SUMMARY THE SCOPE OF SEMANTICS
The view have just been criticising ‘NAMING’ is relates words and things directly. CONCEPTS is relates word and things indirectly, but throught of reference. Two of the best theory in which are seen by theory of de saussure and the ‘ semiotic’ triagle of Organde & Richards.
1. Theory of Saussure, as we have seen linguistic sign consists of a SIGNIFIER ( sound or image ) and SIGNIFIED ( the meaning is conveyed ). Both have more strictly that the noises we make to say the object in the world of experience throught the meaning exist of our mind called CONCEPT
2. Theory of the semiotic triangle by Ogden & Richards, A sign is symbol indicates a concepts. The concept is the reference, refers to some object in the real world called REFERENT.
REFERENCE deals with the relationship between the linguistic element ( word, sentence, etc ) and the non-linguistic world of experience or REFERENT. SENSE relates to the complex system of relationship that hold between the linguistic elements themselves : it is concerned only with intralinguistic item. For instead, the relationship between sex and gender : cow/bull, mare/stallion, the relationship between Family : Father/son, uncle/ nephew, or relationship words to words like that synonyms, antonyms, homonym, and polisemi.
The Word is one of the basic units of semantics. There are two kind of word as full word that can expect to find in a dictionary (tree,sing), and form word only to relation to the other word (it,the). The sentence is a group of word created the meaning.



SUMMARY OF CONTEXT AND REFERENCE
The topic in this chapter, concerned with the relation between language and the world in which we used. We will be using the term ‘reference’ in the restricted sense suggested and shall talk about the relation of language to the world in terms of CONTEXT or to distinguish it from linguistiuc context, CONTEX OF SITUATION.
Linguistic Relativity
The Whorf hypothesis is the view that language shapes cognition; that is, concepts and ways of thinking depend on language. People who speak significantly different languages, then, view the world differently (the different way of thing and behaviour). Also called the hypothesis of linguistic relativity or the Sapir-Whorf hypothesis, the Whorf hypothesis was named after the early twentieth-century linguist Benjamin Whorf, who claimed that, because the Hopi language expressed statements about time in importantly dissimilar ways than other languages, the Hopi held a different conception of time than other peoples. Related to linguistic relativity is linguistic determinism, the view that language necessitates how one thinks (thinking outside the bounds of one's language is impossible). Some psychologists believe the Whorf hypothesis helps explain cognition; like linguistic determinism, however, it is highly controversial.
The Exclusion of context
Exclusion is that there are extremely great theoretical and practical difficulties in handling context satisfactorily.
First, it is argued that the meaning of a sentence, or the fact that it is ambiguous or anomalous. A second and, at first sight, rather more plausible argument is that the world of experience must of necessity include the sum of human knowledge. If this is so, and if semantics is defined in terms of reference, the scope of semantics will be infinite. There is, then, no such thing in semantics as linguistic ability that is unrelated to knowledge of the world
Context of Situation
The term context of situation is associated with two scholars, first an anthropologist who has already been mentioned, B.Malinowski, and later a linguist, J.R. Firth. Both were concerned with stating meaning in terms of the context in which language is used, but in rather different ways.
Behaviorism
She would have first received a stimulus which would have produce a respon, and than would have connection of the object or accident.
Contex, Culture, and Style.
Instead of trying to interpret meaning in terms of Context, we can set ourselves the much more limited task of identifying those features of context which seem to be most relevant to our choice of language. To begin with, most, and perhaps all, language have deictis, which identify objects, persons and events in terms of their relation to the speakers in space and time. There are tree main types of deictic.
First, the speakers must be able to identify the participants in the discourse – himselfand the person or persons to whom he is speaking.
Secoundly, English has here and there, his and that to distinguish between the position of the speaker or closeness to it and other position or greater distances.
Thirdly, time relations are indicated in english not only by general adverbs such as now and then but also by more specific ones such as yesterday and tomorrow.
Apart from the style of the individual have suggested three main feature of style- provice, status and modality. Provice is concerned with occupation and professional activity. Status deals with social relation, but especially in term of formalityof language and the used of polite or colloquial languagew or of slang. Modality is intended to relate to the choice between poetry and prose, essay and short story, the language of memoranda, telegrams, jokes, etc.
A competence speaker of language of a language must have command of all these different style. But he will almost certainly have some command also of different kinds of his language that are collectively known as dialects.

