researcher and the English teacher. Based on the observation and the discussion, the existing problems were classified into the most potential ones
to solve.
2. Planning
To improve the students’ reading comprehension, the researcher worked together with another collaborator and the English teacher. The aim of the
action wa s to improve the students’ reading comprehension through DR-TA.
The action plans were planned 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, c. conducting group-work,
d. providing group and individual work sheet and exercise, e. reviewing the material and media,
f. t esting the students’ reading comprehension.
3. Action and Observation
Some action plans were implemented in the classroom in two cycles. Each cycle was done in two meetings by implementing the DRTA. DRTA
was employed in three stages of reading; 1 predicting, 2 silent reading, and 3 confirming and justifying the prediction. The descriptions of each stage are
as follows:
1 Predicting This stage covered 2 steps of scientific approach that are observing
and questioning step. In this stage, the students were provided with a picture or more which represents the content of the text followed by
some questions related to a particular segment stopping point of the text. The students were asked to make a question or more related to
the picture. The answers of the guided questions and the students’
questions are taken as the prediction. In this stage, the researcher guided the students to predict logically by giving stimulation and
support based on the class situation. 2 Reading
This stage of DRTA is included in the third step of action research, collecting data. The students, individually, read each of stopping point
of the text. The researcher, mainly, provided support related to the vocabulary.
3 Confirming and justifying the prediction This stage is included in the associating and communicating step of
the scientific approach. In this stage, the students were presenting their predictions and confirming, whether their predictions were correct or
not. Besides implementing some action plans, the researcher and the
collaborator observed and documented the teaching and learning process, and
did the interview with some students of class 8 G after the action have been done. All the members were involved in the research discussion based on the
actions analysis. The result of the discussion is important to serve as an evaluation for the implementation of the action plans to improve the next
actions. 4.
Reflection
Reflecting was the phase after acting and observing. This was the time to reflect or review everything that has been done in implementing the action. It
evaluated the process, problems, effects, and measured whether the action was successful or not. In addition, the entire member involved in the research
participated in the discussion. Each member was invited to contribute their perceptions, suggestions, and ideas.
The unsuccessful actions were changed into the more suitable ones, but those which were successful, were applied again in the next actions. The
reflection was obtained from the process during the implementation of the research and interview from the English teacher and the collaborator. It turned
out that the objective need more additional actions. Thus, the researcher decided to conduct the second cycle and implementing new additional action
plans as follow: a. there was puzzle competition to get the st
udents’ attention and avoid the boredom, and to boost their motivation,
