Enhanching Students’ Reading Comprehension of Scientific Text by Using KWL Charts for Senior High School

Muhammad Satria; An Fauzia Rozani Syafei

doi:10.24036/jelt.v8i4.106470

Enhanching Students’ Reading Comprehension of Scientific Text by Using KWL Charts for Senior High School

Muhammad Satria⁽¹⁾, An Fauzia Rozani Syafei⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2019 Journal of English Language Teaching

DOI : https://doi.org/10.24036/jelt.v8i4.106470

Full Text:

Language : en

Abstract

This paper deals with the use of KWL charts as Know, Want, and Learned (what is known, what is known, and what has been learned) in enhancing students’ comprehension of reading scientific texts in Senior High School students. KWL charts can be used by teachers to make learning English more enjoyable. The use of this KWL chart is used as a solution for teachers to solve students' problems in reading texts, especially scientific forsenior high school students.KWL charts helps the teachers in teaching reading scientific text more interesting, so that it will motivate students to comprehend the text.Giving a table consisting of 3 columns, K, W, and L, which column K is for background knowledge, column W for something unknown or form of a question for the child, and column L for conclusion about what the student has learned or questioned earlier in column W of the scientific text given. These methods or KWL charts are suitable for application in high school to all classes.

Keywords

Reading Comprehension, Scientific text, KWL charts.

References

Al Seyabi, F., & Tuzlukova, V. (2015). Investigating EFL Reading Problems and Strategies In

Post-Basic Schools And University Foundation Programmes: A Study in the Omani Context. Malaysian Journal of ELT Research, 11(2), 35-51.

Anita C. and Huycke. 2007. Serial Concept Maps: Tools for Concept Analysis. Journal ofNursing Education, 46(5).

Bamiou D E, Musiek F E & Luxon L M. 2001. Aetiology and Clinical Presentations ofAuditory Processing Disorders. Department of Audiological Medicine, 85, United Kingdom.

Bojovic, M. 2010. Reading Skills and Reading Comprehension in English for Specific Purposes.The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures. University of Kragujevac, Faculty of Agronomy Cacak, Serbia, Slovenia.

Gerot, L. & Wignell, P. (1994). Making sense of functional grammar. New South Wales: Antipodean Educational Enterprises

Graham, L. and Bellert. A, 2005. Difficulties in Reading Comprehension for Students with Learning Disabilities. ResearchGate. University of Australia.

Hanna, N. 2009. Attention-deficit hyperactivity disorder (ADHD). American Journal Of Clinical Medicine, 6(4).

Jared, E. J. & Jared, A. H. (1997). Launching into improved comprehension. The Technology Teacher, 56(6), 24–31.

Lam, Dr. C. 2001. Dyslexia and other Specific Learning Disabilities. Child Assessment Service, 6(3), Hong Kong.

Nunan, David. (2003). Language Teaching Methodology. London: Prentice HallInternational.

Pardo, L. (2004).What Every Teacher Needs to Know About Comprehension. In The Reading Teacher. 272-281

Riswanto, Risnawati, & Lismayanti. (2014). The Effect of Using KWL (Know, Want, Learned)Strategy on EFL Students’ Reading Comprehension Achievement. International Journal ofHumanities and Social Science, 4.

Shehu, Irena. 2015. Reading Comprehension Problems Encountered by Foreign Language Students. Academic Journal of Interdisciplinary Studies MCSER Publishing, 4 (1), Albania,Croatia.

Szabo, S. (2006). KWHHL: A student-driven evolution of the KWL. American Secondary Education, 34, 57–67.