Efforts to Increase Indonesian Language Learning Outcomes using

KWL Learning Model (KNOW-WANT-LEARN)

Chandra Anugrah Putra

Muhammadiyah University of Palangkaraya, RTA. Milono, Km. 1,5, Central of Borneo, Indonesia

Keywords: Indonesian Language, Learning, KWL Model

Abstract: This research is aimed : (1) to improve Indonesian language learning activity by using learning model

KWL, (2) to improve Indonesian language learning outcomes by using learning model KWL. The method

that used by researcher is a Classroom Action Research (CAR) that labour solved or answer the problem

paced in situation right now. The result of this research stated that the implementation learning model

KWL could to improve Indonesian language outcomes the Vth grade students of Primary school 1 Lunuk

Ramba Basarang District Kapuas Regency. It was based on the result of the research with the result score

in learning activity that has been done during twice cycle. Could be conclude that : the implementation

learning model KWL could to improve students learning outcomes, it could be seen from the pre-action

average = 59, the average of first cycle = 62 with the classical completeness 60%, and the average of second

cycle = 78,3 with the classical completeness 93%.

1 INTRODUCTION

In essence, education is an activity that has lasted

the same age as humans, meaning that since the

existence of human beings there have been

educational efforts in order to give the ability of the

students to be able to live in society. Education is

expected not only be theoretical, but must always

relate to the surrounding environment, so that

learners are able to absorb concepts easily and can

apply knowledge in everyday life. But until now

education is still not in accordance with expectations

and has not achieved optimal results, this is

especially the case in Indonesian language lessons.

According to Susanto (2012: 242) "Indonesian

is a fundamental subject that has been taught since

kindergarten up to university, because Indonesian

has an important role in the intellectual, social,

emotional development of learners, and is a support

success in studying all areas of study". Learning a

language is essentially learning communication.

Therefore, language learning is directed to improve

the ability of learners in communicating, both oral

and written.

Language skills for every human being are

indispensable in everyday life, as human social

beings interact, communicate with other beings

using language as a medium, both communicating

using spoken and written language. Meanwhile,

Sumantri (2015: 342) stated that "In the process of

learning the teacher is expected to present the

learning materials with interesting so that learners

are expected to be easy to understand the material

convey, active and concentrate in learning, and the

expected learning outcomes of learners increased”.

But in reality, in learning activities of learners less

understanding of the material presented, learners are

less active and concentrate in learning, which then

affects the learning outcomes of learners.

The low learning outcome of Indonesian language

is caused by several factors, one of which is the

learner does not understand the material presented

by the teacher, so that the impact on the learning

outcomes of Bahasa Indonesia becomes low and not

in accordance with the predefined strandar that has

been established. At the time of learning took place

students are also less concentrated and less active as

rarely ask questions or answer questions asked by

teachers, so it takes a strategy that can build

understanding of learners in learning Indonesian and

make learners participate actively in learning

activities.

It cannot be allowed to continue because the

purpose of learning will not be achieved well in

every lesson learned. That fact is a problem that

must be handled by teachers and other relevant

parties. One effort that can be done so that learners

Putra, C.

Efforts to Increase Indonesian Language Learning Outcomes using KWL Learning Model (KNOW-WANT-LEARN).

DOI: 10.5220/0009015800002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 22-27

ISBN: 978-989-758-470-1

are interested and easy to understand the material

presented is by connecting the material with the

experience and knowledge of the students, and using

the learning media in accordance with the material

to be delivered, in an effort to improve learning

outcomes learners can be done using the

Know-Want-Learn (KWL) learning model.

Learning using the KWL strategy learning model

can help teachers to live a background of knowledge

(knowledge already possessed or previously

accepted) and the interests of learners on a topic.

This KWL strategy involves three basic steps that

can help learners to provide an understanding of

what they already know, determine what they want

to know and recall what they have learned.

2 LITERATURE REVIEW

Learning model can be interpreted as a way, as well

as pattern, which has a purpose to present the

message to learners that must be known, understood,

and understood that is by making a pattern or sample

with materials selected by educators / teachers in

accordance with the material given and conditions

within the classroom. Generally the term model is

defined as a conceptual framework used as a guide

in doing an activity, learning.

