K-W-L-M: A Teaching Technique that Develops Active
Reading for Non-English Department Students*)
Ive Emaliana**)
Universitas Brawijaya, East Java
ive @ub.ac.id
Abstract
Non English department students will study English language as English for
Academic Purpose (EAP) which is emphasized on reading to provide them study
skills. They will be used in understanding reading textbooks and research articles
which support the students study in the following years. This article proposes that
the language teacher can help the students to understand reading texts and
enhance knowledge through the K-W-L-M technique which suggests activities
that facilitate active learning.
Key words: Non-English department, EAP, reading, K-W-L-M technique,
INTRODUCTION
In tertiary level of education, Non-English department students learn
English differently from English department students, for the former group learn
English for academic purpose (EAP), while English department students learn
general English. As a compulsory course, EAP is taught in the beginning of the
study year to make the students equip with a study skill that is considered
important to support their study in the following years (Robbinson, 1991:100 and
Sulistyo, 2008:2).
In order to enhance the students’ study skill, the integration of academic
content and English language is first developed (Martinez, 2002:79); therefore,
reading is a primary skill to teach. Robbinson (1991:102) and Sulistyo (2008:2)
suggest that the most generally needed skill in EAP is reading. The importance of
studying reading skill for academic purpose according to Aryusmar (2008:99) and
in Usadati, (2002:170-171) is that reading skill is often important to academic
studies and personal development. This statement is in line with Keputusan
Menteri Pendidikan dan Kebudayaan No.096/1967 dated 12 December 1967, the
teaching of English in tertiary level, especially for non-English department
students is aimed to provide the students to comprehend textbooks and other
references written in English. Regarding to those concepts, reading is emphasized
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as the basis of classroom activities in teaching and learning process of nonEnglish department students.
Related to the teaching of English for non-English department in
university, a lot of research shows that the teaching and learning process is not
managed well. This condition has been taken place for almost thirty years
(Sulistyo, 2008:2). Moreover, the problem arises when students try to understand
English texts. Hamra 1996 cited in Hamra and Satriana (2010:27) claim that in
general, students of non-English department find it difficult to comprehend
reading materials in English as foreign language. As a result, they do not enjoy it.
In addition, it indicates that the ability of Indonesian students to read English texts
was very low because the teaching technique use seems monotonous.
By understanding the characteristics and identifying the problems of nonEnglish department students as stated above, a suitable teaching technique is
required. The technique should guarantee the effective teaching which makes the
students learn (Mukminatien, 2011:214). In teaching reading, the lecturer should
select a technique that encourages the students to actively read the texts to make
the learning process occur.
Considering this, the K-W-L-M technique is presented in this article. It is
intended to give an idea which might be applied in non-English department
classes to make the students read actively.
DESCRIPTION OF K-W-L-M
K-W-L-M (K, W, L, and M stand for Know, Want to learn, Learned, and
to learn More) technique is adapted from K-W-L teaching technique. K-W-L
technique, was firstly developed by Dona Ogle in 1986, is used to guide students
through text (Conner, 2006:1 and Ruddel, 2005:242). However, Wuryanto
(2008:2) argues, that the exercise can be expand beyond K, W, L. H, stands for
“how” can be added to learn more. This H can be done by posing new questions
about the topic. It includes other sources of information, including organization,
experts, tutors, websites, or librarians. In line with Wuryanto, Ruddell (2005:242)
proposes K-W-L Plus that is a combination of the original K-W-L with mapping.
Therefore in this study, the researcher adds M to the former technique, K-W-L for
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varying the task as follow up activities and assessment. “M” stands for “more”,
which implies to learn more.
K, W, L, and M stand for Know, Want to learn, Learned, and to learn
More. Students begin by brainstorming everything they Know about a topic. This
information is recorded in the K column of a KWLM chart. Students then generate
a list of questions about what they Want to Know about the topic. These questions
are listed in the W column of the chart. During reading, students answer the
questions that are in the W column. This new information that they have Learned
is recorded in the L column of the K-W-L-M chart. To learn more is written on
the post reading activity to list some additional information that students want to
learn more and how to access the information. The information is listed on M
column (Ruddell, 2005; Conner, 2006; Sasson, 2008; and Wuryanto, 2008).
