students. The researcher made some corrections or revisions on the materials itself to make sure whether the materials have some errors or mistakes in their vocabularies
and grammar or not. Here, the materials should be in the correct form because the printed materials from internet were used as the materials in teaching reading. For
that reason, in this classroom action research, the reading materials were printed materials adapted from the internet with simple revision when needed.
Narrative texts adapted from the internet were used in this classroom action research as the reading materials. Here, the researcher used two texts of narrative for
each meeting. The topic of narrative text chosen based on the 2006 Curriculum that narrative, descriptive and recount is the text types should be taught to the eight grade
students of junior high schools BNSP, 2006: 290. In addition, related to the English teacher
’s information which was gained through the interview in the preliminary study the students were less interested in comprehending narrative texts, because the
materials in the text book delivered are in the same version.
2.7 The Procedures of Teaching Reading Materials Adapted from the Internet
According to Rivas 1999:15, a reading activity can be divided into three phase, those are pre-reading, while-reading, and post-reading. Similarly, Berardo
2006:65 states there are three basic types of reading activity; pre-reading, post- reading and post-reading. Therefore, in this research the procedures of teaching
reading activities by using reading materials adapted from the internet were as follows:
1. Pre-reading activities
Pre-reading activities, sometimes known as preparation phase in reading activity Williams, 1984:37. In addition, he also says that the aims of pre-
reading activity are; to introduce and arouse interest in the topic, motivate the learners and provide some language preparation for the text. This means that in
this phase the teacher helped the students to increase their interest in teaching
reading and build up their motivation by giving some language preparation so that they were ready with the reading materials given. In this research, it was
conducted by asking some leading questions to introduce the topic of discussion, introducing the text that would be learned, showing the pictures, and stating the
objectives of the study.
2. While-reading activities
While-reading activities were used to encourage the learner to be a flexible and active reader to promote a dialogue between reader and writer
Berardo, 2006: 65. In this activity, the students did the task in pairs. Then, the students did the activities in pairs to get better understanding about the materials
through discussion with their partners. This activities started by asking the students to read the materials for detailed information, discussing the materials,
asking and answering questions related to the topic being discussed, and finding the general information as well as the specific information from the materials
from the internet.
3. Post-reading activities
Post-reading activities helped the students to consolidate or to reflect upon what has been read and
relate the text to the learners’ own knowledge, interest and view Williams, 1984:39. In addition, post-reading were questions
that follow a text, used to test understanding but sometimes a good schemata was enough Berardo, 2006:66. In this study, post-reading was done after doing pre-
reading and while-reading activities. These activities were done by asking students to draw the conclusion to reflect what they have read from the text.
2.8 The Action Hypothesis