Background
English as a subject matter in secondary schools up to university covering  four basic language skills: listening, speaking, reading, and writing. In every subject, student’s learning activities involve reading. Balsiger (2010) stated that reading is crucial for the succes in school. The academic learning in subjects such as science, history, social studies, and literature occurs through reading. Students with poor reading comprehension may struggle in multiple academic areas but they wil have less self confidence in their learning abilities. Moreover, Sujana in Argarini (2010) noted that reading ability can influence the level of students’competence in any subject. Therefore, it is undeniable that reading is one of important activities of learning process.
Teaching reading in senior high school conveys the competence of reading text aloud, identifying meaning from the text and identifying the rethoric structure of the text. But it is not easy to implement those competence to student, since teacher faces some problems in teaching reading especially in reading comprehension of descriptive text. For instance, the teaching method do not motivate the student to learn and  often makes them bored; they think reading is a monotonous and boring activity. Due to this problem, the students’ reading competence and achievements will not be good enough.
There are some reasons why the writer chose reading to be object the research in MA Madani Alauddin Pao-Pao Gowa. The first reason is based on the researchers’ early survey showing that one of the most common difficulties in learning English is the lack of the students’ interest in learning because of unattractive, unpleasant and less comfortable learning environment. Another result in this observation proved that the students’ reading skill was not developed as expected.
The second reason because being able to read in English is very important. The students will easily gain a lot of information from English books, articles, and webpages on  internet.  
The last reason is with reading students can improve their vocabulary and pronunciation that will impact on their speaking even on their writing or listening. In reading the students have to have enough vocabularies to understand the whole text and good pronunciation  to read the texts.
Based on these issues, the researcher attempted to improve the reading skills of students in learning English, taking into account the circumstances of the class. After the researcher read and understood some English teaching methods and strategies, the researcher chose The Use of K-W-L (Know, Want to know, Learned) Technique to solve the problem in reading comprehension of descriptive text . One of reading technique is K-W-L technique. K-W-L technique helps teacher keep students interested as they think about what they want to know and what they have learned. Besides, K-W-L helps students become better readers.
There is a previous study conducted by Budiarti (2006) about the effectiveness of K-W-L as the technique in the teaching of reading to improve students’ reading comprehension of descriptive in second grade of a lab school. The research found that there is an improvement of students’ reading comprehension of descriptive text through K-W-L technique.
Referring to the statement concerning the K-W-L above, this study tries to investigate the use of K-W-L as a technique in reading comprehension for high school. In this study, the research focuses  to find out the improvement of students’ reading comprehension of descriptive text by using K-W-L as teaching technique and the students’ responses, between students who used K-W-L as teaching technique and them who did not.
Problem Statement
From the previous background the researcher several  question as follows:
Does the K-W-L technique improve the second grade students’ in reading comprehension of descriptive text at MA Madani Alauddin Pao-Pao Gowa ?
What are students’ responses toward the use of K-W-L technique in reading comprehension of descriptive text at MA Madani Alauddin Pao-Pao Gowa ?



 
C. Objective of the Study
The main objectives of this research are:
To find out the students’ reading  comprehension by  using  K-W-L as  technique in reading comprehension of the descriptive text.
To know students’ responses toward the use of K-W-L technique in reading comprehension of the descriptive text.