To sum up, K-W-L-M technique assists lectures in helping students to
comprehend reading texts through the charts that include columns for each of
activities on activating students’ prior knowledge, expressing students’ curiosity,
explaining information gotten and extending information on the topic.
PURPOSE FOR USING K-W-L-M
Vacca and Vacca (1999:232) describe K-W-L-M as a meaning-making
technique that engages students in active text learning. In addition, Ruddell
(2005:243) mentions that K-W-L-M technique is clearly designed to assist
students throughout the learning event (before, during, and after reading). Sasson
(2008:1) states that this technique helps students keep interested as they think
about what they want to know and what they have learned. It assists the students
to build meaning from what they read and help them examine their progress
toward their goals. Based on Vacca and Vacca (1999:232) and Wuryanto
(2008:1), the technique is aimed to be an exercise for a class, study group, or
individual that can direct the students in reading and understanding a text.
In short, K-W-L-M technique brings some benefits. It encourages students
to read actively though the learning events individually or in a group. It promotes
students motivation to read since it elicits students’ background knowledge of the
topic of the text, sets a purpose for reading, allows students to assess their
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comprehension of the text, helps the students to monitor their comprehension, and
provides an opportunity for students to expand ideas beyond the text.
HOW TO USE K-W-L-M TECHNIQUE
Here is how the K-W-L-M strategy works.
(1) Introduce the K-W-L-M technique in conjunction with a new topic or selection
Based on Vacca and Vacca (1999:233), before assigning a text, the
lecturer should explain the technique. In the process of explaining K-W-L-M,
students should understand what their role involved and why it is important for
learners to examine what they know and to ask questions about topics that they
will be reading and studying. The next step, the lecturer gives a model on filling
in K-W-L-M charts with a group of learners or entire class because some students
will find it difficult to complete the charts their own. Vacca and Vacca (1999:234)
mentions that some other students will avoid taking risks or reveling what they
know or do not know about a topic. Others will not be positively motivated.
Thus, modeling K-W-L-M technique lessens the initial risk and creates a
willingness to engage in the process. Students who experience the modeling of the
technique quickly recognize its value as a learning tool.
(2) Identify what students think they know about the topic.
As a reading technique, the K-W-L-M technique consists of four main
parts. The first part or, "what students know" can be represented by a ten minute
(maximum) brainstorming about a particular subject connected with the reading
text. As students brainstorm, record their ideas under the "Know" column of the
chart (Sasson, 2008:1). Brainstorming is a great way to begin a reading lesson
because it engages all students including the more silent ones who may not be
talking, but are in fact listening to their peers (Conner, 2006:1). Sasson (2008:1)
offers other great beginnings, such as prediction exercises and anticipation guides.
Beginnings set the stage for the main part of the lesson which should be an
engaging middle. In addition to that, Vacca and Vacca (1999:234) mention that it
is important to record everything that the students think they know about the
topic, including their misconceptions. The lecturer’s role is to help learners
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recognize that differences exist in what they think they know. These differences
can be used to help students frame questions.
In other words, the key in this step is to get the class actively involved in
making associations with the topic, not to evaluate the rightness or wrongness of
the associations. Before looking at the text, students should think of keywords,
terms, or phrases about the topic. Students should record these in the “K” column
of the chart and organize the entries into general categories.
(3) Generate a list of student questions.
After students get in touch with the knowledge they already have before
reading the text by brainstorming, it’s time for an engaging middle of lesson. The
second part of the K-W-L formula is the what do students want to find out prior to
reading the text (Conner, 2006; Sasson, 2008 and Wuryanto, 2008). Having
students write a list of questions in the "W" part of the "K-W-L" chart before they
start to read the text is the most effective way. As they begin to read, they will
confirm or verify any of their questions (Sasson, 2008:1). They will try to find the
answers to some of their questions as they read the text. They can take notes of
any new information they acquire as they read that is directly or indirectly related
to their questions (Conner, 2006 and Wuryanto, 2008).
Whenever the lecturer assigns students to fill in “W” chart, the lecturer
may give some examples of questions that may be used to help students to express
curiosity so that students who may be at risk in academic situation may refer to
this to decide what to record in the second column (Vacca and Vacca, 1999:234).
