The Strategies in Using K-W-L to Improve the Students’ Reading Comprehension Achievement

Abstract

After identifying the class situation, the English teacher and the researcher agreed that K-W-L (Know, Want, Learned) strategy can be used to solve the problem faced by the students in reading comprehension. According to Heriyawati et al. (2021), K-W-L (Know, Want, Learned) is a student-activity based strategy since it leads the students to think actively in the pre-reading, while-reading and after reading. This active thinking begins with brainstorming students’ prior knowledge about the given topic, then expressing their ideas and what they know by writing it on the board or on their worksheets (KNOW). By doing this, the teacher can generate students’ curiosity, help them to list as many ideas as possible, and encourage passive students to contribute more in the teaching and learning process. After that, the students will make new lists containing the information that they want or expect to know from the text (WANT). These lists become a reference of the last question containing the new information that has been learned after reading the text (LEARNED).