commit to user
Cycle 2 : Using directed reading text from newspaper, internet and other books
1. Planning 2. Implementing
3. Observing 4. Reflecting
5. Revising 9 Meeting 1: 29112010 Future
technology 9 Meeting 2: 03122010 BounBangFai
9 Meeting 3: 06122010 Conducting 9 Post-test 2
B. The Process of the Research
This section has three parts which are the condition before the research; the implementation of the research consisting of two cycles and each cycle has four
meetings; three meeting for teaching reading using directed reading and the fourth meeting for conducting post-test, final reflection and research findings.
1. Description of Previous Research
The situation before research was identified in pre-research state. The pre- research was carried out to find out the problems during the teaching learning process
in reading and to find out the current students’ reading comprehension. Furthermore, the pre-research activity was carried out to identifying the students’ problems in
reading comprehension the researcher will decide how to overcome the problem. The pre-research activities had four activities such as: observing the teaching
learning process, interviewing students, giving questionnaire and conducting pre-test. After the researcher got all the data that taken from observing, interviewing,
questionnaire and pre-test the researcher will analyze the data and the problems can be identified.
The main problems occurred they are: students’ problem in comprehending the text and reading classroom situation. Furthermore the researcher found out the
cause of the problem. They are also written in the table below. The result of pre- research activities was described in table 4.2
commit to user
Table 4.2 prior situation Indicator Situation
1. Students’ reading comprehension
9 Students do not know new vocabularies
9 Student cannot answer WH- questions well
9 Students cannot answer inference questions
9 Student cannot identify paragraph topic
9 Student cannot identify main idea
9
Wrong answer often occur
9
Confused to answer questions
9
Do not know the topic
9
Do not identify the paragraph topic
9
Do not the mean idea
9
Cannot comprehend the text
2. Reading classroom situation
9 Students are passive 9 Students are often come late and
absent 9 Students talk about unrelated
topic 9 Student often forget to bring the
text book 9 Students read the text reluctantly
9
Students play with their mobile phones and discussion other topic
9 The class is uninspiring 9 The teaching learning process is
often disturbed by the students 9 The class is noisy
9 The class is crowded
9
The class is quiet
3.
The causes of the problems
9 The text book are difficult and boring 9 The passage in the text book are not relevant with student’s life
9 The passage in the text book are too long and not interesting
9
The teaching learning process is monotonous
9
Teacher still use traditional approach and only give fewer portions for reading where as reading is a complex activity
9
Teacher doesn’t give enough attention to teach the students how to read in English correctly
9
teacher teach no interesting and not enough experience
9
students have differences level of knowledge, Low and poor reading
9
students lack of practices
9
still do not master on reading comprehension
9
students came from remote area
commit to user
a. Students’ Reading Comprehension
In general the students of En 32 class of Champasak University, the subject of the research have good performance. Their English achievement could be declared
well enough but reading becomes a very boring subject for the students as the result, they often absent, different and low acknowledgement this situation is difficult to
teaching learning program. The teaching learning process had to help the problems. Furthermore, the students often forget to bring the reading text book because they
seldom prepared the lesson before. Even worse students are very passive; they participate reluctantly in all activities in reading class. Some students often talk to
other about unrelated topic or played with their mobile phones. When the students has to do the exercises they cannot answers WH-questions, they cannot answer inference
questions and they cannot identify paragraph topic and mean idea, as a result of pre- test.
Table 4.3 The result of pre-test can be seen as follows:
No Explanation Students’
score 1 Highest
98 2 Lowest
25 3 Average
57
Table 4.4 The grade, percentage mean score and complete questions of pre-test
GradeScore Students percentage
Not complete
Complete
A 80-100 3
10.0 B 70-79
5 16.0
C 60-69 5
16.0 D 50-59
4 13.3
F 0-49 13
43.3
Mean score 57
19 = 63.3 11 = 36.7
Number of Students 30 Students
30 Students 30 Students
commit to user
Graphic 4.5 The score of pre-test
Base on the figure above, it can conclude that most of students’ reading comprehension was poor.
The proof is that: The students’ passing score before the treatment of higher from grade A 80-100 scores have got 3 participants, equal 10 percentages. Grade B
and C are the same; they have got 5 participants and equal 16.7 percentages, Grade D total 4 participants and 13.3 percentages. Too much of the students’ low score, the
students have got low grade of score F 0-49 total 13 participants, equal 43 percentages.
