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,
c conducting group-work, d providing group and individual work sheet and exercise,
e reviewing the material and media, and f testing
the students’ reading comprehension. During the implementation, DRTA was applied trough the
scientific approach, the teaching method suggested by the Indonesian Minister of Education. Thus, in implementing the
designed action plans, the researcher followed the three main stages in reading which are presented as follows:
a Pre-reading
This previewing stage of reading overcame the observing and questioning steps of the scientific approach and the predicting step of
DRTA. The students were given one or more pictures to be observed followed with some questions. After that, the students were provided
with one or two question words and have to make questions based on the picture using the provided words that at once
functioned as prediction. Then, they answered the questions including their own questions to make the predictions which
embraced the DRTA step.
b Whilst-reading
Whilst-reading allowed the students to read the text in the form of stopping points or segments, not the complete text. In this step, the
students collected information related to the previous questions. One