D. Significance of the Study
This study is expected to be a reference and one of the alternatives in teaching reading descriptive text for English teachers. Apart from that, this study is also expected to give positive impact to students in reading learning that they can be motivated by K-W-L technique given, particularly to improve students’ ability in reading through K-W-L as teaching technique. This study may also inspire other researchers to research issue which are related to implementation and development of K-W-L technique in teaching reading descriptive text.
E.  Scope of the Study
Many kinds of variation of reading technique can be used in teaching descriptive texts. The Study will focus of the application of K-W-L technique in teaching descriptive text in second grade students of high school.



 
F. Operational Definition of  Terms
Students’ Reading Comprehension of Descriptive text
Students’ reading comprehension of descriptive text in this research is the improvement of finding essential information and defining vocabulary in context of the selected reading passage obtained by the students during the implementation of K-W-L   technique. In finding essential information the students will carry out the investigation to find out the basic fact of the passage: the who, what, when, where, how, and why. What happened? To whom? When? Where? How did it happen? And why? In defining word in context the students will try to find out the word meaning without using dictionary.
Students’ response
Response refers to reaction, answer and feedback (artikata.com). In this research students’ response is defined as the students’ cooperative in group, concern in presentation and students’ enthusiasm in doing the tasks in teaching reading comprehension of descriptive text through K-W-L  technique .
K-W-L  Technique  (Know, Want to know, Learned)
 K-W-L (Know, Want to know, Learned) in this research  is a technique that helps students to collect the information they know before they come into a reading assignment (Carr and Ogle, 1987). Moreover, Ogle ( 1986:564) explain that K-W-L is an instructional reading technique that used to guide students through a text which is begun by brainstorming everything they know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of question about what they want to know about the topic. These question are listed in the W column of the chart. During or after reading, the 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 chart. The use of technique will help the students to predict what they will read through the generation of question they are going to answer. This technique also helps them to organize what they have learned when they finish reading.
Vecca & Vacca (2008) assert that K-W-L is an instructional technique that engages students in active text learning. The technique begin with what students know about the topic to be studied, moves to what the students want to know as they generate question about the topic, and leads to a record of what students learn as a result of their engagement in the technique. Follow –up activities to K–W-L include discussion, the construction of graphic organizer and summary writing to clarify and internalize what has been read.
K-W-L may be initiated with small group of students or the whole class. When they develop confidence with the K-W-L technique, students may begin to use it for independent learning. K-W-L uses a technique sheet. The procedure to follow in K-W-L revolve around the completion of technique sheet as part of the dynamic of student response and discussion. It is composed of only three stage that reflect a worksheet of three columns with the three letters.


What We Know What We Want to Know What We Learned  
 

                   Ogle, D.M. (1986).



















CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter deal with some previous research findings, some pertinent ideas, theoretical framework and hypothesis.

