The Use of Prezi with Know, Want, and Learn (KWL) Strategy to Enhance Students Reading Comprehension

Sitti Maryam Hamid(1*), Andi Qashas Rahman(2),

(1) State University of Makassar
(2) State University of Makassar
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v3i1.1876

Abstract


The objectives of this research were to find out whether the use of Prezi with KWL Strategy enhances the reading comprehension and the students’ interest. This research employed quasi-experimental design. The population of this research was the first-grade students of SMAN 5 Makassar in academic 2015/2016. This research employed cluster random sampling technique. The sample consisted of 72 students which belong to two classes; 36 students in experimental class and also 36 students in control class. Research instruments were used to collect the data in this research namely reading comprehension test and questionnaire. The result of the students’ reading score in this research showed that the experimental class improved significantly from 69.69 up to 86.61. While in control class the result improved from 66.22 up to 75.89. Therefore, the significant values of Independent t-test 0.000 < α = 0.05. It means that the alternative hypothesis (H1) was accepted. Moreover, based on the students’ response on questionnaire showed that the mean score of interest was 80.61 and it was categorized as interested. 

Keywords: KWL Strategy, Prezi, reading comprehension, interest

 


Full Text:

PDF

Article Metrics

Abstract view : 1437 times | PDF view : 772 times

Refbacks

  • There are currently no refbacks.




 

INDEXING

  

     

 

      


EDITORIAL OFFICE

ELT Worldwide: Journal of English Language Teaching

English Language Education Graduate Program, Universitas Negeri Makassar.

 

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222.

E-Mail: elt.worldwide@unm.ac.id


e-ISSN: 2503-2291

View My Stats

Creative Commons License
ELT Worlwide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.