The Content Mastery Service Using K-W-L Teaching Model to Improve Students’ Ability to Understand Texts in Junior High Schools

Muhammad Asrori^1, and Awaluddin Tjalla²

¹Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia

²Department of Guidance and Counseling, Faculty of Education, State University of Jakarta, Indonesia

Cite this paper:
Muhammad Asrori and 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

Abstract

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.

Keywords:
K-W-L teaching model ability to understand texts Junior high schools

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