Previous Research Findings
Many studies have been performed by the researcher related to the use of strategies, approaches, techniques, or media, in improving the learner to learn reading skill. Some of them are mentioned with their report  as follows:
Haq (2011) conducted researched entitled Teaching English Reading Comprehension Through  Sketch to stretch strategy . He found that teaching English reading should use interesting materials order to increase students’ interest to the reading material and to increase the students reading comprehension . He stated that one of the factors influence the students’ interest and attitude in English reading comprehension was material used.
Syatriana (2006) In her research about improving reading comprehension at the English Students of STIKIP – YPUP through the students made question (SMQ) technique found that the implementation of the SMQ can be alternative technique that can be used by English teacher
Nurlia (2004) conducted research entitle Hampering Reading Comprehension Achievement of  the Third Year Students of SMK 1 makassar in Academic Year 2004/2005. She found that one of the factors that hampers the students in reading comprehension was the material that used in teaching reading which was the conventional material ware not interest the student. She also found that 65% of the students said  “less interest ” in teaching reading comprehension. Because of the uninteresting material that was used by the teacher.
Reading does not simply speed word by word in sentence. But reader is able to comprehend the whole ideas composed by the writers through written text. He/she also associates meaning of sentence connected in each paragraph. Reading is considered to be difficult for the readers who do not know how to read effectively. Readers who know many vocabulary certainly will facilitate him/her to comprehend and interpret the author’s idea ( Jumhuriah, 2002).
From the previous finding above, the writer using  K-W-L Strategy  in teaching reading comprehension in  descriptive text because K-W-L Strategy  are hypothesized as one way to improve students’ activity in reading class. Besides, this research has difference with previous finding above. Therefore they need many exercise and interesting material to improve their reading. In this case, this teachers are expected to give many exercise and use many kind of techniques, method, or strategy in reading class and also the interesting material.  
Some Pertinent Ideas
Reading
Definition of Reading
According to J. Estill (1979) Reading is a communication process between the writer and the reader , utilizing, written language.
Scheiner in Kustaryo (1998) has defined reading as an active cognitive process of interacting with the print and monitoring comprehension to establish meaning.
Eprhon (2006) in his book wrote that reading is a way of making contact with someone else’s imagination after a day that’s all too real.
Muller (2003) wrote that reading is the activity that allows us actively to engage the minds of many writers who have much to tell us and to hear a variety of viewpoints not always available on the cable video and other forms of media that view for our attention.
Tinker and Cullogh (1975:9) state reading is identification and recognition of print or written symbol, which serve as stimuli for the recall or meaning built up through past experience. From those definitions, it can be concluded reading is meaning getting process the reader always tries to catch what the writer says and means actually. Also from those definition of reading some people formulate definition of reading comprehension.
Finally, Harris at all (1980:5) defines as process of meaning elaboration or thinking in relation to written symbols. The recognition and comprehension Written symbols are influenced by reader’s perception skill, experience, language background, mind sets and reasoning abilities as they anticipate meaning on the bases of what has read.
From some opinions above, writer concluded that reading is the activity that involved two subjects   they are the author as distributor ideas and the reader as the receiver information from the printed pages.
Kinds of Reading Skill
According to Mikulecky in Mabruroh (2011) reading skills can be categorized into four types: skimming, scanning, intensive reading and extensive reading. These four skills are usually used integrative when reading a text.
1). Skimming.
This skill is used in reading to get the main ideas of a text. The function of skimming is to read quickly to discover the gist to see whether the text is worth reading or not according to the reader’s purpose. According to Mikulecky in Mabruroh (2011) skimming is high-speed reading that can save you time and help you get through lots of material quickly. Skimming consists of quickly running one’s eyes across a whole text (such as an essay, article, or chapter) for its gist. Skimming gives readers the advantage of being able to predict the purpose of the passage, the main topic, or message, and possibly some of the developing or supporting ideas (Brown in Mabruroh (2011)).
2). Scanning
 This skill is used to look rapidly for a particular piece of information. According to Mikulecky in Mabruroh (2011) scanning is very high speed reading that readers do when they are looking for a specific piece of information. Scanning exercises may ask students to look for names or dates, to find a definition of a key concept, or to list a certain number of supporting details. Furthermore Brown in Mabruroh stated that the purpose of scanning is to extract specific information without reading through the whole text. The skill of scanning is supposed to ensure that learners do not read word-by-word but instead they will glance at the text quickly and look for the information which they know is in it.
3). Intensive reading
 Nation (2009: 25) stated that “intensive study of reading texts can be a means of increasing learners’ knowledge of language features and their control of reading strategies.”  The classic procedure for intensive reading is the grammar-translation approach where the teacher works with the learners, using the first language to explain the meaning of a text, sentence by sentence.
4). Extensive reading
Extensive reading is a form of learning from meaning-focused input (Nation, 2009). During extensive reading learners should be interested in what they are reading and should be reading with their attention on the meaning of the text rather than on learning the language features of the text. Extensive reading can occur within class time or out-side class time. Furthermore Day and Branford in nation (2009) characterize extensive reading as involving a large quantity of varied, self-selected, enjoyable reading at a reasonably fluent speed.



