panjang, diharapkan kemampuan pronunciation mahasiswa dapat meningkat sehingga kemampuan berbicara mereka juga meningkat.Kata kunci: Pronunciation, study kasus, kesulitan, integrated course. AbstrackIn the teaching of EFL in Indonesia there are many problems faced by students that hinder them from improving their English skills and abilities. One of the most familiar yet difficul one is pronunciation problem in speaking proficiency. This study aims to particularly investigate and provide the explanation of the pronunciation proficiency of and the pronunciation problem encountered by English Education Department students taking Integrated Course at the first semester in Kanjuruhan University of Malang. This study is also conducted to provide the possible solution in helping students with their pronunciation problems. The identification and solution provided are hoped to be useful for the lecturers teaching English at this department in helping their students deal with the pronunciation problems they faced. Thus, in the long run, it is hoped that students" pronunciation profiency will be improved and therefore their speaking skill is also improved.
This study aimed at investigating the benefits of the implementation of Content-Based Approach (CBA) in academic writing of EFL settings. Therefore, the approach was implemented in writing class in which 35 students participated as the respondents of the study. They were treated with CBA and their essays were then analyzed to examine the effects of the implementation of the approach on their writing products. Besides, this study investigated further the grammatical errors made by the students as reflected on their essays. The findings of this study proved that CBA is beneficial to improve students' writing skills even though the students still produced grammatical errors.
This research aimed to find out the effect of Scaffolded Voluntary Reading (SVR) as a special treatment to cope with reading crisis that cannot be solved simply by reading comprehension courses in formal curriculum. Comprehension scaffolding is normally implemented in class as a strategy but in this research, it is transformed into Self-Checking Comprehension Scaffolding (SCCS) to accompany voluntary reading and to scaffold students' comprehension. This research applied quasiexperimental with pre-test post-test control group design that involved 129 Indonesian private university students of English language education. They were divided into two groups: 69 students in the experimental group and 60 students in the control group. The students in the experimental group were treated with SVR provided with SCCS and those in the control group were treated with voluntary reading without SCCS. The data were analyzed using t-test and the result showed that 1) the treatment significantly influenced students' achievement in EFL reading comprehension and 2) SVR promoted the students' self-selected reading, independent reading, and student-centered learning. The finding implies that the students who did SVR with SCCS comprehended better than those without SCCS.
To have good acquisition and awareness inreading, the learners need a long and continuousprocess, and therefore, they are required to haveautonomy in learning reading. This study aims topromote learner autonomy in reading class by combininglearner-centered reading teaching and extensive readingteaching. Learner-centered reading teaching was carriedout through group discussion, presentation, andlanguage awareness activities. Meanwhile, extensivereading teaching was done to review the learners‘materials in presentation and reinforce their acquisition.Those two different approaches were applied due todifferences on learner's characteristics and needs. Theresult showed some success in the practice of autonomy,indicated by changes on learners' attitude. However,many learners showed that they focused more onobtaining score than on developing their languageacquisition. By implementing the approach, the teachercan assist learners to be aware of their ability to learnindependently and equip them with the skill needed forlong-life learning.Keywords: autonomous learning, learner-centered inteaching reading, Extensive reading teaching
This study focused on enhancing students’ reading comprehension through the implementation of K-W-L (know, want to know, and learned) strategy at the secondary level. The purpose of K-W-L strategy is to offer construction for stimulating and building students’ schemata, to create a determination of their reading, and to conclude what they acknowledged before. This research applied Classroom Action Research based on the model suggested by Taggart and Kemmis (1998), consisting of five stages: preliminary study, planning, implementing, observing, and reflecting. The students were asked what they know about the topic, what they wanted to know about the topic and then what they learned from the text after they had read the written text. Based on the findings of the study, this K-W-L strategy trained students to be brave to present in front of the class to share their ideas with their friends, and it also assured other students to keep on listening and appreciating their friends’ comprehension of the text being studied. It is, therefore, strongly suggested that the English teachers at Junior High School use the K-W-L strategy to improve students’ reading comprehension. ABSTRAKPenelitian ini berfokus pada peningkatan pemahaman membaca siswa melalui pengimplementasian strategi KWL (know, want to know, and learned). Tujuan dari strategi KWL ini adalah untuk menstimulasi dan membangun skemata siswa, menciptakan determinasi dalam membaca, dan menggunakan informasi yang telah mereka miliki sebelumnya. Penelitian ini menggunakan penelitian tindakan kelas berdasarkan model yang disarankan oleh Taggart dan Kemmis, yang terdiri darilima tahap, yakni, studi pendahuluan, perencanaan, pengimplementasian, pengobservasian, dan refleksi. Para siswa diberi pertanyaan terkait apa yang mereka ketahui tentang topik tersebut, apa yang mereka ingin ketahui terkait topik tersebut, dan apa yang telah mereka peroleh setelah mereka membaca teks yang diberi. Berdasarkan hasil penelitian, strategi KWL ini melatih siswa untuk memiliki keberanian dalam berekspresi di depan kelas dan membagikan ide dan opini mereka kepada teman-temannya. Selain itu, strategi ini juga melatih siswa untuk mengapresiasi pemahaman yang dimiliki oleh teman yang sedang melakukan presentasi di depan kelas. Oleh karena itu, peneliti menyarankan guru Bahasa inggris di tingkat sekoah menengah pertama untuk menerapkan strategi KWL untuk meningkatkan pemahaman membaca siswa. How to Cite: Sholeh, A., Rosalina, N. E., Weganofa, R. (2020). The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension. IJEE (Indonesian Journal of English Education), 7(1), 22-31. doi:10.15408/ijee.v7i1.15541
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