involved. It is a data collection phase to collect information about what is happening.
4. Reflection The researcher reflected on, evaluated and described the effects of the
action in order to make sense of what has happened and to understand the issue to make decision whether the first cycle was successful and
the objectives of the research were achieved or not.
The process was conducted as the cycles below:
Figure 3: Action research model developed by Kemmis and Taggart in Burn 2010
E. Research procedure
1. Determining the thematic concern on the reconnaissance
The first step in conducting this research is determining the thematic concern by observing the teaching and learning process of reading in class 8G.
The existing problems found during the observation were discussed by the
researcher and the English teacher. Based on the observation and the discussion, the existing problems were classified into the most potential ones
to solve.
2. Planning
To improve the students’ reading comprehension, the researcher worked together with another collaborator and the English teacher. The aim of the
action wa s to improve the students’ reading comprehension through DR-TA.
The action plans were planned as follows:
a. implementing DR-TA strategies in teaching reading, b. using Power Point Presentation as the media to gain the students
attention during the teaching and learning practice, c. conducting group-work,
d. providing group and individual work sheet and exercise, e. reviewing the material and media,
f. t esting the students’ reading comprehension.
3. Action and Observation
Some action plans were implemented in the classroom in two cycles. Each cycle was done in two meetings by implementing the DRTA. DRTA
was employed in three stages of reading; 1 predicting, 2 silent reading, and 3 confirming and justifying the prediction. The descriptions of each stage are
as follows:
