Teaching and Learning Descriptive-Text Reading through Lesson Plan Revision in an Elementary School: A Classroom Action Research

Abstract

This exploratory, single-cycle collaborative classroom action research examined the teaching and learning of descriptive-text reading through lesson-plan revision in a fifth-grade class at SDN Bilebante in Pringgarata, Central Lombok, West Nusa Tenggara, Indonesia. The problem was a misalignment among an overly broad basic competence, objectives, classroom procedures, language support, and process assessment. One English teacher, 22 students, and two observers participated in one cycle across two meetings. Descriptive and reflective field notes documented teacher actions, student participation, and teacher–student interaction. The action divided the competence into focused sub-competences, realigned indicators and activities, specified instructional strategies, and embedded informal assessment. Inductive analysis showed clearer instructional focus, explicit modelling, responsive scaffolding based on student responses, and more purposeful participation during questioning and group tasks. The study proposes process alignment as its contribution: lesson-plan revision becomes pedagogically productive when curricular focus, interaction, monitoring, and support are coherently connected. Because no pre- and post-action reading scores were reported, the findings establish improvement in the observed teaching–learning process rather than a quantified gain in reading achievement.