This study aimed at describing the implementation of Know-Want-Learn
(K-W-L) strategy in teaching procedural text at the ninth grade students of mahad
Al-JunaidiyahBiru used by the English researcher in one of islamic boarding
school in Bone, South Sulawesi. In this study, the subjects of the study were the
students of Mahad Al-JunaidiyahBiru especially at the ninth grade students. The
present study employed qualitative design. The methods of data collection were
classroom observation and, interview. The findings showed that there were 3
stages of the implementation of Know-Want-Learn (K-W-L) strategy in Mahad
Al-JunaidiyahBiru especially at the ninth grade students namely pre-teaching,
whilst-teaching and post-teaching. There were several activities from each stage.
In preteaching, the English researcher prepare teaching materials and also media to
implement K-W-L strategies. In whilst-teaching, in this stage the English
researcher implements steps from K-W-L. The result of the interview, showed that
most of the students at the ninth grade happy, enjoy, and very enthusiastic in
joining English teaching and learning process during the class. Thus, Know-Want-
Learn (K-W-L) strategy is one of the brilliant alternative strategy that could be
used by the English teacher, because KWL (Know, Want, Learn) developed some
ideas about the text before reading the whole text, and focus on finding the
important points of the text. It means before the student starts to read the text, they
need to use their prior knowledge and continue to set their want or interest of the
text.
A. congclutions
Based on the research conducted in ninth grade students of Modern
Islamic Boarding School Al-Junaidiyah Biru Bone 2019/2020 academic year, the
researcher concluded that;
I. In teaching English activities, there were three phases in the English
teaching and learning process done by the researcher. They are pre-
teaching, whilst-teaching, and post-teaching. Each of them has different
activities. It depends on a certain topic that discussed by the researcher. In
teaching English, the researcher also combined KWL (Know Want to
Know Learned) Strategy with the English game in order to make the
students interest to joint with the English teaching and learning process in
the classroom. Therefore, they were not bored and lazy to learn it. In the
first observation, the students more motivate and enthusiastic to join with
English teaching process in the classroom at the whilst-teaching. In the
second observation, it appeared at the whilst-teaching and post-teaching. In
this case, generally, most students were interest, happy, and enthusiastic
when they joined with the English teaching and learning process because
they could read, understand and practice it directly in the classroom. For
the third observation, the researcher found the students more interest to
join with the English teaching learning process at whilst-teaching and post
teaching.mInmthisncase the researcher
explained and gave example to the students about the procedure text (“how
to make fried rise and omelette”) and they can apply in their daily life.
It can be concluded that “know want to know learn” strategy could
improve the student‟s ability in using procedure text. To improve student‟s
ability in using procedure text, the students read the text and take the point
of the topic after the researcher explained. So the students can understand
and practice about the topic.
II. Based on the result of interview for the ninth grade students of Madrasah
Tsanawiyah AL-Junaidiyah Biru Bone it was indicated that most students
were interest, happy, and enthusiastic when they joined with the English
subject because they were still young learner. Moreover the researcher
provided some games in teaching and learning process in the classroom it
made the students felt happy and it built a good and fun situation so the
students very enjoy the learning process, even they said that we do like this
strategy because it prevents us to sleep in the classroom.
It can be concluded that KWL (Know Want to Know Learned)
Strategy was appropriate to be implemented in English teaching and
learning process for the young learner students especially the ninth grade
students at Modern Islamic Boarding School Al-Junaidiyah Biru Bone
especially in teaching Imperative sentence.
B. Suggestion
In this part, the researcher contributes two points in suggestion. First,
Know Want to Learned Strategy is helpful in teaching and learning of
procedure text. Second, KWL can be implemented in English teaching
learning process, especially the efforts of improving student‟s ability in
using procedure text.

STAR20200241

241/2020

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