commit to user reading activity, mind mapping could stimulate the students’ schemata so they could
participate better in teaching reading comprehension. Furthermore, the collaborator also gives the researcher suggestion for a better
practice in the next meeting. The collaborator was interested in using directed reading and suggested to implement directed reading in the classroom. The researcher
presented the directed reading clearly to avoid misunderstanding among them. Meeting 1 was taken from magazine, meeting 2 was taken from newspaper,
meeting 3 was taken from newspaper and meeting 4 would be post-test.
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 in
the Vientianetimes provide good texts for my 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 the 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.
The table 4.9
The teaching reading comprehension was show below session time
activities Pre-reading
15’ 9 show the picture to the students
9 let’s students think about the topic 9 introduce vocabularies taken from the text
9 have students discussion in the topic Whilst reading
45’ 9 students read the text silently
9 asking question in orally 9 have students think and discuss about
vocabularies, means idea, paragraph, etc 9 students answer the questions after read the text
9 students write their own topic Post-reading 30
9 students works in groups of 4,5 or 6 9 choose their own topic
9 groups of presented 9 asking questions
9 students practice at home by using the free topic
e. designing post-test 1
Post-test was a mean to assess students’ achievement after they had sufficient opportunities for learning in cycle 1 which was consist of three meetings. The result
of the post-test 1 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 1 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.
commit to user
2. Implementation the action