The complete of students have got just 11 and equals of 36.7 percentages and the not complete of students have got 19 and equals of 63.3 percentages.
As the researcher observed, there are many problems had to be solved immediately. The students lack of motivation in reading. The students’ reading
comprehension still very low and many of them were not aware the importance of rearing. Moreover the teacher used to read text book which is quite boring for the
20 40
60 80
100 120
1 2
3 4
5 6
7 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
commit to user students, the text book has difficult vocabulary and the text are very long and usually
not relevant with their lives. There was a way to overcome this problem that makes students unable to
understand the text and have low motivation. According to the researcher, the first thing to do was to change the reading material in to reading materials which have
more connection with the students’ lives, and different grade. The materials that make students want to read and interesting. In this case the researcher used directed
reading.
b. Classroom situation
To know the class situation, the research observed the situation of the reading classroom. Before conducting the research, the teaching learning process was not
inspiring. In teaching reading I usually taught my students using the text books. The reading class usually started with reading text aloud then looks up at
dictionaries for difficult words. Often I encouraged them to ask me questions when they have difficulties and I encouraged them to have discussion but no one did except
five students who are confident and have good performance in reading. Base on the result of the observation the situation of the reading class was
uninspiring and boring, the reading class usually silent or crowded because the students were talking about unrelated topic, didn’t pay attention to the text. This
situation was worsening by the teacher who never has pre-reading activities or warming up activities. Another indicator that the student showed low participation
when I ask them to answer no one came forward. So I had to force them to come forward by calling their name and I pretended giving score for what they did. The
situation above showed that the teacher lacked of ideas to inspire the reading class. The teacher gave monotonous activities which did not encourage the students in
reading and made them uninterested in the text.
c. Causes of Reading Comprehension problems and Difficulties.
I conducted pre-test, interview and questionnaire to find out the cause of reading difficulties. In interview most of students said negative opinion about the text
commit to user book, the reading passage in text book is difficult and boring this statement is
supported by the result of the questionnaire which can be seen in table 4.6
Table 4.6 the result of questionnaire
No Questions Students’ response
percentage 1 Reading
comprehension is difficult Always
often 70
30 2
The use text book Always
often 90
10 3 Difficulties
to understand the text from the text
book Always
often 30
70 4
The materials from the text book is boring Always
often 40
60 5
The text book makes students lazy to read Always
often 50
50 6
The lengthen of the text in the text book Always
often 90
10 7
The topic of reading passage from the text book is not related your life
Always often
90 10
8 The relevancy of text in the book with students’
interesting Always
often 75
25 9
the need of other text which relates to the students’ life
Always often
95 5
10 Using the except the course-book can motivation and understand reading comprehension
Always often
85 15
The result of the questionnaire shows that reading comprehension is difficult and boring because of the text book. For the first question every students agrees that
reading is difficult even more than twice stated very difficult. Student keovilai states “
ມ ຍ
ລ ຍ ລ ໜ
” “Reading is very difficult
commit to user
and bored”
and student phuma states
“ ົ
ຍ ວ ລ ຍ ລ ໍ ຄ
ຊ ຊ ວ
ວ ົ ” “The text of
reading is too long and not related with our life so it is not interest”
The second question about using text book all the time they all agree and they also states that they have difficulties in comprehending the text from the text book.
Furthermore the texts book make them lazy and bored to read, surprisingly that is an a half stated that they are lazy because of the text as stated in questions three, four
and seven. The students also stated that the texts from the text book. Has no relevant with
their lives that make them unmotivated that is why they suggest to have the texts from other books, internet, newspaper, magazine and other sources that have more
connection with the students’ lives and interesting.
2. Research Implementation
After knowing the cause of the problems in reading, I chose directed reading as the solution of the problem. The implementation of directed reading in teaching
reading consists of two cycles. The first cycle used directed reading from other text book, news papers, magazines, internet and those topic were selected by teacher.
Meanwhile the second cycle used directed reading from internet and those topics were selected by students.
