This part presents details about activities as well as the procedures that the researcher followed to conduct this research.
3.3.1. Weekly schedules
Due to the time constraint and the fact that there was a strict syllabus to follow, the researcher could only implement activities focusing on the major parts in the textbook that require more reading, namely Getting Started, Reading and Communication and Culture.
The table below shows the topics, requirement, preparation and activities of ten lessons that the researcher had to complete during the ten weeks of the research.
It also gives information about the procedures the researcher followed in this period, which mainly involves the preparation process and the reading activities.
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Table 3.1: The timetable of the action implementation Week Unit/ Topic Task
requirement Preparation Reading activity 4 Unit 2:
Relationship Lesson 3:
Reading
Reading- Multiple choice questions
- Look at the picture and discuss what problem people have in each picture.
- Read the passage and answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
5 Unit 2:
Relationships Lesson 7:
Communication and Culture
Reading- Multiple choice questions.
- Look at the picture and find out what are they doing.
- Read the passage, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
6 Unit 3:
Becoming Independent Lesson 1:
Getting Started
Reading- Multiple choice questions
- Read the conservation, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
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Week Unit/ Topic Task
requirement Preparation Reading activity 7 Unit 3:
Becoming Independent Lesson 3:
Reading
Reading- Multiple choice questions
- Read the passage, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
8 Unit 3:
Becoming Independent Lesson 7 : Communication and Culture
Reading- Multiple choice questions
- Read the passage, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
9 Unit 4: Caring for those in
need Lesson 1:
Getting stared
Reading- Multiple choice questions
- Read the conservation, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
10 Unit 4: Caring for those in
need Lesson 3:
Reading
Reading- Multiple choice questions
-Read the passage, answer the questions and choose the best answer
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
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Week Unit/ Topic Task
requirement Preparation Reading activity - Regulate what strategies have been used in doing the task.
11 Unit 4: Caring for those in
need Lesson 7:
Communication and culture
Reading- Multiple choice questions.
-Read the passage, answer the questions and choose the best answer
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
12 Unit 5: Being part of ASIAN Lesson 3:
Reading
The Association of Southeast Asian Nations
Reading- Multiple choice questions.
- Read the passage, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
13 Unit 5: Being part of ASIAN Lesson 7:
Communication and Culture
Reading- Multiple choice questions
- Read the passage, answer the questions and choose the best answer.
- Read for general ideas and specific ideas.
- Identify what reading strategies need to employ for each question.
- Check and correct answers.
- Regulate what strategies have been used in doing the task.
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3.3.2. Research procedures
As previously mentioned, this research followed the four steps of action research proposed by Kemmis and McTaggart (2000), which includes planning, implementing, observation, and reflection. Information on how the researcher underwent each step is specified in the following part.
Planning
In this stage, the researcher prepared detailed lesson plans for each class period. Such information regarding the lexical items to provide students, types of reading activities to be conducted, instructions to give, procedures to follow.
Acting and Observing
For acting, the researcher carried out the lesson plans and conducted the teaching activities step by step. The implementation of metacognitive strategies for reading lessons lasted for ten weeks. Before each reading lesson, students were instructed to do some preparation at home which mostly involves preparing for the topical lexical items, brainstorming ideas, collecting necessary information and preparing (if required). During the class time, students were required to use the strategies that the teacher had introduced to complete reading comprehension questions and other reading activities.
During this stage, the researcher took the role of a teacher who provided the instructions, monitored the class activities, motivate interaction, facilitated students and provided constructive feedback to students.
Reflection
In the final stage, the reflection, students were asked to provide feedback on other students’ answers. Students also received feedback from the teacher about their strengths, weaknesses together with some advice on how to solve their problems. After each reading lesson, students were also required to complete a learning log in which they briefly reported on what reading strategies they used in the lesson and what they learned from the lesson. The researcher then collected these logs and analyzed to get more information on students’ learning. This helps the researcher to better evaluate the results of the classroom activity, students’
improvement and based on that, necessary adjustments can be made in the following lessons.
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