The Implementation of KWL teaching technique to improve students' reading achievement of third Gradersg of Masa Depan Cerah Elementary School

The existence of national plus schools in Indonesia is expanding, As one {)f the national plus schools in Surabaya, Masa Depan Cerah Elementary School (MDC) adopts both national and English Singaporean curriculum. Although reading as one of the English basic language skills is taught in MDC, students' reading achievement score is 65 which below the expected passing grade (70). To improve the situation of increasing third graders reading achivement score, the researcher deciced to conduct the classroom action research {CAR) using KWL (Know, Want and Learn) reading technique. KWL is chosen because it activates students' schemeta or prior knowledge and broaden their metacognitive ability by absorbing new knowledge from the text they read. Therefore, the research is laid upon a research question of knowing how is the improvement of the reading ac:hievement of the third graders of MDC elementary school after being taught using KWL reading technique? • The implementation of KWL reading tecnique is done by some of the previous researchers, such as by Priyono in 2009 about improving his IX JPS 3 students reading and also by Sulistyawati in 2010 for her fifth students reading. Both of them were using KWL reading technique and were succesfully able to improve their students reading achievement. Thus, the KWL reading technique is well trusted to improved students' reading achievement score. To have sufficient data, this CAR was conducted through three cycles that conveyed in planning, acting, observing and reflecting. The implementation of KWL with multiple activities was executed in every meeting of each cycle. The score data gathered in every cycle was calculated quantitatively by using students' T-test through the comparison of pretest and posttest result score. Besides calculating the score, the process of the implementation of KWL in each cycle was reflected qualitatively in this research. After the execution of KWL reading technique, students' reading achievement score was raised above the standardized score. On the first cycle, their reading achievement score was 73 which ranged points of the reading pre test. On the second cycle their reading achievement score was 84 which ranged• 19 points of the pre test. From the third cycle execution, their reading achievement score was 89 which was ranged 24 points of their pre test. Therefore, the implementation of KWL reading succesfully improved third graders reading achievement score. Besides, students were also more enthusiastic and had unstressful reading lesson. Thus, the research question was asnwered through the implementation ofKWL reading technique. Based on the findings, the implementation of KWL reading improved students' reading achievement score beyond the standardized score. Besides, the positive environment of reading lesson was built ince student enjoyed aU activities in KWL reading. Thus, KWL reading technique is not only to impmve the reading achievement score, but also to make the reading lesson enjoyable for students