In addition to explanation above, Vacca and Vacca (1999:235) also state that
lecturer should help the students to anticipate the organization and structure of
ideas that the author is likely to use in the text selection. As part of preparation for
reading, the lecturer should have students use their knowledge and their questions
to make predictions about the organization of the text. Students may predict
possible major categories of information is the author likely to use to organize his
or her ideas.
Therefore, in this chart, students list some thoughts on what they want, or
expect to learn, generally or specifically. They should think in terms of what they
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will learn, or what they want to learn about the text. Students may use phrases or
turn all sentences into questions. Students should list phrases or questions by
importance on “W” chart. These phrases or questions will help students focus
their attention during reading.
(4) Read the text selection to answer the questions.
The last ten minutes of the lesson should help the students become aware of what
they have just learned as they reflect on their reading in a fun and engaging way
(Conner, 2006; Sasson ,2008 and Wuryanto, 2008). Sasson (2008:1) suggests
students to do this by answering the following questions: (1) name one or two
surprising or interesting facts or ideas that they did not know before; (2) name one
or two new vocabulary words they learned; (3) write a question they would like to
ask the writer. Students answer these questions and other questions in the
"Learned" column of the chart (Sasson, 2008:1).
As the students engage in interactions with the text, the students write
answers to their questions and make notes for new ideas and information in the
column L of the charts. Vacca and Vacca, (1999:235) suggests that the teacher’s
modeling is crucial to the success of this phase of K-W-L-M. Students may need a
demonstration or two to understand how to record information in the L column.
Ruddell (1999:243) adds that “L” column can lead students trough organization,
reorganization, and development of information after reading.
In short, the next stage is students answer their questions, as well as list
what new information they have learned. Students should list out what they learn
as they read, either by section, or after the whole work, whichever is comfortable
for them. Students should check the answers against the W column, what they
wanted to learn. Next, students create symbols to indicate main ideas, surprising
ideas, questionable ideas, and organization of the text.
(5) Engage students in follow up activities to clarify and extend learning.
Conner (2006) and Sasson (2008) propose three columns for K, W, and L.
However, Vacca and Vacca (1999), Ruddell (2005) and Wuryanto (2008) argue,
that the exercise can be expand beyond K, W, L. “M”, stands for “more” can be
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added to learn more. This “M” can be done by posing new questions about the
topic. It includes other sources of information, including organization, experts,
tutors, websites, or librarians. Ruddell (1999:243) recommends group mapping
activity designed by Jane Davidson (1982) as the follow up activity after having
K-W-L-M teaching and learning technique to organize the information got.
Sasson (2008:1) says alternatively, students can also give a short presentation of
what they have just learned.
To sum up, the lecturer can use K-W-L-M as a springboard into post
reading activities to internalize student learning. Activities may include the
construction of graphic organizers to clarify and retain ideas encountered during
reading, development of written summaries, or expansion on short oral
presentation.
Related to the explanations above, K-W-L-M technique is assumed to
cover the students’ problem in reading. First, students will become familiar with
general content of the material as this technique elicits students’ prior knowledge
of the topic of the text. Second, it helps students to monitor their comprehension.
This can be done because before reading, they will do prediction. It also allows
students to assess their comprehension of the text. Third, it employs student
centered strategy, for the students are actively involved in reading activities. It let
them to dominate the text comprehension process. Fourth, this technique can be
an exercise for a class, study group, or individually. Fifth, it provides an
opportunity for students to expand ideas beyond the text because this technique
utilizes reading based activities that can initiate other language skills activities.
TEACHING PROCEDURES
Prior teaching, the lecture chooses a text. This strategy works best with
expository, report, explanation, narrative (Vacca and Vacca, 1999; Conner, 2006;
Sasson, 2008; and Wuryanto, 2008). The teaching session, then divided into three
phases.
Pre-reading activities
1. The lecturer and students create K-W-L-M charts.
Topic/ Title : __________________
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K
W
L
M
(What I know)
(What I want to
know)
(What I learned after
reading the text)
(To learn more)
The lecturer should create a chart on the blackboard, an overhead
transparency or a LCD projector. In addition, the students should have their own
chart on which to record information. (Below is an example of a K-W-L-M chart).
2. Students are asked to brainstorm words, terms, or phrases they associate with
a topic.
The lecturer and students record these associations in the K column of
their charts. This is done until students run out of ideas. Engage students in a
discussion about what they wrote in the K column.