According to Sumantri (2015: 38) "The model of

learning is a form of learning that is illustrated from

beginning to end, presented typically by teachers".

The same thing is expressed by Hamzah (2011: 219)

"The Learning Model is a plan or pattern that can be

used to form a curriculum (long-term learning plan),

designing learning materials, and guiding classroom

or other learning".

Dick and Carey (Sumantri, 2015: 40) stated that

"The learning model is a set of materials and

learning procedures used together to generate

student learning outcomes".

Based on the above explanation can be concluded

that the learning model is a conceptual framework

used as a guide in conducting an activity to support

learning activities. A good learning model should be

able to stimulate learners to be active in learning.

Not only physically, but also related to the mental

and emotional learners.

According to Farida (2009: 41), this model was

developed by Ogle in 1986, to help teachers revive

background knowledge and interests of learners on a

topic. Farida (2009: 41) "KWL provides the purpose

of reading and providing an active role of learners

before, during and after reading". This KWL model

can also strengthen the ability of learners in

developing questions on various topics.

Hamzah (2011: 108) says that Know-Want-Learn

Model is an extension of Know which means

knowing, Want meaning to want, and Learn which

means learning. Thus, the KWL strategy is a strategy

that can make a child think about what a topic is

known and what is known about the topic.

Based on the above explanation can be concluded

that KWL learning model is a strategy that can make

learners have an active role in thinking about what is

known before, during and after reading, this model

also aims to bring the initial knowledge of learners

about the topic of reading material given and

provide the freedom for learners to assess their

understanding of reading material.

According to Farida (2009: 41) there are three

basic steps that guide students in giving a way of

what they already know, determining what they want

to know, and remembering what they learn, as

follows:

1) First Step

This step is the Know (K) step of "what I know"

is a brainstorming activity of prior knowledge and

experience on the topic. It then generates categories

of information experienced in reading when

discordant suggestions occur in class discussions.

The teacher begins by asking questions, such as

"What do you know about ...?" And write down the

learners' responses on the board. Then continue the

discussion by asking the next question, such as

"Where did you learn about it?" Or "How do you

know?" When learners raised ideas in class

discussions and participated, learners also recorded

information they already knew about the topic being

discussed.

2) Step Two

In the second step, What I want to learn (W), the

teacher guides the learner to develop a specific goal

of reading from a topic. From interest, curiosity, and

vagueness, generated during the first step, the

teacher rearranges the questions the learner asks and

writes the teacher on the board. Then the teacher

tries to lure the learner's questions and encourage the

learner to choose one question available on the

board. These questions are then presented as the goal

of reading a topic to be studied.

3) Third Step

Steps What I have Learned (L), is a step that

occurs after reading a topic. This activity is a

follow-up to determine, expand, and find a set of

reading goals. After that learners record the

information they have learned, identifying

Efforts to Increase Indonesian Language Learning Outcomes using KWL Learning Model (KNOW-WANT-LEARN)

unanswered questions.

KWL strategy learning models help learners to

explain their ideas about a concept, familiarize

learners with the knowledge they have learned with

what they read, and can strengthen learners' abilities

to develop questions on various topics. In addition,

the weakness of this KWL strategy learning model is

that learners who do not have basic knowledge or

prior knowledge of the topic will find it difficult to

fill in the columns and this model is less suitable for

readers with weak thinking and memory.

Researchers do learning by using KWL strategy

learning model. By using this learning model is

expected to improve learning outcomes and learning

activities of learners. Through KWL strategy

learning model, learners will be easy to understand

the material presented, and learners will be active in

following the learning activities of Indonesian, so

the result of learning Indonesian on the material

concludes the story of children's content in a few

sentences has increased.

3 METHODOLOGY

The type of research used in this research is to use

Class Action Research (CAR) design, which is

planned with two cycles. TOD is defined as a

reflection of research by taking certain actions to

improve and improve classroom teaching practices

to be more qualified so that learners can achieve

better learning outcomes. According to Arikunto

(2015: 124) "Classroom action research is action

research conducted by teachers with the aim of

improving the quality of classroom learning

practices".

Classroom action research (CAR) is a research

that seeks to solve problems or answer problems

encountered in certain situations done in the

classroom in order to overcome the existing

problems and improve the quality of classroom

learning practices.

Based on the type of research used is the use of

classroom action research (CAR) then the researcher

is the party who feel a problem that needs to be

resolved. The position of researchers in this study is

a very decisive factor. Therefore researchers are

involved and act directly as planners, teachers,

executors, data collection, data analyzer, and

reporting research results. Researchers should also

familiarize themselves with the subject of research

or learners, with the aim to obtain and collect data

that is really objective related to the problems

studied.

The design in classroom action research (CAR) is

characterized by cycles, each cycle consisting of

four stages: planning, action execution, observation

and reflection. Arikunto (2009: 17) said that

"Planning explains about what, why, when, where,

by whom and how the action is implemented". In

this planning stage the activities undertaken are:

reviewing the material and determining the

indicators, preparing the according to predetermined

indicators with KWL strategy learning model,

providing learning media and providing research

instruments.

According Arikunto (2009: 18) "Implementation

of the action is the implementation or

implementation of the design that has been

determined that is about class action”. The

implementation of this classroom action research is

planned in 2 cycles. Implementation of the action is

adjusted to the planned implementation of learning

that has been prepared beforehand through planning

activities.

Arikunto, et al (2009: 127) states that

"Observation is the activity of observation (data

retrieval) to determine the effect of actions that have

been done. Implementation of observation takes

place at the same time as the implementation of the

action ". This activity is carried out collaboratively

with the help of classroom teachers while learning

activities take place to observe learners' learning

activities.

According to Arikunto (2009: 19) "Reflection is

an activity to bring back what has happened and has

done". The activities undertaken are assessing the

deficiencies and list the problems that arise in the

first cycle implementation, then with the

collaboration team to make follow-up planning for

the next cycle. Reflection is used to improve

planning and implementation of action in the next

cycle.

Content validity is needed to answer the question

of the extent to which items on the test can measure

the overall material that has been taught. The high

degree of content validity can be established based

on rational analysis or expert consideration of the

contents of the test. This is a requirement that must

be met by the test results of learning, the level of

validity of the content of a test can be seen in the

planning or test grid. The more representative the

material that can be asked in the test shows the

higher the validity of the content.

Sugiyono (2013: 19) "Combined methods or

mixed methods are research approaches that

BICESS 2018 - Borneo International Conference On Education And Social

combine or link quantitative and qualitative

methods". In this research, data analyst technique

used to answer the problem formulation that has

been presented in Chapter I is by using concurrent

model (mixed combination).

According to Creswell (Sugiyono, 2013: 41)

states that "Concurrent model is a research

procedure, where researchers combine quantitative

and qualitative data in order to obtain a

comprehensive analysis to answer the problem

research". Data obtained through instruments that

have been collected before, then processed into two

types of data that is quantitative and qualitative.

Indicator is a benchmark or reference used to

determine the success of an activity or program, So

it is said to succeed if it meets all the components set

as indicators.

4 RESULTS AND DISCUSSION

Description of the data presented in this study

consists of three types. The three types of data are

pre-action data, cycle I data, and cycle II data.

Pre-action data is preliminary test result data before

class action activity is performed. Data cycle I is

data obtained from the results of class action

activities that are applied in cycle I. Data cycle II is

data obtained from the results of class action

activities applied in cycle II.

Based on the data analysis done to the students, it

can be concluded the learners' learning results

obtained from the initial test or pre-test scored an

average of 59, out of 15 students, only 40% or 6

students who reached minimum criteria, as many as

60% or 9 students did not reach minimum criteria

that is 65. So the researcher continue the research on

cycle I by using KWL strategy learning model in

order to facilitate the learners in comprehending the

taught material.

