The Role of Prior Knowledge on Students’ Performance in Comprehending Recount Text: A Case Study of Students at SMP Negeri 18 Kota Kupang.
DOI:
https://doi.org/10.20961/v2zxd608Keywords:
prior knowledge, reading comprehension, recount textAbstract
This study investigates the role of prior knowledge in enhancing students’ comprehension of recount texts, focusing on eighth-grade learners at SMP Negeri 18 Kota Kupang. The research aims to identify the sources of students’ prior knowledge and to explain how such knowledge influences their reading performance. Using a qualitative descriptive method, data were collected through questionnaires and semi-structured interviews involving 25 students. The findings reveal that students’ prior knowledge originates from domain knowledge, including vocabulary familiarity, personal experiences, and topic preference, as well as ancillary knowledge from social interactions and media exposure. Students with stronger prior knowledge demonstrated better comprehension, particularly in recognizing vocabulary, identifying characters and chronological events, and making inferences. Conversely, students with limited prior knowledge struggled with unfamiliar vocabulary, grammatical structures (especially past tense), and understanding implied meanings. The study concludes that activating and enriching students’ prior knowledge is crucial for improving reading comprehension. Teachers are encouraged to integrate pre-reading activities, contextual supports, and familiar themes to help students build connections between their background knowledge and the content of recount texts.
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Copyright (c) 2025 Lidwina Elfina Try Mamo, Novriani R. Manafe, S.S, M.Ed, Reyneldis B. Fernandez, S.Pd., S.Kom., M.A. (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
