Teaching Reading Comprehension Through KWL Strategy Integrated with Kahoot for Tenth Grade Students at MAN 4 Madiun

Abstract

Reading comprehension remained a challenge for many English as a Foreign Language (EFL) students due to limited vocabulary, insufficient background knowledge, and low learning engagement. To address these issues, this study aimed to explore the implementation of teaching reading comprehension through the Know, Want to Know, and Learned (KWL) strategy integrated with Kahoot! for tenth-grade students at MAN 4 Madiun. This study employed a qualitative descriptive design involving 26 students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification. The findings showed that the implementation was conducted systematically through pre-activities, whilst-activities, and post-activities, encouraging students to activate prior knowledge, participate in collaborative reading, evaluate comprehension through Kahoot, and reflect on their learning. The study also identified several challenges, including difficulties in completing the KWL chart, limited vocabulary, and unstable internet connectivity. Despite these challenges, students demonstrated positive responses by applying independent learning strategies and actively participating in classroom activities. These findings suggested that integrating the KWL strategy with Kahoot! supported a structured, interactive, and student-centered approach to teaching reading comprehension in an EFL classroom.