TEACHER STRATEGIES IN TEACHING READING COMPREHENSION USING THE KWL STRATEGY AT MTS NURUL HIDAYAH KARANG PUCUNG IN 2025/2026

Abstrak

This research aims to analyze the strategies used by English teachers in teaching reading comprehension through the KWL (Know–Want to Know–Learned) Strategy at MTs Nurul Hidayah Karang Pucung in the 2025/2026 academic year. The study focuses on how the KWL strategy is implemented, how students respond to the strategy, and how effective the technique is in supporting students' reading comprehension skills.

This research employed a qualitative descriptive method. Data were collected through classroom observations, interviews with English teachers, and documentation. The findings show that teachers consistently apply the three stages of the KWL strategy: (1) activating students’ prior knowledge through the Know stage, (2) encouraging curiosity and questioning through the Want to Know stage, and (3) reinforcing comprehension through the Learned stage. The strategy helps students become more engaged, reflective, and active in processing reading materials. Students showed increased motivation, better understanding of texts, and a more structured approach to reading tasks.

Overall, the KWL strategy is found to be effective in enhancing students’ reading comprehension at MTs Nurul Hidayah Karang Pucung, particularly because it enables students to connect new information with their prior knowledge and encourages deeper participation throughout the reading process.