ABSTRACT

Puspita, Cyntia. 2019. Using REAP and KWL Strategies in Teaching Reading Analytical Exposition Texts to the Second Year Students of SMAN 2 Kuala Kapuas in the Academic Year of 2018/2019.Sarjana’sThesis. English Department, Faculty of Teacher Training and Education, LambungMangkurat University, Banjarmasin. The first advisor: Prof. Dr. H. Abdul Muth’im, M.Pd., the second advisor: Emma Rosana F., M.Pd.

Keywords: Reading, Reading Comprehension, REAP (Read, Encode, Annotate, Ponder) Strategy, KWL (Know-Want-Learned) Strategy, Analytical Exposition Text

The importance of reading becomes an aspect that should be considered among language skills. This research focuses to find out whether there is any different achievement in students’ reading comprehension between the students taught by Read, Encode, Annotate, Ponder (REAP) Strategy and the students taught by Know-Want-Learned (KWL) Strategy. In this research, quantitative method chose by the researcher with quasi-experimental design. The samples of the research were 60 students. The experimental group (XI IPA 1 taught by using REAP strategy while the control group (XI IPA 2) taught by using KWL strategy. The data were gathered through tests. Based on the calculation result, it was found that the t-test was higher than t-table (2.750 > 2.002) at the significance level 0.05.As the result, Alternative hypothesis (Ha) was accepted. Thus, it can be concluded that there is a different achievement in reading comprehension between the students taught by REAP strategy and the students taught by KWL strategy. It is suggested that the English Teacher should apply Read, Encode, Annotate, Ponder(REAP) strategy and Know-Want-Learned (KWL) strategy as the alternative strategies in teaching reading comprehension especially on reading Analytical Exposition text.