THE EFFECTS OF KNOW-WANT-LEARN (KWL) METHOD, DIRECT METHOD AND READING MOTIVATION ON STUDENTS’ READING COMPREHENSION OF STATE HIGH SCHOOL 1 BABAT TOMAN
DOI:
https://doi.org/10.31851/2bydyq66Keywords:
Effect ,KWL method, Direct Method, Reading, MotivationAbstract
This study investigates the effects of the Know–Want–Learn (KWL) method and the Direct Method, in relation to students’ reading motivation, on the reading comprehension achievement of eleventh-grade students at State High School 1 of Babat Toman. Data were obtained through questionnaires and reading comprehension tests and analyzed using Paired Sample t-tests, Independent Sample t-tests, and Two-Way ANOVA. The Independent Sample t-test yielded a significance value of 0.418, which exceeds the 0.05 significance level, indicating that the null hypothesis (H₀) was accepted and the alternative hypothesis (H₁) was rejected. This study highlights the importance of instructional methods and motivational factors in reading comprehension. Enhancing the quality of reading instruction requires the application of appropriate teaching strategies that correspond to students’ learning needs. The KWL method is proposed as an instructional alternative to support students’ engagement and comprehension in reading activities.
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