<![CDATA[This study aims to improve the reading comprehension skills of grade III students of SDN I Urug through the application of the KWL (Know, Want to know, Learned) strategy. The problem of this study stems from the low ability of students to understand the intrinsic elements of short stories. This is caused by low interest in reading and the application of less creative strategies. This study uses a Classroom Action Research (CAR) approach with 26 students as subjects. The KWL strategy is a strategy that encourages students to play an active role during the learning process. There are three stages in its application, namely the Know stage (what I already know), Want to know (what I want to learn), and Learned (what I have learned). The research data on reading comprehension of Indonesian short stories were obtained from the results of the evaluation test in the learning process of cycle I and cycle II. The results of the study showed an increase in reading comprehension through the KWL strategy. This comparison can be seen from the results of the evaluation test in the pre-action, cycle I and cycle II. In the pre-action stage, there were 9 students or 34.6% of students who completed and 17 students or 65.3% of students who had not completed. After the implementation of cycle I, there were 17 or 65.3% of students who completed and 9 students or 34.6% who had not completed. There was an improvement in cycle II so that there were 21 or 80.7% of students who completed and 5 or 19.2% of students who had not completed. The cycle activities were not continued because they had achieved the predetermined success indicators, namely ?76.92%. Thus, it can be concluded that the implementation of the KWL strategy is effective in improving reading comprehension of grade III students of SDN I Urug. ABSTRAKPenelitian ini bertujuan untuk meningkatkan kemampuan membaca pemahaman siswa kelas III SDN I Urug melalui penerapan strategi KWL (Know, Want to know, Learned). Permasalahan dari penelitian ini berangkat dari rendahnya kemampuan siswa dalam memahami unsur-unsur intrinsik cerita pendek. Hal ini disebabkan oleh rendahnya minat baca dan penerapan strategi yang kurang kreatif. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) dengan subjek sebanyak 26 siswa. Strategi KWL merupakan strategi yang mendorong siswa untuk berperan aktif selama proses pembelajaran berlangsung. Terdapat tiga tahapan dalam penerapannya yaitu tahap Know (apa yang telah saya ketahui), Want to know (apa yang ingin saya pelajari), dan Learned (apa yang telah saya pelajari). Data penelitian membaca pemahaman cerita pendek Bahasa Indonesia diperoleh dari hasil tes evaluasi pada proses pembelajaran siklus I dan siklus II. Hasil penelitian menunjukan terdapat peningkatan dalam membaca pemahaman melalui strategi KWL. Perbandingan ini bisa dilihat dari hasil tes evaluasi pada pratindakan, siklus I dan siklus II. Pada tahap pratindakan terdapat 9 siswa atau 34,6% siswa yang tuntas dan 17 siswa atau 65,3% siswa yang belum tuntas. Setelah pelaksanaan siklus I, terdapat 17 atau 65,3% siswa yang tuntas dan 9 siswa atau 34,6% yang belum tuntas. Terdapat perbaikan pada siklus II sehingga terdapat 21 atau 80,7% siswa yang tuntas dan 5 atau 19,2% siswa yang belum tuntas. Kegiatan siklus tidak dilanjutkan karena telah mencapai indikator keberhasilan yang telah ditentukan yaitu ?76,92%. Dengan demikian, dapat disimpulkan bahwa penerapan strategi KWL efektif dalam meningkatkan membaca pemahaman siswa kelas III SDN I Urug.]]>
