1. Initial Reflection
The first phase was done to conclude that there is a problem or problems to consider. Then, the researcher conducted a classroom action research in order
to solve the problem or problems identified. The problem could be categorized into two: teachers’ problems or students’ problems. The former dealt with
teachers’ problem in doing the jobs as educators and the latter was concerned with the students’ problems in learning. In this phase, the researcher also identified and
arranged the problems according to their importance. After being identified and arranged, the problems were solved. There were problems that had to be solved
soon, and there were problems whose solution could be delayed until later. The urgent problems were analyzed so that the researcher had a better understanding
of the problems. Then, the next phase to do was to formulate the problems based on the identification and the analysis of the problems. The formulation of the
problems was accompanied by the causes of the problem so that the researcher was able to plan appropriate solution.
2. Planning
Because the researcher has clear problems, he then plans the solution. The solution must be appropriate with nature of the problems and must be based
on relevant theories. Literature reviewing enables the researcher not only to familiarize the nature of the problems but also to determine the appropriate
solution for the problems. When planning the solution, he should consider the feasibility of its implementation. In this case, the researcher designs activities that
will be conducted in the classroom. It includes the choice of materials for
learning, the method of learning activities and the media needed. The researcher starts his activities by conducting a pre-test to measure how far the students
understand the English texts. After giving the pre-test to the students, the researcher plans to divide the activities into three phases of reading, pre-reading,
while-reading and post-reading.
3. Action
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