Concept Paper
KWL (Know, Want to Know, Learned) Strategy and Its Contribution to the Reading
Comprehension of Senior High School Students in Learning Short Stories
Introduction / Background of the Study
Reading comprehension remains a critical concern in language education, as many students
continue to experience difficulty in understanding and interpreting texts despite being able to
read fluently. Reading comprehension is a fundamental skill that enables students to understand,
interpret, and analyze written texts. Grade 10 students are expected to demonstrate higher levels
of comprehension, especially when reading literary texts such as short stories. According to
Abbas (2021), reading comprehension is a purposeful, dynamic, and interactive process that
happens before, during, and after someone reads a text.
This study focuses on Grade 10 students from Mindanao States University-Sultan Naga
Dimaporo Junior Laboratory High School, a group expected to demonstrate advanced
comprehension skills such as analyzing themes, making inferences, and evaluating texts. Despite
these expectations, research shows that many Grade 10 learners struggle with comprehending
literary texts, including short stories, due to limited reading strategies and reliance on traditional
teacher-centered.
This study proposes an instructional intervention through the integration of the KWL (Know–
Want to Know–Learned) Strategy in teaching short stories. The respondents are divided into two
groups: an experimental group, which utilizes the KWL Strategy during reading activities, and a
control group, which follows the conventional teaching method.
A pre-test and post-test experimental design is employed to determine the contribution of the
KWL Strategy in enhancing students’ reading comprehension performance.
Statement of the Problem
This study aims to determine the contribution of the KWL Strategy in improving the reading
comprehension of senior high school students in learning short stories using a quasi-experimental
mixed-method design.
Specifically, it seeks to answer the following questions:
1. What is the level of reading comprehension of the experimental group and the control group in
the post-test?
2. Is there a significant difference between the pre-test and post-test scores of the experimental
group taught using the KWL strategy?
3. Is there a significant difference between the pre-test and post-test scores of the control group
taught using conventional teaching methods?
4. Is there a significant difference in the post-test scores between the experimental group and the
control group?
5. How do students in the experimental group respond to the use of the KWL strategy during
teaching demonstration
Hypotheses
Null Hypotheses
The following null hypotheses will be tested at the 0.05 level of significance:
H₀₁: There is no significant difference between the pre-test and post-test reading comprehension
scores of the experimental group taught using the KWL strategy.
H₀₂: There is no significant difference between the pre-test and post-test reading comprehension
scores of the control group taught using conventional teaching methods.
H₀₃: There is no significant difference in the post-test reading comprehension scores between the
experimental group and the control group.
Objectives of the Study
General Objective
To determine the effectiveness of the KWL Strategy in improving the reading comprehension of
senior high school students through short stories using a quasi-experimental mixed-method
approach.
Specific Objectives
This study aims to:
1. Determine the level of reading comprehension of the experimental group and the control
group in the post-test.
2. Compare the pre-test post-test reading comprehension scores of the experimental group and
the control group.
3. Describe the responses and learning experiences of students in the experimental group during
the implementation of the KWL strategy.
IV. Significance of the Study
The results of this study may be beneficial to the following:
Students – This study may help improve their reading comprehension skills and encourage
active participation in reading activities.
Teachers – This study may provide teachers with an effective strategy for teaching reading
comprehension using short stories.
Future Researchers – This study may serve as a reference for future research related to reading
strategies and classroom instruction.
V. Scope and Delimitation
This study focuses on the use of the KWL strategy in teaching reading comprehension through
short stories to senior high school students. The study is limited to one class and one teaching
demonstration. Other reading strategies and text types such as novels, poems, and essays are not
included in the study.
VI. Review of Related Literature
Several studies have shown that the KWL strategy is effective in improving students’ reading
comprehension by activating prior knowledge and promoting reflective learning.
Previous research also highlights that short stories are effective instructional materials because
they are engaging and suitable for classroom discussion. These studies support the use of the
KWL strategy as an effective tool in teaching reading comprehension.

Impact of Related Activities on Reading Comprehension of EFL Students
VII. Conceptual Framework
This study is anchored on the concept that the KWL Strategy serves as the independent variable,
while the reading comprehension of senior high school students is the dependent variable.
Independent Variable:
KWL Strategy

Know

Want to Know

Learned
Dependent Variable:

Reading Comprehension

Understanding of plot

Characters

Vocabulary
VIII. Research Design and Methodology
Research Design
This study will employ a mixed-method research design using a quasi-experimental approach.
Two groups of senior high school students will be involved: the experimental group and the
control group. The experimental group will receive instruction using the KWL Strategy during a
teaching demonstration, while the control group will be taught using conventional teaching
methods.
Both groups will be administered a pre-test and a post-test to determine the effect of the KWL
strategy on students’ reading comprehension.
Participants
The participants of the study will be randomly selected grade 10 students from one MSU-SND
Junior Laboratory High School. The students will be divided into two groups:
Experimental Group – taught using the KWL strategy
Control Group – taught using conventional teaching methods
Research Instruments

Reading comprehension pre-test

Reading comprehension post-test

KWL charts (for experimental group only)

Classroom observation checklist

Students’ reflection papers (experimental group)
Procedure
A. Pre-Test Phase
1. Both the experimental group and the control group will be given the same reading
comprehension pre-test.
2. The pre-test will determine the students’ initial level of reading comprehension.
B. Treatment Phase
Experimental Group (KWL Strategy)
1. The teacher will conduct a teaching demonstration using the KWL strategy.
2. Students will complete the Know and Want to Know columns before reading the short story.
3. Students will read the short story with guidance from the teacher.
4. After reading, students will complete the Learned column of the KWL chart.
5. Classroom observations and student reflections will be collected.
Control Group (Conventional Teaching):
1. Students will be instructed using conventional teaching methods.
2. Students will read the same short story without the use of the KWL strategy.
3. After reading, students will directly answer comprehension questions.
C. Post-Test Phase
1. After the implementation of the KWL strategy and conventional teaching, both groups will be
administered the same reading comprehension post-test.
2. The post-test results will be used to compare the reading comprehension performance of the
experimental and control groups.
Data Analysis
Quantitative Data:
The pre-test and post-test scores of both groups will be compared using mean scores to
determine differences in reading comprehension performance.
Qualitative Data:
Classroom observations and student reflections from the experimental group will be analyzed
using thematic analysis to describe students’ engagement and learning experiences during the use
of the KWL strategy.
References
Alghonaim A. (2020) Impact of Related Activities on Reading Comprehension of EFL Students.
Qassim University/ College of Arabic and Social Studies, Department of English Language and
Translation Buridah, Saudi Arabia: https://doi.org/10.5539/elt.v13n4p15