Abstract:
This study examines the motivational barriers experienced by students during
the implementation of the KWL (Know, Want to Know, Learned) strategy in
English reading comprehension activities. A qualitative case study design was
employed with a second-year class at a high school in Ciamis. Six students were
selected via purposive sampling for semi-structured interviews, while a teacher was
interviewed to triangulate the students' responses. Data were collected through
semi-structured interviews and non-participant classroom observations, then
analyzed using thematic analysis. The findings reveal several motivational barriers,
including low self-confidence in expressing ideas, limited vocabulary mastery, a
lack of interest in lengthy English texts, a fear of making mistakes, and passive
learning habits. These barriers hindered student participation, the completion of
KWL charts, reading focus, and independent engagement, leading students to rely
on the teacher or classmates. Despite these obstacles, students generally viewed the
KWL strategy positively, as it fostered curiosity and structured their engagement
with the text. The findings indicate that the successful implementation of KWL
requires attention to students' motivational needs and adequate support from the
teacher.