The Reason for Reading
According to Harmer (1987), there are four reason for reading, they are :
1). Reading in language learning
Reading is a exercise dominated by the eyes and the brain. The eyes receive message and the brain then has to work out the significance of these message. The reading to confirm expectation technique is highly motivation and successful since it interest students, creates expected, and gives them a purpose for reading.
2). Reading for language learning
In real life people generally read something because they want to and they have a purpose, which is more fundamental than involved in some language learning tasks seem only to be asking about details at language. People read to language because they have a desire to do so and purpose to achieve.
3). Reading for information
In most cases, reading for information is relevant to current study of the reader  they read to find out information, to reduce their uncertainties.
4). Reading for pleasure
Reading for pleasure is done without other people’s order but according to an individual reader’s wish, and taste.
Reading Comprehension
According to Carrol in Harris and Sipay, (1980:482) there are three bases for reading comprehension: cognition, language comprehension, and reading skill. The three are interrelated but need to distinguish from one another. Cognition such as knowing, reasoning, inferencing, and intelligence cannot be taught  directly,  but  set  limits  to  the  individual’s ability to  develop  language comprehension   and   reading   comprehension.   Language   comprehension   is teachable but is limited by the individual’s cognitive development, which in turn limits the degree of reading comprehension possible.
Carroll in Harris and Sipay, (1980:482) recommended the use of parallel aiding and reading comprehension tests to distinguish between comprehension difficulties that reflect a lack of sufficient language competence and those that are caused by a lack of reading skills.
Smith and Robinson (1980) stated that reading comprehension means the understanding, evaluating and utilize of information and ideas gained through an interaction between the reader and the author. Reading comprehension is such a kind of dialogue between an author and a reader in which the written language becomes the medium that cause the dialogue happen when the two persons communicate through the medium of print.
According to Smith and Johnson (1980) reading comprehension depends on many factors; a. the reader’s ability to attend the printed idea; b. the reader’s background knowledge to which new information must be added; c. the quality of writing itself; d. the reader’s purpose or goal in reading material. In this research the reading comprehension understands of the text idea where in reading there are some interaction between teacher and students in classroom activity.
From those definitions, it can be concluded that reading comprehension refers to the understanding of what has been read. Comprehension is processing skills that depends not only on the comprehension skills but also depends on the readers’ generalize knowledge and acquisition skills.
Descriptive Text
Definition of Descriptive Text
Descriptive text is a type of the text which is learned in high school level in Indonesia. Djuharie (2010) says that descriptive text is the text which is used to describe about somebody, something, someplace, or an animal. Descriptive text is highlight people, things, place, and an animal particularly. Text descriptive thrust a lot of information about people/things/place/animals clearly, specified, detailed and can be visualized.
Furthermore, Gerot and Wignell (1994) assert that descriptive text is the text which is used to describe a particular person, place or things.
Generic Structure of Descriptive Texts
Generic structure of descriptive text consists of two elements, namely identification refers to the text that mentions a phenomenon or a participant that will be described. While, description refers to the text that describes the things/objects as it is reviewed; generally includes a description of the parts that have the thing/object that is being reviewed also description can include functionality, quality/condition, habits, behavior and have the object/thing in relevant (Djuharie, 2010).
Additionally, according to Gerot and Wignell (1994) Generic structure of descriptive text consists of two elements, namely identification refers to identify phenomenon to be described. While, description refers to the text that describes parts, qualities, and characteristics.
. Example Generic Structure of Descriptive Text

