Exploring Secondary School Students' Behavioral Reading Engagement In Know, Want, Learned (KWL) Strategy

Fadila, Yulia Sidhan (2024) Exploring Secondary School Students' Behavioral Reading Engagement In Know, Want, Learned (KWL) Strategy. Undergraduate thesis, UIN Khas Kiai Haji Achmad Siddiq Jember.

Text (SK-001-TADRIS B.INGGRIS-2024) Yulia Sidhan Fadila_204101060012.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (3MB)

Abstract

Students' behavioral reading engagement is critical to academic success, personal growth, and future readiness. As educators, it is important to prioritize the creation of engaging reading experiences that promote deep learning, critical thinking, and lifelong learning. While there are numerous studies dedicated to improve reading engagement, there is a limited number of studies that specifically investigate the utilization of the Know-Want-Learned (KWL) strategy as a tool to foster students' behavioral reading engagement. To address this void, this study focuses on the potential of the KWL strategy as a tool to develop reading engagement behaviors. Facilitating the development of reading engagement behaviors among secondary school students through the KWL strategy presents an interesting and highly effective approach to encourage their proficiency in the reading classroom. Therefore, this case study research aims to investigate how the KWL strategy is used to facilitate students' behavioral reading engagement.
The research design taken by the researcher is a qualitative approach with a case study. This research project was conducted in one of the secondary schools in Banyuwangi. The participants involved were taken from students of class IX B, aged between 15 and 16 years. The three methods used to collect data are semi-structured in-depth interviews supported by audio recordings (which are presented in the form of transcripts), analyzing student-related document, and observation reinforced by recording some important events. The data processing of this study used an analysis with an interactive model adopted from Miles, Huberman, and Saldana.
This study has uncovered two main findings that highlight the role of the KWL strategy in shaping students' experiences as they seek to develop reading engagement behaviors: 1) Increasing Students' Reading Activities through the KWL Strategy, 2) Challenges of Initial Adaptation to the Use of the KWL Strategy in Reading Class. Based on the research findings, it can be concluded that KWL (Know-Want-Learned) strategy is effective in increasing students' engagement in reading in class. The benefits are that students become more active and enthusiastic in expressing opinions, motivated to present discussion results, and encouraged to summarize after reading. Theoretically, the KWL strategy encourages active student engagement, deepens reading comprehension, and allows for reflection. Practically, KWL helps teachers set clear reading objectives and improve teaching competence, create a more interesting learning environment and increase students' interest in the material. Therefore, this study strongly recommends KWL strategy as an effective learning approach for students who want to improve their behavioral engagement in reading class.

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