Preliminary Study The Implementation of the Venn Diagram Strategy

46 ‘Before’ and filled in with what they had known about the topic. After that, the researcher asked them to write what they had known about same-sex marriage in the first circle of the Venn diagram. While going around, the researcher found that some students were still confused about what to write. The researcher then gave some examples of the researcher’s background knowledge of this issue. Besides, most students tended to discuss it with their peers instead of writing down their own opinions andor understanding. Furthermore, the researcher explained the generic structure of an analytical exposition text. The researcher also gave some simple sentences as the examples of the text structure. Based on the observation, most students nodded their heads when the researcher gave simple sentences as the examples. After writing down what they had known about the topic, the students were given the text entitled Gay Marriage should be Justifiable. Before the students started to read, the researcher asked the students to identify the main idea of each paragraph, analyze the text structure, and also highlight the important points. This was a part of the associating step in the scientific approach. However, when the researcher distributed the texts, there were some students who said that the text was too long. Some students directly read the text and some others still talked to their friends. Yet, when students were reading, the class was quiet because the students seemed to read it seriously. The researcher then went around and found that most students analyzed the text structure and underlined or highlighted important sentences as instructed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 However, there were some students who laid their heads down right after reading the text. After several minutes, the researcher asked students to write down the important points that they had found in the second circle of the Venn diagram. Based on the researcher’s observation, there was no problem when filling in the second circle. On the other hand, the difficulty was found when students were to fill in the intersection of the Venn diagram. When the researcher asked, “Do you find the similarities?” Most of the students said that they did not find it. There were only few students who could find the similarities between the first and second circle. However, the researcher told them that it was alright if they did not find the similarities. The researcher actually wanted to follow up the students’ not finding the similarities. However, the researcher considered the time allocation and decided to directly distribute a worksheet on comprehensive questions. In order to measure their understanding toward the text, the researcher then distributed the worksheet to the students. Prior to the activity, the researcher collected the text first so students could not read the text especially the details anymore. Most students worked on the multiple-choice part quickly, but it took a quite long time to work on the short essay. Some students did not get the meaning of the fifth question whose answer to which was implicit Appendix C3, p. 101. When it came to the question about their personal opinion on the possibility of same-sex marriage legalization in Indonesia, some students asked the researcher the translation of some particular words. According to the lesson plan, there would be an assignment PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI