THE USE OF KWL (KNOW, WANT TO KNOW, LEARNED) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ON ACADEMIC READING

The aim of this research is to discover a significant difference of reading comprehension between the students who are taught by using KWL Strategy and students who are taught by using the DRTA (Direct, Reading, Thinking, Action) method in the first semester of English Education Department at UIN Alauddin. This research was conducted at State Islamic University of Makassar (UIN Alauddin). In the research, the population was the students in the first semester. The number of population were 97 students. Technically, 20 students were grabbed in experimental class and 20 students were grabbed in controlled class. So, total sample was 40 students. Quasi-experimental method was applied in this research with two group pre-test and post-test design. The instrument used to collect data was academic vocabulary test. The findings showed that the first semester students of UIN Alauddin had very poor classification score on pre-test with the mean score 20,5. After giving treatment, the students achieved good improvement, they got fairly good classification score with the mean score 67,5. It was proved by the result with degree of freedom (df)= 38 indicated that the t-test value of the students’ academic vocabulary (4,46) was higher than t -table value (2,024). The implication revealed that there was a significant improvement in the students’ reading comprehension on academic reading by giving KWL Strategy.