KWL (Know, Want to Know, Learned) Plus strategy: Does it have an impact on the ninth-grade students’ reading comprehension achievement?
Strategi KWL (Know, Want to Know, Learned) Plus: Apakah ada dampaknya? terhadap prestasi pemahaman membaca siswa kelas sembilan?
DOI:
https://doi.org/10.21070/ups.9057Keywords:
KWL Strategy, Reading Comprehension, Quantitative ResearchAbstract
Penelitian ini mengkaji pengaruh strategi KWL Plus terhadap pencapaian pemahaman membaca siswa kelas IX. Menggunakan desain penelitian kuantitatif dengan pendekatan true experimental, penelitian menerapkan pretest-posttest untuk mengukur efektivitas strategi ini. Siswa dibagi secara acak ke dalam kelompok eksperimen dan kontrol. Kelompok eksperimen mendapat perlakuan dengan strategi KWL Plus, sedangkan kelompok kontrol mengikuti metode pembelajaran konvensional. Strategi KWL Plus, yang mencakup "What I Know," "What I Want to Know," dan "What I Learned," mendorong partisipasi aktif serta kesadaran metakognitif siswa, sehingga meningkatkan keterampilan memahami bacaan. Analisis data menunjukkan adanya perbedaan signifikan antara nilai pretest dan posttest kedua kelompok. Kelompok eksperimen mengalami peningkatan skor rata-rata 14.040, sedangkan kelompok kontrol meningkat 7.083, dengan nilai signifikansi 0.000 (<0.05). Hasil ini membuktikan strategi KWL Plus berpengaruh signifikan terhadap pemahaman membaca, lebih besar dibanding metode konvensional, serta memberikan kontribusi pada penerapan strategi pembelajaran bahasa yang efektif.
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