Title: Gua Tabuhan Is a Lively Unique Cave  
Generic Structure Text  
Identification In the cave, Nyi (Mrs) Kamiyem and Ki (Mr) Padmo
sit on a big stone. Nyi Kamiyem will sing a song and Ki Padmo will beat the drum. Joining them are people called wiyogo which are drummers and other gamelan musicians.
What makes this unique is that they mix gamelan with   the   sounds   of   nature.   The   visitors   dance, forgetting all problems.  
Description Many tourists go to this cave. Maybe you are interested
in going there too but you don’t know where it is. Gua Tabuhan is located near Pacitan in East Java. It is situated  in  a  lime  hill  called  Tapan,  in  Tabuhan, Wareng village. The route is easy. Along the road there is beautiful tropical scenery to enjoy rice fields, coconutpalms and birds.
East of the cave peddlers sell souvenirs. The drink and food peddlers are on the north side. People sell agates on the cave terraces. Somehow, it is like a fair.
It  is  said  that  the  cave  is  the  only  place  where nature procedures sounds like the music of gamelan. Nyi Kamiyem, a well-known pesinden (traditional Javanese  singer)  from  the  village  of  Gabuhan,  who often sings in the cave, does not doubt anything.
Gua Tabuhan did not use to welcome visitors. According to Kartowiryo (90), village elder, Gua Tabuhan used to be a hiding place for robbers. It was believed to be a sacred place. No one dared go inside. However,  Wedana (chief of  a district) Kertodiprojo, went to the cave to find out what was wrong. He found out that the cave was inhabited by the annoying evil spirits. The people chased the spirits away.
The cave is dark, so people need lights, and a local guide will lead the way. Sometimes visitors bump their heads against the sharp rocks on the ceiling.
Inside the cave there is a plain big stone which is believed to be the prayer mat of Pangeran Diponegoro, one of the Indonesian heroes who fought against the Dutch. It is said that Pangeran Diponegoro used to seclude himself in the cave. Some people now use the place for meditation.
There is a stream in the cave, in the east corner, which can only be seen outside. However, it can be heard from inside.
Besides the cave, Watukarang, a beach nearby, is good to visit. By the way, do you want different souvenirs?  You can find them in  Donorodjo  village where agate craftsman work. So, have a nice journey
Source: Developing English competencies for senior high school, 2009
 Language Features of Descriptive Text
Djuharie (2010) stated that there are five language features of descriptive text.
1). Specific noun; father, school, my dog, etc.
2). Simple present tense
3). Various types of adjectives as describing, numbering, classifying
4). Linking Verb
5). Figurative  language;  used  figurative  language  such  as  simile  or metaphor as a way to the comparison the illustrate
6). Degree of Comparison
              Meanwhile, Gerot and Wignell (1994) affirm that there are four language  features.
1). Focus on specific participants
2). Use of attributive and identifying processes
3). Frequent use of Epithets and classifiers in nominal groups
4). Use of simple present tense

K-W-L  Technique  (Know, Want to know, Learned)
Definition Of K-W-L Technique (Know, Want to know, Learned)
K-W-L (Know, Want to know, Learned) is a technique that helps students to collect the information they know before they come into a reading assignment (Carr and Ogle, 1987). Moreover, Ogle ( 1986:564) explain that K-W-L is an instructional reading technique that used to guide students through a text which is begun by brainstorming everything they know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of question about what they want to know about the topic. These question are listed in the W column of the chart. During or after reading, the 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 chart. The use of technique will help the students to predict what they will read through the generation of question they are going to answer. This technique also helps them to organize what they have learned when they finish reading.
In addition, Fisk and Hurst (2003: 211), KWL Strategy, for comprehending the reading, works so well, because it integrates all of modes of communication. When using this strategy, students will be reading, writing, listening, and speaking about the text.
Vecca & Vacca (2008) assert that K-W-L is an instructional technique that engages students in active text learning. The technique begin with what students know about the topic to be studied, moves to what the students want to know as they generate question about the topic, and leads to a record of what students learn as a result of their engagement in the technique. Follow –up activities to K–W-L include discussion, the construction of graphic organizer and summary writing to clarify and internalize what has been read.
K-W-L may be initiated with small group of students or the whole class. When they develop confidence with the K-W-L technique, students may begin to use it for independent learning. K-W-L uses a technique sheet. The procedure to follow in K-W-L revolve around the completion of technique sheet as part of the dynamic of student response and discussion. It is composed of only three stage that reflect a worksheet of three columns with the three letters.

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