in two meetings. It was intended to observe the students’ participation during the
teaching learning process of reading narrative text by using materials adapted from the internet. In the observation process the observation checklist was provided to
record the students ’ participation. The observation checklist was in the form of a
table. There were five indicators observed, namely: 1 the students read the narrative text Text 2 given by the teacher, 2 the students makes notes about important things
in the text Text 2, 3 the students discuss the task based on the text, 4 the students do the task, 5 the students answer the teacher’s question. The student was
categorized active if they fulfilled at least three of five indicators. The result was categorized successful if the students’ active participation at least reaches 75. While
teaching reading by using materials adapted from the internet, the researcher combine two theories from the experts, they were the theory of reading and the theory internet
based learning. The steps in teaching reading narrative text using materials adapted from the internet were: 1 pre-reading, 2 while-reading, and 3 post-reading.
a. Pre-reading Phase
In the first meeting, the researcher taught reading narrative texts adapted from the internet about
“The Legend of Surabaya”. The first step was started with pre- reading phase. The researcher prepared all the materials and the room for teaching
before the first meeting. The materials were adapted from the internet, and the room chosen for teaching was the computer laboratory. This room was chosen because it
had a few tools needed in teaching reading narrative using materials from the internet such as a computer in every table and LCD projector to show the material. The total
number of computer was only 24, so the students were asked to sit in pairs one computer for two students.
The first meeting was done on Tuesday, April 28
th
2015. In the first meeting, the researcher came early before the class started and asked the students of XI-MIA 3
to move to the computer laboratory. The researcher prepared the laboratory by
turning all of the computers up and also the LCD projector to show the material. The students were attracted and interested in the slide showed on LCD, some of them
asked some question about the lesson. The process of teaching reading by using materials from the internet started with pre-reading activities. Pre-reading was used to
introduce the topic and to gain the students’ attention to the topic. In this stage, the researcher asked some leading questions to the students. After that, the researcher
showed the picture of the monument of Sura and Baya. Most students could answer the questions
, but in “Bahasa Indonesia”. In this condition, the researcher told them about the correct way to answer the questions in English.
b. While-reading Phase
While-reading was the next activities after pre-reading. This phase was used to help the students understand the reading text, such as the structure and the content.
In this phase, the researcher showed the original reading materials to the students, they were asked to find some misspelled words, misprinted, incorrect punctuation, or
tense that was still in simple present tense. After that, the researcher showed the correct text to compare with the original one. All this activities were conducted using
the LCD, thus the students did it on the screen. The lesson started by explaining the definition of a narrative text, the generic
structure and its language feature. Then, the researcher showed the example of a narrative text about “The Legend of Surabaya” on LCD and asked the students to
read the text shows on LCD by themselves. There were a total of 35 students and all students attended the class. The students were asked to work in pair and only one
group with three students. After that, the researcher asked the students to open the file on the desktop first, which is the reading material
about “The Legend of Joko Tarup” that have been prepared before and ask them to read the text in pair. In reading
section, some students did not really read the text. They just looked at the text and the questions. After the students finished reading the text, the researcher gave them the
answer sheet asked them to do the task 1 in pair. After the students finished doing task 1, the researcher discussed the answer of task 1 with the class. Next, the
researcher asked the students to do task 2 in pair. After the students finished the task 2, the researcher discussed the answers with the class. In discussing the answer, the
researcher asked the students to raise their hand if they knew the answers. After that, the researcher checks the answers with the class by showing the blank answer sheet
on LCD. The right answer showed by changing color of the answer, so the students would be interested in discussing the answer and most of them were active to answer
the question.
c. Post-reading Phase
