Lesson Learned from the Implementation of the Venn Diagram

77 used two analytical exposition texts with different themes. The researcher also employed reading exercises. Still, the strategy used to help them comprehend the text better was the same, the Venn diagram. In the first cycle, the researcher introduced first the basic concept of an analytical exposition text, such as its purpose, main element, and generic structure. The researcher then introduced the Venn diagram and how to use it in reading. The researcher found that some students were still wrong in filling in the ‘After’ circle. Therefore, only few students who filled in the intersection part or ‘Similarities’. When the researcher distributed the text, the students also commented on the length of the text. The situation of the class was relatively noisy since they tended to talk to their friends. After examining the observation results and students’ scores, the researcher tried to find some solutions to solve the problems. In the second cycle, the researcher applied some changes in order to solve the problems found in cycle one. Cycle two was much better than the first since the class situation was more conducive and the students had understood what to do with the Venn diagram. Although they worked in groups, their tendency to talk could be optimized to talk about the text. As the result, they were more active in answering questions and proposing ideas. In terms of scores, the researcher compared the scores in cycle one to the scores in cycle two. The results showed that the mean increased from 70 to 71.2. The number of the students whose scores increased or decreased was almost balanced. However, the percentage of their increase was still higher than those 78 whose scores decreased. Students’ improvement in cycle two was also confirmed by the observers’ reports and field notes. The observers stated that the students behaved better and thus the class situation was more conducive and lively. After examining all instruments, the researcher found that there was indeed a positive change in cycle two. However, the researcher realized that the change was not that significant especially on the mean of the scores. Besides, during the two cycles, the number of the students who were absent was quite many. Consequently, the researcher could only analyze twenty-two scores out of thirty-one. To sum up, the researcher had implemented the use of the Venn diagram to help students of XI IS 1 of SMA Stella Duce 1 Yogyakarta improve their reading comprehension of analytical exposition texts. Before implementing the Venn diagram strategy in the class, the researcher had done all research procedures, starting from asking permission to the English teacher, consulting to the English teacher, and arranging permission letters from the university and SMA Stella Duce 1 Yogyakarta. All research instruments and materials had been consulted to the English teacher as well as the advisor. Thus, the researcher did not merely collect the data for the sake of thesis writing, the researcher also learned how to take risk, negotiate, and experience the research meaningfully. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 79

B. Recommendations

From the implementation of the Venn diagram strategy, the researcher concluded that this particular strategy could be used as a creative aid to help students comprehend texts better. Hence, the researcher would like to propose some suggestions for the English teacher and future researchers who want to conduct research with the similar interest. 1. For the English Teachers of SMA Stella Duce 1 Yogyakarta It is recommended that English teachers should conduct research emphasizing the use of a certain method in teaching reading. Most of the time, productive skills, such as speaking and writing, are claimed to be the most important skills. However, students cannot produce productive skills without the strong foundation of receptive skills. Receptive skills, such as reading and listening, are often neglected. It can be seen from its variety of teaching methods. They are still limited and ignored. In addition, the teachers should allocate more time for students to discuss analytical exposition texts. This type of text is very important for senior high school students since this text requires high background knowledge, increases logical thinking skill, and trains them to bravely express opinions. 2. For Future Researchers Future researchers who are interested in this field particularly reading comprehension may try to conduct research with different strategies. Varieties 80 of strategies in teaching reading are needed to make students engaged with the text deeper. It is also necessary to conduct research focusing on students’ difficulties in reading, especially in catching implicit meanings. It is also essential to conduct research on foster ing students’ critical thinking and expressing ideas with supporting reasons. Future researchers are also recommended to conduct research with other methodologies. For instance, future researchers might conduct an experimental study to examine the effectiveness of a strategy and to ensure that a certain strategy is useful and applicable. Besides, future researchers might also conduct research and development RD to apply and develop certain methods or learning media.