The data of this research will be presented in the

form of test result data data (preliminary data in the

form of pre test, post test value of cycle I and post

test value of cycle II). Data of learning outcomes in

the learning activities of Indonesian language using

KWL strategy learning model can be seen in the

following tables and diagrams:

Table 1: Learning Outcomes Recapitulation

No. Name

Result

Pre

Cycle

Cycle I Cycle II

1. NA 30 65 85

2. KA 50 85 90

3. WI 78 63 65

4. KDA 86 66 100

5. MAP 80 75 90

6. WS 39 65 75

7. KS 76 70 100

8. NR 63 55 70

9. AGP 63 70 93

10. MA 10 20 50

11. MK 55 50 68

12. KI 70 36 69

13. KL 60 65 65

14. PAS 61 90 90

15. PH 65 55 65

Amount 886 930 1.175

Mean 59 62 78,3

Result 40 % 60% 93%

The increase in value graphs from Cycles I, II are

illustrated below:

Figure 1.

Based on the data analysis done to the students,

it can be concluded the learners' learning results

obtained from the initial test or pre-test scored an

average of 59, out of 15 students, only 40% or 6

students who reached minimum criteria, as many

as 60% or 9 students did not reach minimum

Efforts to Increase Indonesian Language Learning Outcomes using KWL Learning Model (KNOW-WANT-LEARN)

criteria that is 65. So the researcher continue the

research on cycle I by using KWL strategy learning

model in order to facilitate the learners in

comprehending the taught material.

The result of the research in cycle I which was

held on Saturday, August 13, 2016, that the students'

learning outcomes increased by using the KWL

strategy learning model, the total score of the

students reached 930 with the average grade 62 and

the classical learning completeness of 60% . In this

first cycle of 15 students, only 60% or 9 students get

≥65, 40% or 6 students get ≤65. It has not fulfilled

the minimum standard of learning mastery that is

85% with the average grade of ≥65, so the

researchers continue peneitian on cycle II.

The results of the research on cycle II that was

held on Monday, August 15, 2016, that the total

value of the total students reached 1175 with an

average grade of 78.3 and 93% complete learning

classical. It has met the minimum standard of

learning mastery that is 85% with the average grade

grade ≥65. So on the second cycle in the level of

achievement of the average value of mastery has met

the minimum requirement of completeness of

learning and has achieved the success indicator of

research that has been established that learning

outcomes ≥65 with 85% classical completeness.

From the result of the research, there has been an

increase of learning outcome of Indonesian language

by using KWL strategy learning model from

preliminary data with an average score of 59 and

40% clasical completeness, cycle I with average

value 62 and 60% classical completeness and cycle

II with value average 78.3 and 96% classical

completeness, it can be seen that the learning

outcomes increase from pre action, cycle I and cycle

II.

5 CONCLUSION

Based on the studies that have been discussed can be

concluded:

1. Student learning activities of grade V Primary

School 1 Lunuk Ramba on learning activities of

Indonesian language using KWL strategy learning

model increased, become more vibrant and active.

2. There is improvement of learning result of

Indonesian by using KWL strategy learning model

in V class student Primary School 1 Lunuk Ramba

basarang district of kapuas district of academic year

2016/2017. These improvements can be seen from

the learning outcomes of learners on the subjects of

Bahasa Indonesia, especially on the material read

quickly 75 words permenit. In the first cycle, the

average score of students was 62 with 60% classical

completeness and increased in cycle II with average

value of 78.3 and 93% classical completeness.

For the principal, it is expected to suggest the

teacher to apply the learning by using KWL strategy

learning model on the learning activities, in order to

improve the spirit and the learner activity in the

learning process and can improve the learners'

learning outcomes.

For teachers, it is advisable to use KWL strategy

learning model as an alternative in learning activities

especially Indonesian subjects so that learners are

more active, concentrated, and passionate in learning

activities, so as to improve learners' learning

outcomes. This is because the learning model of

KWL strategy is proven to increase the activity and

learning outcomes of learners in learning activities

Bahasa Indonesia. Schools need to provide facilities

and infrastructure to support learning activities so

that teachers and learners more easily in conducting

learning activities.

ACKNOWLEDGEMENTS

The researchers would like to extend their gratitude

to Muhammadiyah University of Palangkaraya for

their support, and to those who have supported the

researcher to continue working in the field of

educational research, hopefully the results of this

research can be useful for the community, especially

the innovators and experts education.

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BICESS 2018 - Borneo International Conference On Education And Social

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Efforts to Increase Indonesian Language Learning Outcomes using KWL Learning Model (KNOW-WANT-LEARN)