Chapter II theoretical foundation

CHAPTER II THEORETICAL FOUNDATION

This chapter explains about KWL strategy, reading, reading comprehension, purposes of reading, hortatory exposition text, teaching reading comprehension through KWL strategy, and hypotheses. Specifically KWL strategy theories state into some points: the concept of KWL strategy, the purposes of KWL strategy, the procedure of KWL strategy, and the advantages of KWL strategy. While reading comprehension theories deliver into some points: the definition of ading comprehension, Types of Reading, Componet of Reading, Level of Reading Comprehension, Reason for Reading and Teaching Reading Principles.

1. KWL Strategy

   1. 
      The Concept of KWL Strategy
      

KWL (Know, Want, Learned) is an instructional reading strategy that is used to guide students through a text (Ogle, 1986: 564). KWL strategy stands for what I Know, what I Want to learn, and what I did Learn by activating students' background knowledge, it improves comprehension of expository text (Bos, 2002: 178). Hassard (2011: 77) in Hidayat (2013) KWL strategy is an active reading strategy prepares students to make predictions about what they will be reading, as well as engaging them with other students in a discussion of the content of the topic. According to some definition from some expert, KWL (Know, Want to know, and Learned) is a good method to help students in reading comprehension by activating students‟ background knowledge.
According to Lenski (2004: 139), KWL strategy helps children become good readers by getting them to do many of the things that good readers do. This strategy gets children to read silently with comprehension. In addition, children relate new information to what they already know when they confirm or disconfirm the information in the K column.
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McLaughlin (1994: 21) “K-W-L (What I Know, What I Want to Know, and What I Learned) is a teaching model developed to encourage purposeful reading by K: activating and organizing students' prior knowledge, W: developing questions of personal interest to focus attention during reading, and L: summing up and reflecting on what was learned, if and how questions were answered”.
According to Irena K (2009) KWL reading strategy has a value that enables readers to become better in reading comprehension activity. Jared and Jared (1997: 24) state that the KWL model was created to enhance reading comprehension in content areas. It is explained that the KWL model is also used as an organizational tool because it allows student to identify known information about a given subject.
In conclusion, this strategy is effective for teaching reading comprehension, because it has many benefits for students and make the teaching process more interesting. Students more interested, they feel easy to understand the meaning of the text. Then, KWL strategy can help the students to increase their motivation, access what they know, decide what they want to learn and whether it is likely to be in the passage, and decide what yet needs to be done after reading. Before they read the text, they are already known what about the text explained. So, it made students easy to answer the questions according to the text. In conclusion, this technique can improve students‟ ability in reading comprehension.

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