TABLE OF CONTENTS
APPROVAL PAGE...... DECLARATION... PREFACE... ACKNOWLEDGEMENTS... ABSTRACT... TABLE OF CONTENTS... LIST OF TABLES... LIST OF FIGURES...
CHAPTER I: INTRODUCTION... 1.1 Background of the Study... 1.2 Research Questions... 1.3 Aims of the Study... 1.4 Significance of the Study... 1.5 Limitation of the Problem... 1.6 Definition of Key Terms... 1.7 Organization of the Thesis... 1.8 Concluding Remarks...
CHAPTER II: THEORETICAL FOUNDATION... 2.1 Definition of Reading Skill...
2.2 Reading Comprehension... 2.3 Types of Comprehension... 2.4 Reading Strategies...
2.4.1 Reading Strategies Used by Good Readers... 2.4.2 Specific Metacognitive Reading Strategies... 2.5 The Role of Metacognition in Reading Comprehension... 2.6 Metacognitive Behaviors of Good and Poor Readers... 2.7 Top-down Reading Strategy... 2.8 Whole Language and Language Experience Approach (LEA)... 2.9 Language Experience Approach (LEA)... 2.9.1 The Roles of the Language Teachers in a Class Using the LEA... 2.9.2 The Main Advantages of the LEA... 2.9.3 The Major Disadvantages of the LEA... 2.10Related Research of LEA... 2.11Concluding Remarks...
CHAPTER III: RESEARCH METHODOLOGY... 3.1 Research Questions... 3.2 Research Design... 3.3 Data Collection...
3.3.1 Site and Participants... 3.3.2 Time Allocation... 3.3.3 Instruments...
3.3.3.1 Classroom Observation... 3.3.3.2 Reading Test... 3.3.3.3 Interview... 3.3.3.4 Documents... 3.4 Data Analysis...
3.4.1 Analysis of Reading Test... 3.4.2 Analysis of Interview... 3.4.3 Analysis of Observation... 3.5 Research Procedure... 3.5.1 Cycle 1... 3.5.1.1 Planning... 3.5.1.2 Action... 3.5.1.3 Observation... 3.5.1.4 Reflection... 3.5.2 Cycle 2... 3.5.2.1 Planning... 3.5.2.2 Action... 3.5.2.3 Observation... 3.5.2.4 Reflection... 3.5.3 Cycle 3... 3.5.3.1 Planning... 3.5.3.2 Action... 3.5.3.3 Observation...
3.5.3.4 Reflection... 3.6 The Criteria of Success... 3.7 Concluding Remarks...
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION...
4.1 Preliminary Study... 4.2 Cycle 1...
4.2.1 The Result of the Reading Test... 4.2.2 The Result of the Observation and the Interview...
4.2.2.1 Learning Process... 4.2.2.2 Student Activities... 4.2.3 Reflection... 4.3 Cycle 2... 4.3.1 The Result of the Reading Test... 4.3.2 The Result of the Observation and the Interview... 4.3.2.1 Learning Process... 4.3.2.2 Student Activities... 4.3.3 Reflection... 4.4 Cycle 3... 4.4.1 The Result of the Reading Test... 4.4.2 The Result of the Observation and the Interview... 4.4.2.1 Learning Process... 4.4.2.2 Student Activities...
4.4.3 Reflection... 4.5 Concluding Remarks...
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS...
5.1 Conclusions... 5.2 Recommendations ...
REFERENCES... APPENDICES...
89 94
95 95 97
LIST OF TABLES
Table 2.1 Metacognitive Behaviors of Good and Poor Readers... Table 3.1 Research Agenda... Table 3.2 Test Item Specification... Table 3.3 Topics in Each Session... Table 4.1 The Result of the Pre Test...
Table 4.2 Students’ Reading Level Category in Preliminary Study...
Table 4.3 The Result of the Reading Test in Cycle 1...
Table 4.4 Students’ Reading Level Category in Cycle 1...
Table 4.5 The Gain Score Progress in Cycle 1... Table 4.6 The Problems and the Revised Plan of Cycle 1... Table 4.7 The Result of Reading Test in Cycle 2...
Table 4.8 Students’ Reading Level Category in Cycle 2...
Table 4.9 The Gain Score Progress in Cycle 2... Table 4.10 The Problems and the Revised Plan of Cycle 2... Table 4.11 The Result of the Reading Test in Cycle 3...
Table 4.12 Students’ Reading Level Category in Cycle 3...
LIST OF FIGURES
Figure 3.1 The ‘Action Research Spiral’...
Figure 3.2 Model of the Study... Figure 4.1 The Sample of Students Task in Extension Stage...
