Classroom situation when teaching using

commit to user 2. Students cannot answer inference Q well • Ss can answer inference Q well • Ss can complete the exercise quicker 3. Students cannot identify the paragraph topic • Ss can identify the paragraph topic • Ss can complete the exercise quicker 4. Students cannot identify the mean idea • Ss can identify the mean idea • Ss can complete the exercise quicker 5. Student’s mean score was 57 • Ss’ mean score in pre-test 68 • Ss’ mean score in post-test 72 6. Ss needed extra time to complete the task • Ss complete the task on time 7. Ss hesitated to guess the meaning of new words • Ss were confident to guess the new words 8. Ss hesitated to share their ideas • Ss were confident to share their ideas

B. Classroom situation when teaching using

directed reading implemented Before the implementation of directed reading After the implementation of directed reading 9. Students has low motivation • Ss had high motivation 10. Students don’t like reading • Students love reading 11. Students culture awareness is low • Students culture awareness is high 12. Students interested is low • Students interested is high 13. Students come without their reading material • Students bring their reading material 14. Students talk about unrelated topic • Students talk about related topic 15. Students do not ask question • Ss ask many questions to the teacher and their peers 16. Students do not participate in discuss • Students participate in discuss eagerly 17. Student do the exercises reluctantly • Student do the exercises without being asked 18. Teacher dominated in choosing the topic • Ss chose their reading topic 19. Teacher did monotonous pre-reading activity • Teacher did vary pre-reading activity 20. Teacher always uses the text book • Teacher uses vary the text book, materials 21. Teacher has no sense in selecting materials • Teacher improve on selecting texts commit to user The improvement of students’ reading comprehension and class situation in table 4.7 because the students paid attention and interested in reading texts which have connection with their likes so they are familiar with the topics. When the topic talks about Boun Bang Fai that is a Laos’ culture, the students felt familiar with the topic. This is the comment of student Lattana says “ ວ ຊ ົ ວ ລ ວ ຍ ູ ລ ມ ຽ ລ ຍ” “if the reading text was taken from the cultures know well and like it” furthermore during the implementation of directed reading text the students have learn al lots of vocabulary and translate in to second language. By having an adequate vocabulary the students are easier to comprehend the text. “ ວ ຊ ົ ໜ ພ ມ ຍ ູ ລ ຄ ໍ ຍ, ຍ ມ ົ ” “if the reading text was taken from newspaper I know, I can read it easier and can guess the meaning” When directed reading was implemented the students read a lot of kind of texts and as a result the students’ vocabulary increased rapidly. The students used many strategies in learning vocabulary during the teaching learning process. Furthermore the students’ motivation was increased amazingly as a result the class situation got much better when the directed reading were implemented, motivation to reading the text, to know that what is the text about, to know what does the writer want to say in the text. The motivation here is the key to encourage themselves to participate in reading skill. The improvement of the students after directed reading implemented also can be seen in the result of Post-tests. There were two post-tests; Post-test 1 was the post- test after cycle 1 completed and Post-test 2 was completed. The result of Post-test described in the Table 4.16. commit to user t s t h t c d c T GradeSco A80-100 B70-79 C60-69 D50-59 F0-49 Mean scor Number o Students The test 1 is 68 students and the result of higher than the t-table 2 concluded th directed read comprehens Grap Table 4.16 T re Pre-tes 3 5 5 4 13 re of 3 table above and the me d the mean s f the t-test for the t-table 2.02 at the d hat there is s ding compre ion is show phi c

4.17 Th

50 100 The Score o st percenta 10.0 16.0 16.0 13.3 43.3 57 30 Students shows the m ean score o score was fr r non indepe 2.02, and i degree of sig significant d ehension. Th in the graph he mean Sco Pre Test, of Pre-test, P age Post-test 6 6 10 6 2 3 mean score p of post-test 2 rom the total endent score in cycle 2 th gnificant a 0 difference be he students’ hic below. ore of Pre-te Post Test I, Post-test 1 a t 1 percenta 20.0 20.0 33.3 20.0 6.7 68 0 Students pre-test is 57 2 is 72. The l of score an , the t-comp he t-computa .05, so etween them mean score est, Post-tes Post Test II and Post-tes age Post-test 7 8 10 15 30 7, the mean e total of st nd divided b putation in cy ation 2.81 , is rej m. It can be c e improvem st 1 and Pos st 2 t 2 percentag 23.3 26.7 33.3 16.7 0.0 72 0 Students score of po tudent was by 30. Base ycle 1 5.75 is higher th jected and it concluded th ment of readi t-test 2 Students of 30 ge st- 30 on is han t is hat ing Students of 30 commit to user It showed that the students’ reading comprehension is increasing significantly. The students’ confidences in doing the exercises are increased, also the correctness and time efficiency. Before the directed reading was implemented the students always needed extra time to complete the exercise and the correctness of their answers was low. The finding of teaching learning process described there were some changes before and after the directed reading implemented in reading class. During the implementation of directed reading the teaching learning process was inspiring and exciting; many students asked questions about the topic that make the class alive, there were enthusiastic among the students about new vocabulary and try to guess the meaning including the shy students. Just before they share their work with their peers, one of the shy student say “ ຍ ູ ໜ ມ ຄວ ມ ວໜ ູ ມ” “I were the one toward in presenting in the group” this situation made me over the moon. At that time the topic was Boat Racing festival. When the text relevant to students’ life implemented, the students were more confidence and motivated to read and comprehends the text and directed reading provide that better when students choose their own topic in reading. There were many marvelous students’ comments about the teaching learning process using directed reading. Student P says “now the reading class is interesting and inspiring especially the text taken from internet and newspaper that related with my live, culture and we can choose the topic”. The student S says “I enjoy the reading class very much”, he is one of the students who were low in English language. Almost everybody stated in their interview that they enjoy reading class. Even better all of them spoke in English. The result of the questionnaire supported the using of directed reading in reading was fun and interesting. The student stated that they enjoyed and motivated to read more. The result of the questionnaire can be seen in Table 4.18 commit to user Table 4.18 The Result of Questionnaires No Questionnaires Students’ response Percentage 1 Text in reading take from internet, newspaper are interesting ƒ always 100 2 Using directed reading make the students comprehend the text easier and need more ƒ always ƒ usually ƒ sometime 50 35 15 3 The length using directed reading make the students interested, enjoy in reading the text ƒ always ƒ usually 70 30 4 The topic connects with students’ lives and they can follow ƒ usually ƒ sometime 70 20 5 The text from the internet, newspaper and magazine are related to their live ƒ rarely ƒ sometime 85 15 6 The students can choose their own topic ƒ always 100 7 Using directed reading increase their vocabulary ƒ always ƒ sometime 80 20 8 The text from the internet, newspaper, magazine and other book is convenience ƒ always ƒ sometime 70 30 9 They want the teacher to use the text from the internet, newspaper, magazine and other books ƒ always ƒ sometime 95 5 10 Usage directed reading in teaching reading motivate students to study more reading comprehension ƒ always ƒ usually 90 10 The table above showed that the students had positive attitude about using directed reading in reading skill. The students loved having reading class; they could not wait to have reading class so when a student who was low in English language says “Mr. Souk I never learn English well like this before”. Besides they could improve their reading comprehension, they also got the update information about commit to user what is going on around them so they have an intrinsic educational value. The most important thing is the students love reading.

C. Discussion