eng Science and Education Publishing American Journal of Educational Research 2327-6150 2021-01-03 9 1 11 19 10.12691/education-9-1-2 EDUCATION2021912 article Muhammad Asrori muhammad.asrori@fkip.untan.ac.id 1 Awaluddin Tjalla 2 Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia Department of Guidance and Counseling, Faculty of Education, State University of Jakarta, Indonesia This study aims to examine the effectiveness of K-W-L Teaching Model applied in content mastery services to improve the students¡¯ ability to understand texts in junior high schools (SMP). It was an experimental research with a one-group pretest-posttest design. The subjects were Year-7 students of SMP Islam Al-Azhar Pontianak, SMP Negeri 2 Mempawah, and SMP Negeri 3 Singkawang. The ability to understand a text is indicated by (a) capturing the main idea of the text, (b) describing the essence of the text orally, (c) describing the contents of the text in a written form, and (d) formulating questions based on the text that has been read. The results showed that K-W-L Teaching Model was effective to improve the students¡¯ ability to understand texts, especially in capturing the main ideas of the text and describing the essence of the text orally; but it was not effective in describing the essence of the text in written forms and formulating questions based on the text that had been read. http://pubs.sciepub.com/education/9/1/2/education-9-1-2.pdf K-W-L teaching model ability to understand texts Junior high schools