ABSTRACT
MULYANI MUTHALIB, LIAN (G2Q1 15 003). 2018. The Use of KWL (KnowWant to Know-Learned) Strategy for Teaching Reading Comprehension in Blended Learning, Thesis, Language Education Study Program, Postgraduate Program, Halu Oleo University, Kendari.
Supervisor : Dr. H. Amri Tanduklangi, M.Lis Dr. H. Muh. Yazid ARG., Lc., M.Pd.
Key words : Reading Comprehension, KWL Strategy, Blended Learning.
Reading comprehension is a complex process among the readers and the texts. Because of its complexity, students often encounter difficulties in comprehending a reading text. Although a lot of studies have been conducted in teaching reading comprehension, this present study offers another method to apply. The purpose of this research is to examine the effectiveness of KWL strategy in blended learning method. Quasi experimental (nonequivalent pretest and posttest control-group design) was used as the research design. The population of this study was all tenth grade students in Senior High School 5 Kendari. The researcher chose a purposive method as a sample technique which determined class science—class X.SCIENCE.4 (n=30) as experimental group and class X.SCIENCE.5 (n=30) as control group. Researcher applied KWL strategy in blended learning method in experiment class and Conventional Method in control class. A recount text (including finding out the main idea and supporting details) was used as a media to measure students’ reading comprehension. The collected data were analyzed by using descriptive statistic (mean, standard deviation, median, mode, minimum and maximum), inferential statistic (paired and independent sample t test), N-gain and Effect Size. The finding of this research was students’ scores on reading comprehension of experimental group were higher than students’ reading scores in control group. It can be concluded that the KWL strategy in blended learning was effective to use in improving students’ reading comprehension and recommended to be applied in eleventh and twelfth grade of Senior High School students.