THE EFFECTIVENESS OF USING KNOW-WANT-LEARN STRATEGY TOWARDS THE SEVENTH GRADERS’ READING COMPREHENSION ACHIEVEMENT AT SMPN 1 NGUNUT

FARIDA YULIANING TYAS, 126203213189 (2025) THE EFFECTIVENESS OF USING KNOW-WANT-LEARN STRATEGY TOWARDS THE SEVENTH GRADERS’ READING COMPREHENSION ACHIEVEMENT AT SMPN 1 NGUNUT. [ Skripsi ]

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Abstract

Tyas, Farida Yulianing. 2025. Student ID Number 126203213189. The Effectiveness of Using Know-Want-Learn Strategy Towards the Seventh Graders’ Reading Comprehension Achievement at SMPN 1 Ngunut. Bachelor’s Thesis. English Education Department. Faculty of Teacher Training and Education, Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. Advisor. Dr. Nurul Chojimah, M.Pd. Keywords: Effectiveness, Reading Comprehension, Know-Want-Learn Stategy Reading as a receptive skill plays a crucial role in English language learning that allows entrance to a broad range of knowledge and information. However, students are frequently facing difficulties due to passive learning approaches and limited engagement with learning materials, which affects their ability to effectively comprehend the intended meaning of reading texts. To address this, the researcher implemented the Know-Want-Learn (KWL) Strategy in the teaching reading with the expectation to enhance students’ reading comprehension achievement. This study aimed to measure students’ reading comprehension achievement for seventh-grade students of SMPN 1 Ngunut by implementing the Know -Want – Learn Strategy in teaching reading and to find out whether this strategy is effective in teaching reading comprehension. The purpose of this research is to determine whether there was a significant difference score in seventh-grade students’ reading comprehension at SMPN 1 Ngunut before and after using the Know -Want – Learn Strategy. A quantitative pre-experimental design was employed, specifically utilizing a one-group framework to evaluate the effectiveness of the intervention. The data were collected through pre-tests and post-tests administered to 36 students in class VII-B as the research sample. The instrument of this research used a reading test consisting of 20 items in the form of multiple choice, cloze test, and true or false. The results were analyzed using the paired sample T-test , as the data were normally distributed. Based on data explained through SPSS version 27 for Windows programs, the analysis revealed that the mean pre-test score was 65, while the post-test mean rose to 76.67, indicating improvement. The paired sample T-test resulted in a significant (two-tailed) value of 0.001, which was below the 0.05 significance level. Thus, the null hypothesis was rejected, and the alternative hypothesis was not rejected, confirming that the Know -Want – Learn Strategy significantly improved students’ reading comprehension achievement. This study confirms that the Know-Want-Learn Strategy effectively improves the reading comprehension achievement of seventh grade students at SMPN 1 Ngunut. The post-test score improvement shows how students' engagement in active learning through the structured phases of Know, Want, and Learn significantly helps them process information better. Teachers can integrate this strategy into reading lessons to ensure that students actively participate and reflect on their understanding. Future research could explore its effectiveness across different text types or bigger sample sizes to provide broader insights into improving reading comprehension.

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