THE USE OF KWL (KNOW-WANT-LEARN) AND METACOGNITIVE STRATEGIES TO IMPROVE THE STUDENTS’ READING COMPREHENSION ( A Classroom Action Research of the Second Grade Students of MTs N Ngablak in the Academic Year of 2017/2018)

Wati, Novita Ayu Nia (2017) THE USE OF KWL (KNOW-WANT-LEARN) AND METACOGNITIVE STRATEGIES TO IMPROVE THE STUDENTS’ READING COMPREHENSION ( A Classroom Action Research of the Second Grade Students of MTs N Ngablak in the Academic Year of 2017/2018). Other thesis, IAIN SALATIGA.

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Abstract

Abstrak : Wati, Novita Ayu Nia. 2017. The Use of KWL (Know-Want-Learn) and Metacognitive strategy to Improve Students’ Reading Comprehension in the Second Grade of MTsN Ngablak in the Academic Year of 2017/2018. A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute Islamic Studies (IAIN) Salatiga. Counselor: Hanung Triyoko, S.S., M.Hum., M.Ed. Keywords: KWL (Know-Want-Learn) Strategy, Metacognitive Strategy, Reading Comprehension This research is aimed to improve students’ reading comprehension through KWL (Know-want-Learn) and Metacognitive strategy. This research analyze how is the implementation of KWL (Know-want-Learn) and Metacognitive strategy improving the students’ reading comprehension, whether the use of KWL (Know-want-Learn) and Metacognitive strategy can improve the students’ reading comprehension or not, and how is the significance of using KWL(Know-want-Learn) and Metacognitive strategy to improve students’ reading comprehension of the second grade students of MTs N Ngablak. Nineteen students of the second grade of MTs N Ngablak 2017/2018 were taught by using KWL(Know-want-Learn) and Metacognitive strategy to improve their reading comprehension. The methodology of this research used Classroom Action Research (CAR). There were two cycles to give the students more opportunities to improve their understanding about how to reconstruct and comprehend the passage well and effectively in reads. The results show that the students’ reading comprehension improves significantly. The T-calculation results show that the T-calculation of cycle I is 4,57 and cycle II is 5,14.

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