The result of the first cycle became the consideration of the
planning of the second cycle. Each cycle consists of three meeting. Every meeting had time duration for 100 minutes. Each cycle consisted of four steps. The steps
were: 1. planning the action, 2. Implementing the action, 3. observing the action, 4. reflecting of the observation results. The whole of research implementation provided
in Table 4.7
Table 4.7 Overall Implementation of the Research
commit to user The implementation of the research in each cycle is described in the following
section.
Problem Student had low, different level of reading comprehension and motivation
Solution Teaching reading
using directed reading Students
Third year student of Champasak University Number of
cycle 2 cycles
Cycle 1 Directed reading were selected by the teacher from Text book and News papers
planning Giving the new materials from Text book and News papers in each of three
meetings. The meeting have introduction, pre-reading, whilst-reading, post- reading and closing.
Action 9 Meeting 1: Health. Genre of the text is information
9 Meeting 2: Boat Racing Festival. Genre of the text is report 9 Meeting 3: Dry season planting. Genre of the text is report
9 Meeting 4: Post-test 1
Observation Students more interested in the text but still lack of confidence in sharing ideas
with others, the understanding toward the text is better especially in answering questions, the main idea and paragraph topic. Students more interesting because
they know their own cultures and the texts are from their real life.
Reflection Strength: students’ reading comprehension is improved; Directed reading make
them paying attention to the text, students came on time with their material. Weaknesses: lack of building vocabulary, the teachers’ material selection is not
interesting enough and lack of monitoring, lack of pre-reading activity.
Cycle 2 The texts were selected by students and teacher from internet, newspaper Planning
In each meeting uses student chosen material, use more related pictures and mind mapping in pre-reading activity.
Action Meeting 1:
teacher selected from other books
Genre of the text is report Meeting 2: students selected from newspaper
Genre of the text is report Meeting 3: Post-test 2
Observation Students more active and more confidence in all activities in reading such as
discussion about vocabulary, sharing the ideas about the topic, group works is more affective. The class is more fun.
Reflection Students’ reading comprehension has improved significantly such as in
answering WH questions, Inference question. The students can identify the main idea and paragraph topic much better, students know how to learn English
language by using internet, Newspapers, magazine and all so their culture. The class room situation: very active, the students came to class on time ready
with their materials, the discussion about the topic always occurs. The students’ motivation and interesting was very fun or enjoy.
a. Cycle 1
commit to user Class action research using directed reading to improve students’ reading
comprehension was carried out in to cycles. The first cycle use material from Text
book selected by teacher, the second table used material from internet selected by students and the teacher applied more pre-reading activities.
The overall implementation in cycle 1 can be seen in this table.
The table 4.8 Implementation of cycle 1
Cycle 1 Directed reading were selected by the teacher from Text bookNews
papers
planning 9 Designing lesson plan
9 Designing handout Action
First meeting
9 Greeting, check on the attendance list 9 Introducing the directed reading take from text book
Topic: Health
9 Pre-reading activity used picture and questions 9 Whilst-reading: the students read silently then underline the
new vocabularies and translated them then answer the question.
9 Post-reading: encourage students to ask to ask more questions and make their own health and share the work with
the class. 9 Teacher said leave taking.
Second meeting
9 Greeting, check on the attendance list 9 Introducing the directed reading take from Newspaper
Topic: Boat Racing Festival
9 Pre-reading activity used questions, showing related pictures 9 Whilst-reading: the students read silently then underline the
new vocabularies and try to guess the meanings then do exercises.
9 Post-reading: encourage students to ask more questions and in groups of five they have to give suggestion to
Boat Racing Festival
and share their work with the class.
9
Teacher said leave taking.
Third meeting
9 Greeting, check on the attendance list 9 Introducing the directed reading take from Newspaper
commit to user
Topic: Dry Season Planting
9 Pre-reading activity used questions, showing related pictures, mind mapping on the rice field
9
Whilst-reading: the students read silently then underline the new vocabularies and try to guess the meanings in groups
then do exercise in groups.
9
Post reading: encourage students to ask more questions and in groups of three they have to give suggestion to
Dry Season Planting
and share their work with the class.
9
Teacher said leave taking.
Fourth meeting post-test
Observation 9 Students came on time with their material.
