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G. Procedure of the Research a. Diagnosing Problems
In this step, the researcher conducted observations in the reading class. The observation was intended to get big pictures of teaching reading in the class. The
English teacher taught in front of the class, and the researcher sat at the back and took some notes to record the class. In doing the observation, the students
reading problems emerged. That initiated the researcher to interview the students about their problems in reading. Teacher s interview was also done to discuss how
the reading class ran. Results of the diagnosing step served as the initial data to formulate solutions to problems.
b. Planning Actions
After discovering the problems, the research team thought of some possible solutions to the problems. Reviewing the literature that have same characteristics
with the existence problems was taken in advance to enrich the researcher s insight about the problems. The English teacher was also invited to give ideas and
opinions. As a result, DR-TA strategy was proposed as a technique to teach reading. This main technique was accompanied by some actions to support the
implementation of them. The actions were designed in forms of course grid and lesson plan. The process of designing the course grid and lesson plan was guided
by the supervisor.
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c. Taking Actions
In this step, planned actions were implemented. They were done in two cycles with three meetings in each cycle. The English teacher played as the collaborator.
During the class, she sat at the back and noticed the class.
d. Evaluating Actions
Evaluating actions involves examining outcomes of actions. It was done after each meeting had finished. It checked if the actions had improved the students
reading skill. The collaborator contributed in doing this step by analyzing the data and discussing the outcomes. The evaluation was an ongoing process that was
useful to see the effectiveness of actions some alternative solutions to the problems if they did not work properly.
