English Teaching Journal: A journal of English Literature, Linguistics, and Education Vol.9, No.2, December 2021, pp. 94~100 ISSN: 2338-2678 DOI: 10.11591/etj.v9i2.11093  94 Journal homepage: http://e-journal.unipma.ac.id/index.php/etj The Use Of Kwl (Know, Want, Learned) Strategy On Students’ Reading Comprehension Dwi Fita Heriyawati 1 *, Lulus Irawati 2 , Angellia C.L.T Haliwala 3 1 Departement of English Education, Universitas Islam Malang, Indonesia 2 Departement of English Education, Universitas PGRI Madiun 3 Deartement of English Education, Universitas PGRI Kanjuruhan Malang Article Info ABSTRACT Article history: Received June 10, 2021 Revised August 20, 2021 Accepted September 25, 2021 This study aims at investigating the effectiveness of KWL (Know, Want, and Learned) strategy on the students’ reading comprehension. Quasi-experimental design was used in the study. The population taken was the seventh grade students of SMP PGRI 6 Malang. There were 54 students belonging to class VII C as the experimental group and VII A as the control group. Both pre and post tests were executed to obtain the data. The primary data were gained by comparing the result of post-test from the experimental group and that of the control group. The result of post-test exhibits that the sig. (2 tailed) or p- value is 0.000 lower than 0.05 (the level of significance). It means that the students who are taught by using KWL strategy have better reading comprehension than those who are not. The results of questionnaire show that the students give very good responses related to the implementation of KWL strategy. Overall, the results imply that the students’ reading comprehension can be effectively increased by using KWL strategy. Keywords: Effectiveness, KWL strategy, Reading Comprehension . Corresponding Author: Dwi Fita Heriyawati, Departement of English Education, Universitas Islam Malang, Indonesia Jalan Mayjen Hariyono, No.193, Malang Email: dwifitaheriyawati@unisma.ac.id 1. INTRODUCTION In the learning of English, all of four language skills should be improved by the students. Among all the language skills, reading is one of the English skills, that is not simply translated into each word by each word but it should be entirely comprehended in the process of language course. It is also supported by (Heriyawati et al., 2018) who stated that reading is seen as the process of identification and comprehending the written text, and it is expected readers to read critically to connect and understand the content of the text as well as to get the knowledge from the text. (Nunan et al., 2015)stated that reading is required to pronounce the word loudly and comprehend the idea beyond the text. Again, reading does not only show how to identify some codes and to pronounce it, but also to make the learners understand the text meaning. Reading is a sort of active process while the readers comprehend the text being read. Information from the text is gathered and passed into the brain during the reading. The information gathered includes explicit or implicit ideas in the forms of words, phrase, and sentence. According to (Saepudin, 2018), the activities or reading comprehension are finding the main idea, the meaning of words, detail information and making inference. Further, (Sinambela et al., 2015) stated that the activity of reading is about concerning on the detail contents of written texts. It can be concluded that the reading activities need a sequence process involving not only understanding the surface of the texts but also beyond the texts. Thus, there are various reasons to enhance reading skill for the students (Anderson, 1999; Cahyono, 2006). Firstly, students need to have a good reading skill. Secondly, reading becomes the basis to get successful in language and academic learning. Thirdly, the skill accommodates the students to enrich their vocabulary. Fourth, the students master more English language in written. At last, the skill can support the