9 Student didn’t absent. 9 Sts did not talk about unrelated topic.
9 Sts are active in guessing and discussing new vocabularies. 9 Sts did the exercises after finishing their discussion or guessing
the meaning of new vocabularies. 9 Sts reading comprehension are improved by checking their
answers in exercises. Reflection
Directed reading attracts students’ attention Students eased to understand the text
The text was still felt difficult for them Directed reading stimulate students’ schemata
Directed reading helps students reading comprehension Some students still did not participated fully in discussion
Sts who had more vocabulary dominated in discussion The average score increate from 57 in pre-reading into 68 in post-
reading test. Revised plan
• To encourage Sts participated more the discussion is done in group
• To encourage Sts participated more and fun by applying building up schemata discussion and mind mapping
• To make Sts interested more, Sts chose their own topic from internet
There were many activities that were carried out in the first cycle. They were pre-test, interview the students, sharing ideas with collaborator, designing treatment
and doing post-test.
commit to user In pre-test stage the researcher designed test to find out the students’ reading
comprehension. Before the test was applied, it has been tries out in other class. Then the researcher analyzed the result to know whether the pre-test item was valid and
reliable by using internal validity and reliability. There are 40 test items focusing on WH-question, inference question, paragraph topic and main idea.
The researcher interview four students before the treatment were implemented. The students who were interviewed have different ability in reading
comprehension. One student belonged to the student who has D score in reading comprehension, one who has C score in reading comprehension, one who has B score
and one who has A in reading comprehension. The focus of interview was about students’ difficulties in reading comprehension and their effort to improve it. The
researcher also interviews the student after teaching process was done. The focus of interview was about students’ response toward teaching and
learning activities that they just participated. The result of the interview was considered in making lesson plan for the next meeting.
In other to make the research runs optimally, the researcher asked two other English lecturers as my collaborators. The first was Nongkhan Phanthanalai, she is a
head of English Department at Champasak Unisity, Laos’ PDR. She is a young experienced English lecture since she has been teaching for more than 8 years. The
second was Lakung Daungkhaisone. He is a young experienced English lecture and lots of time in helping the researcher. They enjoy to discussing about the class action
research because they are never know the research in difference area. Therefore the researcher was designed by me to the success of the research.
The researcher always discussed many things with collaborators. We talked about designing the plans that were implemented in the class room. How to observe
what happened in the class room while the researcher was giving treatment to the students how to correct and score the students’ work. Furthermore the researcher
asked suggestions for better treatment of the classroom practice.
commit to user Based on the pre-test, interviews and reflection of the previous condition, the
researcher designed appropriate treatment that was implemented in the classroom. The source of the problems was found which the new texts were and the researcher
used directed reading in treatment. In this cycle took four meeting including post-test and each meeting had opening and pre-reading activity, whilst reading activity, post
reading activity and closing.
1. Planning
The action plan for the first cycle was based on the problems that were identified on the pre-research. The problems occurred in pre-research was the
students’ reading comprehension was lows and difference levels. The base indicators and the problems at table 4.2 it very challenging to the researcher improve the
students because it is new for students and teachers. To solve this problem, the writer decided to conduct a research by focusing on improving students’ comprehension
using directed reading. Before implementing the directed reading in reading class, the researcher
prepared the texts, students’ hand out, lesson plans for guiding in teaching reading and dividing the teaching into three phases of everything related to the action. The
collaborator observed the whole process of teaching learning process in teaching reading comprehension.
a. sharing ideas with collaborators
The researcher discussed and tells to his collaborator in order to make the research run well. After the discussion 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.
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-
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
In cycle 1, the researcher carried out three meetings. The first meeting of this cycle was attended 30 students of the whole students of En 32; 12 male students and
18 female students.
a. First meeting
On 15 November 2010, Monday at 8:00 AM then lesson started in pre-reading activity the teacher greeted students by saying “Good morning everybody. How are
you all?” the students answered “Good morning sir. I am fine, thank you and you?” the teacher answered “I am very well. Thanks.” After that the researcher checks the
attendance list. In pre-reading activities the teacher shows a picture and asked students “What kind of this picture?” “Strong women” answer student LM and
followed by others. Teacher asked Ss “have you ever had malaria?” answered student “No, I haven’t. And I don’t want to. Malaria is a terrible disease” Teacher
said “I know. Did you know malaria is carried by mosquitoes, not the males?” then Ss asked “Is it?” Teacher said “yes, it’s only female mosquitoes that bite people.
