Improvement of Reading Comprehension Skills in Grade V Students at SD Negeri 091686 Gunung Bayu Through the KWL Method (KNOW, WANT TO KNOW, LEARNED)

Abstract

Abstract: Reading comprehension skills are fundamental abilities that are crucial in the field of education, especially for elementary school students. Reading is not just about recognizing words in a text but also about understanding the content and meaning within it. However, in practice, many students face difficulties in comprehending reading texts, especially in Grade V at SD Negeri 091686 Gunung Bayu. This difficulty affects students' learning outcomes and their lack of interest in reading. Therefore, effective teaching strategies are needed to improve students' reading comprehension skills.NOne method that can be applied to improve students' reading comprehension is the KWL method (Know, Want to Know, Learned). This method is a teaching strategy that helps students connect their prior knowledge with new information from the reading text. The method consists of three main stages: Know (K), where students identify what they already know about a topic; Want to Know (W), where students determine what they want to learn; and Learned (L), where students record new information they obtained after reading the text. This study aims to examine the effectiveness of the KWL method in improving reading comprehension skills among Grade V students at SD Negeri 091686 Gunung Bayu. The research uses a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model, which consists of four stages: planning, implementation, observation, and reflection. The subjects of the study are 30 Grade V students. Data collection techniques involve observation, learning outcome tests, interviews, and documentation. The instruments used in this study include observation sheets for student and teacher activities, reading comprehension tests before and after the application of the KWL method, and questionnaires to gather students' responses to the lessons conducted. Data analysis is performed descriptively and quantitatively to observe improvements in student learning outcomes. The results of the study show that the application of the KWL method significantly improved students' reading comprehension. In the first cycle, the average student score increased compared to the pre-test results, although some students had not yet reached the Minimum Completeness Criteria (KKM). After improvements were made in the second cycle, students' learning outcomes increased significantly, with more than 85% of students achieving or exceeding the KKM. In addition to improving learning outcomes, the KWL method also contributed to enhancing students' motivation to learn. Students became more active in the learning activities, demonstrated a higher level of curiosity, and were better able to connect the information they already knew with new information gained from the reading texts. Group discussion activities and note-taking using the KWL strategy helped students organize and understand the text more effectively. The success of the KWL method in improving students' reading comprehension is also influenced by the teacher's role in guiding and providing appropriate direction. Teachers who effectively implement this method can help students develop critical and reflective thinking skills when reading. Therefore, the KWL method can be one of the effective alternative teaching strategies to improve reading comprehension in elementary school students. Based on the results of this study, it is recommended that teachers implement the KWL method in reading comprehension lessons on an ongoing basis. Additionally, varying the selection of reading texts that align with students' developmental levels and interests is necessary to keep them motivated to learn. It is hoped that this study can serve as a reference for teachers and other educators in applying innovative teaching strategies to enhance students' literacy quality. Keywords: Reading Comprehension, KWL Method, Active Learning, Improvement of Learning Outcomes, Teaching Strategy, Student Literacy, Classroom Action Research.