commit to user
9 Sts’ interesting is creasing a lot in the chosen topic. 9 Sts reading comprehension are improved by checking their answers in
exercises. Reflection
Directed reading was chosen by students from internet can attract Sts’ interest highly, fun and make them participate fully in all activities in
reading class. Sts are able to answer WH-questions, inference question, identify
paragraph topic and identify mean idea well. Mind mapping pictures absolutely help Sts’ schemata.
Directed reading absolutely helps students reading comprehension. Working in groups helps the shy and show students in participating.
Some Sts learnt to access internet, newspaper, magazine, other book. Not every Sts is reading comprehension is improved.
Some Sts have difficulties on accessing on the internet.
The average score increate from 68 in post-reading test 1 into 72 in post-reading test 2.
1. Planning the action
The action plan for cycle 2 was done, after reflecting the observation result in cycle 1, the researcher found the weakness of cycle 1. To overcome the weaknesses
of cycle 1 the researcher revised the plan was follow: 1 using directed reading from the internet which was selected by students. By having the texts that chose by
students, it would increase the students’ motivation. 2 Group work and the spread the good students. By spreading dominated students, it is hoped that the dominated
help the weak students. 3 Using mind mapping in pre-reading activity. By using mind mapping, it is hoped that mind mapping could stimulate students’ schemata.
The researcher prepared the texts, students’ hand out with exercise and lesson plan as guidance in teaching and everything related to the implementation.
a sharing ideas with collaborators
The researcher discussed and tells to his collaborator in order to make the research continuous. After that the researcher design to use the texts, there were three
points that the researcher shared with collaborators, first the text had taken from other book, second and third had taken from internet, fourth in pre-reading activity I used
questionnaires.
commit to user There were many reasons why the texts take from internet. Internets there are
unlimited reading texts so the students could select their own topic tor reading class. By selecting their topic by themselves would increased students motivation. About
arranging the group work, spreading the dominated students would put in the same group of weak students so they can help each other. The mind mapping used in pre-
reading activity, mind mapping could stimulate the students’ schemata so they could participate better in teaching learning process.
b making lesson plan
The texts had taken from newspapers and selected by the teacher. Vientianetimes newspaper was chosen to get the text form. There are many reasons in
choosing Vientianetimes; first it contains many texts which tell the students about what is going on around us and the text contains of real language. Second the text
were selected by students from the Vientianetimes provide good texts for students which are interest, relevant to the students’ needs, represent the type of text that the
student will use outside of the classroom. The third the text can be exploited for teaching purposes, the text is not too easy or difficult for the students. The directed
reading can use to overcome the problems which were students’ reading comprehension and class situation.
c preparing handing out
The preparation of making a hand out was done by researcher himself, this to provide students with appropriate text by considering the readability, exploitability,
suitability of the passage. After the text chosen by the students selected, the researcher write the task which can improve students’ reading comprehension. The
task consists of WH-question, inference question, identify the paragraph topic and identify the main idea.
d dividing the main teaching activities into three stages
Pre-reading while-reading and post-reading are proved to be very useful to teach reading. By implementing this strategy the students could comprehend the text
attractively. In pre-reading activity the teacher facilitated the students to build up their
commit to user schemata or their background knowledge, in while reading the teacher facilitated the
students to be active reader to promote dialogue between the reader and the writer in the post-reading the teacher gave them task to check their understanding the text.
e designing post-test
Post-test was a mean to assess students’ achievement after they had sufficient opportunities for learning in cycle 1. The result of the post-test was for assessing the
success of the students and making adjustment in the lesson plan for the next cycle. The researcher came to agreement that the post-test conducted in the form of the
written test. The test consist of forty questions include WH-question, inference question, identify topic paragraph and identify mean idea.
2. Implementing the action