Male mosquitoes don’t bite people”. Ss asked “if they don’t bite, how do they live?” This conversation will continue to include other students. The mean subjects to come
back to are what health they had teacher took a note: During all the interaction the teacher listens with interest to student’s comments. The teacher gives feedback after
each comment, making sure to let the students realize that they do already know a lot. Teacher toll them the topic they are going to learn and the title of the article, taken
from the International Rice Research Institute IRRI An integrated, graded course for agricultural student and staff. Then asked Ss in groups to think of and list vocabulary
items that relates to article. The teacher told them that the text today was Health. In whilst reading activities in this stage began with read silently and
underlying the difficult words in the text about health. Then the students read silently underlined the new vocabularies. The teacher asked the students to read the text
commit to user individually and underlined the difficult words. When students finished underlying
the difficult words, they were asked to guess the meaning. Student Na said to her peers “too much people were died from malaria” and other students said “If my
health strong is better than too have much money” means many people would like to have a good health.
After couple minutes underlying the difficult words the teacher said “please try to find the meaning of your difficult words” Some students used a dictionary,
some used electric dictionary and even some of the students copied their friends’ work. The teacher give reminds the students to work by themselves by saying “Do it
with your partner, please” after sometime the teacher said “when you finish reading and no more questions on difficult words, do the task in pairs, please”. The students
work on the task and answer questions. Teacher said who is a volunteer to answer question number one. Student S answer, “Number two”…then teacher correct.
In post reading the teacher said “after finished discussion on the task, now work in group of five create your own health report orally”. So they make in group
and talked about what they wanted to say. Fifteen minutes later the teacher asked the students “have you finished your health report?” Only one group was ready which
were students Plu, M, S, F, A and T. they came forward in front of the black board and presented their work in orally. The teacher said that “that’s all for today. Thank
you for attentions. See you on next day. The teacher said good bye and the class and at 9:40 AM.
b. Second meeting
On 19 November 2010, Friday, at 8:00 AM then lesson started. In pre-reading activity the teacher greeted students by saying “Good morning
everybody. How are you all?” the students answered “Good morning sir. I am fine, thank you and you?” the teacher answered “I am very well. Thanks.” After that the
researcher checks the attendance list. Teacher made conversation with students. Teacher asked students “So Gay… what do you thinks reading text of cultures in
Laos?” Ss answered “The cultures reading text in Laos? I like to read it I love all
commit to user kinds of reading texts from culture in Laos. I like to joy the cultures activity of every
month. I love Laos New Year on April. I love to play on Bounpee Mai Laos and I love BounOkPhansa, cte. Teacher continues the conversation and said that “ThatLaung
festival, too” then Ss say “Yes….the old culture for 450 years old”. Teacher said “Really? And are you familiar with all those devices? Ss answered “I am familiar
with a lot of them”. This conversation will continue to include other students. The mean subjects to come back to are what the culture they had. Teacher took a note
“During all the interaction the teacher listens with interest to student’s comments. The teacher gives feedback after each comment, making sure to let the students realize
that they do already know a lot. Teacher gives a text to students. In pre-reading activities the teacher showed a picture and asked students “What kind of this
picture?” “Boat racing festival” Do you like “Boat racing festival” asked the teacher. Some students response by saying “yes, I do” The teacher asked “when is Boat
racing festival?” Some students said “In November” then the teacher asked again “who is the winner” Some students said “I don’t know sir” then the teacher gave
them pictures, some questions and texts. This time they could answer because they known their culture in every year on full moon of November after Boun Okphansa
they had Boat racing festival. In whilst reading activities in this stage began with read silently and underlying the difficult words in the text. Then the students read silently
underlined the new vocabularies. The teacher asked the students to read the text individually and underlined the difficult words. When students finished underlying
the difficult words, they were asked to guess the meaning. After sometime the teacher said “when you finish reading and no more questions on difficult words, do the task
in pairs, please”. The students worked on the task seriously and answer questions. About twenty minute’s teacher said “let’s discuss together the answers of the task”.
