The Effect of Implementing KWL and QAR Strategies on Students Reading Comprehension with Different Motivation
Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran KWL dan QAR terhadap motivasi siswa dalam membaca. Metode menggunakan rancangan desain faktorial 2x2. Populasi berjumlah 216 siswa, 72 siswa sebagai sampel dengan Random Sampling. Data menggunakan kuisioner motivasi dan tes membaca dengan ANAVA dua jalur. Hasil diperoleh: (1) hasil belajar membaca siswa yang menggunakan QAR= 85.33 lebih tinggi dibandingkan dengan KWL= 77.56, thitung 7.837 > ttabel = 1.67, (2) Hasil membaca siswa yang memiliki motivasi tinggi = 83.67 lebih tinggi dibandingkan yang memiliki motivasi rendah = 79.22, thitung 3.551 > ttabel = 1.67, dan (3) terdapat interaksi antara strategi mengajar dan motivasi, Fobservasi = 4.670 > Ftabel = 3.98. Siswa bermotivasi tinggi memperoleh hasil lebih tinggi dengan KWL, sedangkan bermotivasi rendah mendapat nilai lebih tinggi dengan QAR.
This study was intended to examine the implementation of KWL and QAR strategies on students motivation in reading comprehension. The research used an experimental research with factorial design 2x2. The population was 216 students. The sample were 72 students with Random Sampling technique. The data were collected through motivation questionnaire and reading test and analyzed by using Two-Way ANOVA. The finding showed: (1) the students reading comprehension who were taught by QAR strategy was 85.33 higher than those who were taught by using KWL strategy was 77.56 with tcount = 7.837 > ttable = 1.67, (2) the students having high motivation was 83.67 higher than low motivation was 79.22 with tcount = 3.551 > ttable = 1.67 and (3) there was interaction between teaching strategies and motivation on students reading comprehension, Fobserved = 4.670 > Ftable = 3.98. The students having high motivation got higher scores if they were taught KWL strategy, while students having low motivation got higher scores if they were taught QAR strategy.
Keywords: KWL, QAR strategies, motivation, reading comprehension
Full Text:
PDFReferences
Abin Syamsudin, Makmun. 2001. Psikologi Kependidikan. Bandung: PT. Remaja Rosda Karya.
Brophy, J. 2001. Motivating Students to Learn. Boston: Mc. Graw Hill.
Chastain, K. 1988. Developing Second-Language Skills Theory and Practice. Orlando: Harcourt Brace Jovanovich, Ins.
Conner, J. 2006. Instructional reading strategy: DR-TA (Directed Reading Thinking Activity). (Online), (http://www.indiana.edu/~l517/DRTA.htm, Retrieved May 15, 2017)
Depdiknas. 2006. Kurikulum Bahasa Inggris Tingkat Satuan Pendidikan. Jakarta: Pusat Kurikulum Badan Penelitian dan Pengembangan Depdiknas.
Fengjuan, Z. 2010. The Integration of the Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors. Chinese Journal of Applied Linguistics Vol. 33 No. 4. (Online), (http://www.celea.org.cn/teic/92/10120605.pdf Retrieved on May 15, 2017)
Nunan, D. 2003. Practical English Language Teaching. New York: Mc.GrawHill.
Nyoman, S., and Nyoman, A. J. P. 2013. Comparative effect between question answer relationship and directed reading thinking activity techniques on reading comprehension. Journal Penelitian Pascasarjana Undiksa, 3, 126-231.
Ogle, D.M. 1986. K-W-L: A Teaching Model That Develops Active Reading of Expository Text. International Reading Association, 39(6), 564-570.
Raphael, T. E. 1986. Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516-522.
Roozkhoon, M., Sadegh, M. B., & Yamini, M. 2013. Evaluating KWL Charts Strategy in relation to Iranian EFL Learners Comprehension of Culturally Unfamiliar Texts. English Linguistics Research, 2(1), 72-85.
Uniroh. 1990. The Correlation between the Students Motivation in Learning English and Their Reading Comprehension Achievement at the Third Year Students of SMA Perintis Bandar Lampung. Unpublished Script. Bandar Lampung: STKIP-PGRI.
Refbacks
- There are currently no refbacks.
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##