RATNAWATI, RATNAWATI (2026) PENERAPAN STRATEGI KWL (KNOW, WANT TO KNOW, LEARNED) DALAM PEMBELAJARAN MEMBACA PEMAHAMAN DI KELAS V SD NEGERI 3 DEPOK KABUPATEN TRENGGALEK. S2 thesis, Universitas PGRI Madiun.
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Abstract
Ratnawati. 2026. Application of the KWL (Know, Want to Know, Learned) Strategy in Reading Comprehension Learning for Fifth-Grade Students of SD Negeri 3 Depok, Trenggalek Regency. Thesis. Master’s Program in Indonesian Language and Literature Education. Graduate School, Universitas PGRI Madiun (UNIPMA). Supervisor I: Dr. Dwi Setyadi, M.M, Supervisor II: Dr. Kodrat Eko Putro Setiawan, M.Pd This research is motivated by the low reading comprehension skills of fifth- grade elementary students, characterized by difficulties in identifying main ideas, grasping implied information, and connecting between paragraphs in a text. Reading instruction so far has tended to be mechanical and does not provide students with opportunities to activate prior knowledge and set reading goals independently. The KWL (Know, Want to Know, Learned) strategy offers a structured approach to guide students through three thinking stages: exploring what they already know, determining what they want to know, and reflecting on what they have learned. The objectives of this study are to describe the application of the KWL strategy in reading comprehension instruction and to analyze the improvement in students’ reading comprehension skills. This study employs a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were fifth-grade students of SD Negeri 3 Depok. Data were collected through observation, interviews, reading comprehension tests, and documentation. Data were analyzed using descriptive qualitative techniques with the Miles and Huberman interactive model. The findings indicate that the application of the KWL strategy significantly improves students’ reading comprehension skills. Students become more focused in reading because they have specific goals formulated by themselves during the Want to Know stage. In the Know stage, students actively activate prior knowledge, which helps them build schemata before reading. In the Learned stage, students are able to reflect and summarize important information in their own words, making comprehension more meaningful. Furthermore, this strategy enhances active questioning and peer discussion, as well as fosters students’ confidence in understanding texts. In conclusion, the KWL strategy is effectively implemented to improve reading comprehension skills of fifth-grade students at SD Negeri 3 Depok and is recommended as an alternative strategy in elementary school reading instruction.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S2) |
|---|---|
| Kata Kunci: | KWL Strategy, Reading Comprehension, Elementary School, Reading, Active Learning. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pascasarjana > Pascasarjana Pendidikan Ilmu Bahasa dan Sastra Indonesia |
| Depositing User: | RATNAWATI RATNAWATI RATNAWATI |
| Date Deposited: | 15 Oct 2026 03:59 |
| Last Modified: | 15 Oct 2026 03:59 |
| URI: | http://eprint.unipma.ac.id/id/eprint/10205 |
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