During the discussion and answering questions on domination of students occurs because the teacher spread up the dominated students in to different groups. In post-
reading the teacher said “when you finished reading, discussing and no more questions, now in group of five write about Boat racing festival” So they make in
commit to user group and talked about what they wanted to say. Fifteen minutes later the teacher
asked the students “have you finished to describe your Boat racing festival in your village?” almost all group completed their task. Then each group said in oral of Boat
racing festival. The teacher said that “that’s all for today. Thank you for attentions. See you on next week. Students V and M said “who Clear and quickly”
The teacher said good bye and the class and at 9:40 AM.
c. Third meeting
On 22 November 2010, Monday at 8:00 AM then lesson started in pre-reading activity the teacher greeted students by saying “Good morning everybody. How are
you all?” the students answered “Good morning sir. I am fine, thank you and you?” the teacher answered “I am very well. Thanks.” After that the researcher checks the
attendance list. Teacher makes conversation with students “What is your father job?”
Some Ss answers “Teacher, Farmer, Doctor, etc” Teacher continues the conversation “How many seasons does your father do in a year?”
Ss answer “two season sir and then teacher ask students “did you ever help your father?” Ss answer “yes, I did.” This conversation will continue to include other
students. Then teacher take note: During all the interaction the teacher listens with interest to student’s comments. The teacher gives feedback after each comment,
making sure to let the students realize that they do already know a lot. In pre-reading activities the teacher asked students “How many season in
Laos” “Two, sir. It’s rainy season and dry season” then teacher shows a picture and asked students “what this picture is?” Students said “farmers” and teacher asked
again “What is your father dojob” Some students answered “Farmer, doctor, teacher, solder, etc” “What kind of job do you like?” Teacher asked. “Some answers
and some don’t know”. The teacher told them that the topic is Dry season planting near completion. Then the teacher gave the pictures, some questions and texts to
students. Then the students read silently underlined the new vocabularies. The teacher asked the students to read the text individually and underlined the difficult words.
commit to user When students finished underlying the difficult words, they were asked to guess the
meaning. When students finished underlying the difficult words, they were asked to
guess the meaning. After sometime the teacher said “when you finish reading and have you got any questions so far? If no more questions on difficult words do the task
in pairs, please”. The students worked on the task seriously and answered questions. About twenty minutes teacher said “let’ discuss together the answers of the task.
During the discussion and answering questions on domination of students occurs because the teacher spread up the dominated students in to different groups. In post-
reading the teacher said “when you finished reading, discussing and no more questions, now in group of five write about planting season” So they make in group
and talked about what they wanted to say. Fifteen minutes later the teacher asked the students “have you finished your Dry season planting?” almost all group completed
their task. Then each group said in oral of Dry season planting. The teacher said that “that’s all for today. Thank you for attentions. See you on next week.
The teacher said good bye and the class and at 9:40 AM.
d. Fourth meeting
In this meeting students did post-test 1 consisted of forty items. It was held at 8:00 A.M, on November, 26
th
2010. It was the same test applied in pre-test. The test was done international to measure students’ achievement before and after the
treatment.
3. Observation
When the research implemented the teaching reading using directed reading, the activities observed with the collaborator, the collaborator wrote observation result
on field notes and took pictures. In generally using directed reading in reading class ran well.
The class room situation was alive and exciting. The directed reading text can attract students’ attention to focus on text. Furthermore showing the related
pictures and asking questions on building up students’ schemata make the students’ curiosity increased. The eagerness of the students could be seen from the way how
commit to user they ask questions and how many questions they asked about the topic and the fact
that no one absent in the third meeting. Furthermore the students brought the reading text with them. Most of students could enjoy read the text and participated in all
activities. Nevertheless, the result of cycle 1 was not satisfactory yet because there were
some of weaknesses during the implementation the directed reading.
Table 4.10 The scores of Post-test 1
No Explanation Students’ score
1 Highest 100
2 Lowest 45
3 Average 68
Table 4.11 The result of the grade, mean scores and complete of Questions in post-test 1
GradeScore Students percentage
Not complete
Complete
A80-100 6 20.0
B70-79 6
20.0 C60-69
10 33.3
D50-59 6
20.0 F0-49 2
06.7
Mean score 68
10 = 33.3 66. 7
Number of Students 30 Students
30 Students 30 Students
4. Reflecting the observation results