3. Students are asked to mention what they want to learn about the topic.
The lecturer and students record these questions in the W column of their
charts. This is done until students run out of ideas for questions. If students
respond with statements, turn them into questions before recording them in the W
column.
Whist-reading activities
4. Students are assigned to read the text and fill out the L column of their charts.
Students should look for the answers to the questions in their W column
while they are reading. Students can fill out their L columns either during or after
reading.
5.
Students discuss the information that they recorded in the L column.
Post-reading activities
6. The teacher should encourage students to search any questions in the W
column that are not answered by the text.
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This information is put on M column. It can be the guide for other some
follow up activities like finding the main idea of the paragraphs or classifying the
organization of the text.
K-W-L-M CHART MODEL
This model is using a report text because it is going to be taught in
non-English department, especially Biology students. The reading test is entitled
“Killer Whale”. After the students have made group mapping activity, the
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Topic/ Title: Killer Whale
K
W
(What I know) (What I want to know)
1.They live in 1.Why do they attack
1. ocean
2.They are
brutal
3.They eat
each other
4.They are
mammals
people?
2.How fast can they
swim?
3.What kind of fish do
they eat?
4.What is their
description?
5.How long do they
live?
L
(What I learned after reading the text)
M
(to learn more)
Final category:
2. -
Location (L)
3. a. They eat squids, seals and other dolphins (F)
Food (F)
b. They are carnivorous (meat eaters) (F)
4. a. They are the biggest member of the dolphin family
Description (D)
Abilities (A)
(D)
b. they weigh 10,000 pounds and get 30 feet long (D)
To find more info on:
c. they are warm-blooded (D)
1.Why do they attack
5. –
people?
6. They breathe through blowholes (A)
6.How do they breathe?
2.How fast can they swim?
3.How long do they live?
Others:
 They are found in the oceans (L)
Main idea?
 They have good vision under water (A)
Supporting details?
 They are the second smartest animal on earth (A)
 They do not attack unless they are hungry (A)
 They have echo-location (sonar) (A)
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Group Mapping Activities
(2) Abilities
- kill for food
- detect pebble-sized aspirin tablet in
30 feet of water
- find food in cloudy water echolocation
(1) Description
- warm blooded
- dolphin family
- second smartest animal next to man
- born alive 10,000lbs
- 30 feet long
- blow holes
Killer Whales
(4) Location
all ocean sea worlds
(3) Food
- small dolphin
- carnivorous (meat eaters)
- 4000lbs salmon daily
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students will write a summary on the text based on the information provided. The
other follow up activity is simple oral presentation upon the other information that
is not found from the text given. Meaning that, students will find other sources to
get the new information.
CONCLUSION
In teaching reading in non-English department students, the lecturer
should select a technique that encourages the students to actively read the texts to
make the learning process occur. K-W-L-M technique has beneficial impacts
towards the learning process in comprehending written text. This technique allows
the students to extend the reading materials and continue the students to read more
written materials.
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*) This paper was presented in the International Conference INASYSCON
(Systemic Functional Linguistics "Applied" and Multiculturalism), held by
Faculty of Culture Studies University of Brawijaya Malang Indonesia
on 17-18 December 2011.
This paper was also published together with some other articles in a book,
Tomasowa, F.H, Muttaqin, S., and Fajar, Y. 2011. Systemic Functional
Linguistics "Applied" and Multiculturalism. Malang: AM Publishing.
**) Ive Emaliana is an English lecturer. She earned her undergraduate double
degrees in English Language and Literature and English Language Education
from State University of Malang (UM) in 2007. She has been experienced in
teaching English for secondary schools (SMPN I Malang, SMAN I Gondanglegi
Malang, and SMAN I Lawang) for about 5 years. She has been teaching English
for Specific Purposes in State University of Malang (UM) and Lembaga
Pendidikan dan Pelatihan Profesi (LP3I) of Malang branch for three years since
2007. She is currently teaching English in Universitas Brawijaya in the Faculty of
Culture Studies. She is also actively involved in English Debate community,
namely Valiant. Usually, she is invited as the adjudicator in some English
competitions like English debate, storytelling, news reading, and speech. She
usually becomes speaker for journalistic training and debate seminar for
secondary schools. She earned her master degree in English Language Education
program of State University of Malang in 2012. She can be contacted via e-mail at
[email protected].
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