--

10 (1) 2020

The effect of the KWL strategy on Vietnamese fifth-grade students’ reading comprehension achievement at Vstar school


Author - Affiliation:
Le Thi Thao Vy - English Language Teaching , Vietnam
Nguyen Thi Thanh Ha - Van Hien University , Vietnam
Corresponding author: Le Thi Thao Vy - lethithaovy611@gmail.com

Abstract
The paper aimed at examining how the use of the Know - Want to Know - Learned (KWL) strategy affected fifth-graders’ reading comprehension achievement at Vstar School in Ho Chi Minh City. To achieve the aim of the study, the researcher employed a quantitative approach with a two-group quasi-experimental pretest-posttest design. Data was collected via a questionnaire, a pretest, and a posttest conducted on 50 students of two fifth-grade classes (N=25 for each class) which were conveniently chosen from 270 fifth-graders at Vstar School. The research results indicated statistically significant differences in reading comprehension achievement of the experimental class between the pretest and the posttest with better results found in the posttest. Additionally, there were also statistically significant differences between the control class and the experimental class after the application of the KWL strategy. Based on the findings, some recommendations were suggested to teachers of English, students learning English as a foreign language (EFL), and researchers having an interest in the topic.

Keywords
reading comprehension; the KWL strategy

Full Text:
PDF

References

Al-Jahwari, Y., & Al-Humaidi, S. (2015). Prior knowledge in EFL reading comprehension: Omani teachers’ perspective & classroom strategies. International Journal of Applied Linguistics & English Literature, 4(1), 169-181. doi:10.7575/aiac.ijalel.v.4n.1p.169


Amaliani, P. (2017). The effect of using KWL chart technique on students' reading comprehension of descriptive text (Unpublished master’s thesis). Syarif Hidayatullah Jakarta University, Jakarta, Indonesia.


Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical English language teaching (pp. 67-86). New York, NY: McGraw Hill Publishers.


Association of Language Testers in Europe. (2007). Key English test handbook for teachers. Retrieved October 20, 2019, from http://www.iltea.org/cambridge/KET/ket_handbook2007.pdf


Çakıcı, D. (2017). An overview of metacognitive strategies in reading comprehension skill. The Journal of Academic Social Science Studies, 57, 67-82. doi:10.9761/JASSS7074


Cambridge ESOL. (2014). Cambridge key English test 7. Cambridge, UK: Cambridge University Press.


Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1/2), 97-112. doi:10.1023/A:1003092114195


Chesterfield, R., Hayes‐Latimer, K., Chesterfield, K. B., & Chavez, R. (1983). The influence of teachers and peers on second language acquisition in bilingual preschool programs. TESOL Quarterly, 17(3), 401-419. doi:10.2307/3586255


Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching, 41(4), 279-291. doi:10.1515/iral.2003.013


Devine, J. (1993). The role of metacognition in second language reading and writing. In J. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 105-127). Boston, MA: Heinle and Heinle.


Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association.


El-Koumy, A. S. (2004). Metacognition and reading comprehension: Current trends in theory and research. Retrieved October 22, 2019, from https://www.academia.edu/3705950/Metacognition_and_Reading_Comprehension_Current_Trends_in_Theory_and_Research


Ellis, R. (2002). Second language acquisition. Oxford, UK: Oxford University Press.


Erliana, S. (2017). Improving literal and inferential comprehension using know-What to learn-learned (KWL) strategy. LET: Linguistics, Literature and English Teaching Journal, 4(2), 75-93.


Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.


Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126-135. doi:10.1080/19388076709556976


Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69. doi:10.1017/S0267190504000030


Hamdan, M. H. (2014). KWL-Plus effectiveness on improving reading comprehension of tenth graders of Jordanian male students. Theory and Practice in Language Studies, 4(11), 2278-2288. doi:10.4304/tpls.4.11.2278-2288


Ho, C. V. (2016). A Study of reading comprehension problems in English encountered by first year students of faculty of Vietnamese studies at HNUE (Unpublished master’s thesis). Hanoi National University of Education, Hanoi.


Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語 文化研究, 22(1), 7-18.


Khanam, S., Zahid, S. H., & Mondol, S. (2014). The role of schema for effective EFL reading comprehension. ASA University Review, 8(1), 83-93.


Koda, K. (2007). Reading language learning: Cross-linguistic constraints on second language reading development. Language Learning, 57(1), 1-44. doi:10.1111/0023-8333.101997010-il


McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956. doi:10.2307/748205


Nguyen, T. B. T. (2018). Reading strategies used by Vietnamese EFL And ESL university students. VNU Journal of Foreign Studies, 34(2), 111-124.


Ogle, D. M. (1986). KWL: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.


Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Milton Keynes, UK: Open University Press.


Richards, J. C., Platt, J. T., & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics. Essex, England: Longman.


Riswanto, R., & Lismayanti, D. (2014). The effect of using KWL (Know, Want, Learned) strategy on EFL students’ reading comprehension achievement. International Journal of Humanities and Social Science, 4(7), 225-233.


Rummelhart, D. E. (1980). Schemata: The building block of cognition. In. R. J. Spiro, B. C. Bruce & W. F. Brewer (Eds.), Technical issues in reading comprehension, perspective from cognitive psychology, linguistics, artificials intelegence, and education. Hillsdale, NJ: Lowrence Erlbaum Associates Publisher.


Setiawan, A., & Suhartono, L. (2014). The effectiveness of teaching reading comprehension of descriptive text through KWL strategy. Journal Pendidikan dan Pembelajaran, 3(4), 1-10.


Schmitt, N. (2013). An introduction to applied linguistics. New York, NY: Routledge.


Shepard, L. A. (2000). The role of classroom assessment in teaching and learning (Report No. 517). Los Angeles, CA: University of California.


Tran, T. Q., & Duong, T. M. (2018). The difficulties in esp reading comprehension encountered by English–majored students. VNU Journal of Foreign Studies, 34(2). doi:10.25073/2525-2445/vnufs.4253


Tran, D. T. T. (2016). Trying KWL strategy on teaching reading comprehension to passive students in Vietnam. International Journal of Language and Linguistics, 3(6), 481-492. doi:10.11648/j.ijll.20150306.33


Utami, D. K. E., Bindarti, W. E., & Suharjito, B. (2014). The effect of using KWL (know-want to know-learned) strategy on the eleventh grade students' reading comprehension achievement at SMAN 1 Besuki in the 2014/2015 academic year. Retrieved April 5, 2020, from http://repository.unej.ac.id/handle/123456789/63108


Wagner, G. L., & Bond, E. B. (1966). Teaching the child to read. New York, NY: Macmillan.



DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.10.1.547.2020
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.