i

PERNYATAAN

Dengan ini, saya menyatakan bahwa skripsi yang berjudul THE EFFECT OF
TEACHING READING BY USING KWL (KNOW, WANT TO KNOW,
LEARNED) STRATEGY ON THE STUDENTS READING HABIT AND
THEIR ENGLISH ACHIEVEMENT) ini benar-benar hasil karya saya sendiri.
Pengutipan dari sumber-sumber lain, telah saya lakukan berdasarkan kaidah-
kaidah pengutipan yang sesuai dengan etika keilmuan yang berlaku sehingga isi
skripsi serta semua kelengkapannya ini merupakan karya asli. Apabila kemudian
ditemukan hal-hal yang tidak sesuai dengan isi pernyataan saya ini, saya bersedia
menerima resiko atau sanksi apapun.


Garut, Juli 2014
Yang membuat pernyataan




RESA HERYANTI
NIM. 10221116





ii

AN ABSTRACT
Resa Heryanti: The effect of teaching reading by using KWL (Know, Want to
know, Learned) strategy on the students reading habit and their english
achievement (a study in second grade students of social program in SMAN 19
Garut)
The objectives of this paper are to know the effect of teaching reading by
using KWL (Know, Want to know, Learned) strategy in determining the students
achievement and to know its significance implication with teaching without using
KWL strategy.
The writer used pre-experimetal method. The population of this research
was 37 student of SMAN 19 Garut , while the sample was 37 of second grade
students. To obtain the data, the writer used both pre test ( teachig without KWL
strategy) and posttest ( teaching reading using KWL strategy ) for the sample.
Based on the theory and logical frame work the research hypothesis was
proposed as follows There is significant difference between the result of teaching
reading by using KWL strategy and without KWL strategy on the students
reading habit and their Englih achievement.
The writer used a written test as the instrument of the research. The test
consisted of 20 items of multiple choice types with for options. The test needed
forty five minutes.
The result of data analysis with the level of significance was observed = -
10.475 in outside of H
0
acceptance, it was -10.475 obs 2.042, so H
a
was
accepted and H
0
was refused.
Therefore, there is significant difference result among test before studying
by using of KWL (Know, Want to know, Learned) strategy and test after using
studying KWL (Know, Want to know, Learned) strategy on the students reading
habit and their english achievement.
Thus, the conclusion of this research was students achievement of second
grade student of social program in SMAN 19 Garut in learning English by using
KWL strategy was better than without using KWL strategy.






iii

PREFACE

Alhamdulillaahirobbilalamin, in the name of Allah, the Beneficient and
the merciful praise be to ALLAH the lord of the world who has bestowed
abundant mercies. The writer finally has finished writing her paper entitled The
effect of teaching reading by using KWL (Know, Want to know, Learned)
strategy on students reading habit and their english achievement.
The aim of the writing is to fulfill one of the requiremens for sarjana
pendidikan degree of STKIP Garut.
The writer realize that this paper is still far from being perfect.
Nevertheless, the writer hopes that her paper can be useful to herelf and
others.The writer greatly appreciates all comments and criticisms from the reader
to make further improvement.



Garut, Juli 2014


The writer


iv

ACKNOWLEDGEMENTS
All praises be to Allah, the most beneficet, the most merciful, the universal
lord who hs bestoweed his blessing upon the writer in writing this paper. Peace
and blessing be upon prophet Muhammad SAW, his families, his companions and
his followers.
The writer would like to express her great honor and deepest gratitude to
her beloved family Father (Anto Heryanto) and Mother (Enti Susanti), her
brother (Dase Suhendar) and all families who always give a support, motivation
and moral encouragement to finish her study.
The writer would like to express her thanks and gratitude to her
supervisors H. Yoyo Surjakusumah, M.Pd. and Irsyad Nugraha, M.Pd. for their
valuable help, guidance,correction,and suggestions for the completion of this
paper.
Her gratitude also goes to :
1. H. Imid Hamid,Drs.,M.Pd., the head of STKIP Garut.
2. H.Yoyo Surjakusumah, M.Pd., the head of English Education Program.
3. All lecturers of English Education Program.
4. Drs. H. Bambang Widyatmoko, S.Pd., M.M., the head master of SMAN
19 Garut.
5. Hema Yuliana, S.Pd., the English teacher second grade of social program
of SMAN 19 Garut.
6. Her beloved boyfriend, Gerry Ramadhani Nugroho for giving love,
helping, prayer, support and patience.
v

7. All beloved friends in English Education Program, special for my
classmates class C 2010 and all my besties for giving support and spirit to
the writer in completing her paper.
8. All of students second grade of social one SMAN 19 Garut who helping
me for the research.
9. All friends that cannot be mentioned them one by one who always held
and give the support, time and love during the study at STKIP Garut.

May Allah, the Almighty bless them all, Aamiin.


The Writer








vi

TABLE OF CONTENTS

PERNYATAAN .................................................................................... i
ABSTRACT .......................................................................................... ii
PREFACE ............................................................................................. iii
ACKNOWLEDGEMENTS ................................................................. iv
TABLE OF CONTENTS ..................................................................... vi
LIST OF TABLE .................................................................................. ix
CHAPTER I INTRODUCTION
1.1 Background ...................................................... 1
1.2 The Reason for Choosing the Topic .................. 5
1.3 The Assumptions ............................................... 5
1.4 The Problem Statements .................................... 5
1.5 The Objectives of The Study ............................. 6
1.6 The scope and Limitation .................................. 6
1.7 Hypothesis ......................................................... 6
1.8 Research Method ............................................... 6
1.9 The Significance of The Study .......................... 7
1.10 The Definition of Terminologies ....................... 8

CHAPTER II LITERATURE REVIEW
2.1 General Remark ................................................... 9
2.1.1 Previous Research ....................................... 9
vii

2.1.2 Conclusion .................................................. 17
2.2 Theoritical Review/ Conceptual Framework ........ 18
2.2.1 Definition of Reading.................................... 18
2.2.2 Reading Comprehension ............................... 22
2.2.3 Definitin of Reading Activity ....................... 25
2.2.4 Definition of The Achievement of Reading.. 25
2.2.5 KWL (Know, Want to Know, Learned)
Strategy ......................................................... 26
2.2.6 KWL Reading Method ................................. 31

CHAPTER III RESEARCH METHODOLOGY
3.1 The Research Design ........................................... 34
3.2 The Population and Sample ................................. 35
3.3 The Research Variables ....................................... 35
3.4 The Instrumentation ............................................. 36
3.5 The Technique of Data Collections ..................... 36
3.6 Technique of Data Analysis ................................. 37

CHAPTER IV THE RESULT OF THE STUDY
4.1 Data Description ................................................... 40
4.2 Data Analysis ....................................................... 43
4.3 Discussion of Hypothesis Testing Result ............ 52



viii

CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ......................................................... 54
5.2 Suggestions ....................................................... 55
BIBLIOGRAPHY ................................................................................
APPENDIXES ......................................................................................
CURRICULUM VITAE

















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LIST OF TABLE

Table 3.1 One Group Pretest-Posttest Design ....................................... 36
Table 4. 1 The scores of student in pre-test ............................................ 41
Table 4.2 The scores of student in Post-test ........................................... 42
Table 4. 3 ............................................................................................... 44
Table 4.4 ................................................................................................ 46
Table 4. 5 ................................................................................................ 48
Table 4.6 ................................................................................................. 49