PPT and or pictures to support the teaching and learning
process. and interview
3. Most students didn’t bring
dictionary. S
Observation and interview
4. Students’ vocabulary mastery
was low. Students’
proficiency S
Observation and interview
5. The students were focusing on
the grammar during the reading activity.
Reading purpose
S Observation
and interview
6. The students lack the reading
strategies. Reading
strategies T
S Interview
7. The students’ participation was
low. Classroom
participation S
Observation
8. Students easily got bored with
long texts. Reading
strategies S
Interview
8. Students’ participation during
the class was low. Classroom
activity S
Interview
9. Students often lost attention and
concentration. Affective
S Observation
and interview 10. Students had difficulties in
identifying main ideas and detail information.
Reading strategies
S Interview
11. Students had difficulty to find the implied meaning of the text.
Reading strategies
S
12. There was no background knowledge building activity
such as inviting the students to relate the information in the text
with their experiences. Teaching
technique T
Observation
Code T
Teacher
S Student
A Activity
M
Material
2. Determining the Research Problem
After identifying the problems in teaching and learning process of reading through observation and interview, the dialogic validity was carried out by
having a discussion with the English teacher and the collaborator to determine the reading problems based on the feasibility to be solved. Based on the
discussion, the problems were formulated as in the table below:
Table 3: The Feasible Problems to be solved in the Teaching and Learning Practice of Reading in Class VIIIG Students at SMP N 9
Magelang
No. Research Problem
Code
1. Students’ low vocabulary mastery.
S 2.
Students’ difficulties in identifying the main idea and detail information reading comprehension
S
3. Students’ less participation during the class.
S
The reading problems were derived from the problems found in the teaching and learning practice. All the problems caused the most significant problem
that the researcher tried to solve. It was that the students have difficulties in reading comprehension. In addition, because of the time feasibility and
school’s policy, only the most critical problems were selected to be solved.
3. Determining the Actions to Solve the Problem
The feasible actions regarding to the problems of teaching and learning of reading in the grade eight students at SMP N 9 Magelang were determined by
having the discussion with the English Teacher and the collaborator. The English teacher gave some considerations and suggestions related to the actions
which could be implemented in the reading class. Based on the agreement, DRTA were decided to be implemented in order to
improve the students reading comprehension. To support the implementation of DRTA in overcoming the problems, some other possible actions were
employed based on the reading problems. The relationship between the problems and designed actions are presented below.
Table 5: The Actions Applied in the Study No.
Problem Action
1. S
tudents’ low vocabulary mastery Guiding the students to use
the clues pictures in order to guess the meaning of the
vocabulary. Predicting and confirming
the predictions. 2.
Students’ difficulties in identifying the main idea and detail information
of the text reading comprehension Using DRTA which
involves predicting, reading and confirming the
prediction. 3.
Students’ less participation during the classroom
Providing interactive media to support the teaching and
learning of reading through pictures and the material in
the slide show PPT. Setting the students to work
in groups.
DRTA has the potential advantages to help the students improve their reading comprehension. It facilitates the students to be more strategic in
reading. It is also beneficial for the students to be accustomed in connecting their prior knowledge with the information of the text while reading.
Furthermore, by dividing the text into segments stopping point, DRTA can potentially lessen the students’ boredom of reading the long texts.
In addition to the DRTA implementation, some technical aspects in teaching such as the students’ characteristics, the classroom management and condition,
the text level of difficulty and the tea cher’s competence were prepared and
provided considerately. Time adaptation was also considered for the students to settle on with DRTA.
B. The Implementation of the Actions
As mentioned earlier, the actions of this research consist of two cycles. The discussion of the implementation of each cycle is presented as follow.
1. The Implementation of Cycle 1
a. Planning
The implementation of DRTA in the first cycle was decided by the researcher collaborating with the English teacher, while the detail
actions were discussed with the collaborator in a democratic atmosphere. The action plans of cycle 1 are presented 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,
