KWL学习方法(知道、想要、学)和阅读兴趣对阅读理解学习成果的影响

Ahmad Harismawan Muhtarif, Suherman Suherman, Luluk Asmawati
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引用次数: 0

摘要

本研究旨在探讨“知道、想知道、学会”(Know, Want to Know, Learned, KWL)学习方法和学生的阅读兴趣对Daar el-Qolam四年级学生阅读理解学习成果的影响。本研究的动机是学生在理解概念上的英语语言学习成果较低,并且缺乏阅读兴趣。因此,研究者采用KWL模型来解决学生面临的挑战。本研究采用的方法是通过关卡设计进行2x2处理的实验。人口包括Daar el-Qolam IV的所有VIII名学生,共有191名学生。样本采用简单随机抽样技术,76名学生分为两组;实验班(A1)为VIII-B班,36名学生;对照组(A2)为VIII-C班,40名学生。研究结果表明:(1)学生使用KWL模型比常用的传统方法,即Think Pair Share (TPS)方法更有效。(2)此外,研究结果还表明,阅读兴趣高的学生比阅读兴趣低的学生有更高的学习成果。(3)采用KWL学习方法的学生与采用TPS学习方法的学生之间存在交互作用。(4) KWL组高阅读兴趣学生的阅读理解学习成绩高于TPS组,尽管两者都有较高的阅读兴趣。(5)与低阅读兴趣的TPS组学生相比,KWL组学生的阅读理解学习成绩也更高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE INFLUENCE OF KWL LEARNING METHODS (KNOW, WANT, LEARN) AND INTEREST IN READING ON READING COMPREHENSION LEARNING OUTCOMES
This research aims to investigate the impact of the Know, Want To Know, Learned (KWL) learning method and students' interest in reading on the learning outcomes of reading comprehension in VIII class of MTs Daar el-Qolam IV. The study is motivated by the low English language learning outcomes in the understanding concept and the lack of reading interest among students. Therefore, the researcher implements the KWL model to address the challenges faced by the students. The method employed in this research is an experiment with a 2x2 treatment by level design. The population consists of all VIII students of MTs Daar el-Qolam IV, totaling 191 students. The sample was taken using the simple random sampling technique, comprising 76 students divided into two groups; the experimental class (A1) being class VIII-B with 36 students, and the control class (A2) being class VIII-C with 40 students. The research findings indicate that (1) the KWL model is more effective when used by students compared to the conventional method commonly used, namely the Think Pair Share (TPS) method. (2) Additionally, the results also demonstrate that students with a high interest in reading have higher learning outcomes compared to students with low reading interest. (3) There is an interaction between students who undergo the learning process using the KWL method and students using the TPS learning method. (4) Students with high reading interest in the KWL group have higher reading comprehension learning outcomes compared to students in the TPS group, even though they both have high reading interest. And (5) Students in the KWL group with low reading interest also have high reading comprehension learning outcomes compared to students in the TPS group with low reading interest.
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