1Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia
2Department of Guidance and Counseling, Faculty of Education, State University of Jakarta, Indonesia
American Journal of Educational Research.
2021,
Vol. 9 No. 1, 11-19
DOI: 10.12691/education-9-1-2
Copyright © 2021 Science and Education PublishingCite this paper: Muhammad Asrori, Awaluddin Tjalla. The Content Mastery Service Using K-W-L Teaching Model to Improve Students’ Ability to Understand Texts in Junior High Schools.
American Journal of Educational Research. 2021; 9(1):11-19. doi: 10.12691/education-9-1-2.
Correspondence to: Muhammad Asrori, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia. Email:
muhammad.asrori@fkip.untan.ac.idAbstract
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.
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