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2008. Therefore, teacher should be willing to reflect and evaluate their performance and think about the
best way to improve students’ learning and achievement Mertler, 2009. In addition, Wallace 1998 argues that action
research intends to devel op professionals’ performances.
From the definitions above, it can be inferred that the focus of CAR is on the teachers
’ performance. Besides, the teacher is given a chance to reflect and evaluate their performances. Then, the teacher can improve their teaching
by proposing new ideas or solutions.
b. Characteristics of CAR
Each research method has their own characteristics and these are the characteristics of CAR presented by Burns 1999. First, action research is
contextual and localized. Besides, due to its repetitive cycle, action research is very evaluative and reflective as it aims to bring changes and improvements in
practice. Since it involves teamwork, it is also participatory as it provides for collaborative investigation by teams of colleagues and researchers. In regard
to the aim of CAR, the changes in practice are based on the collection of information or data which provides the stimulus for changes.
c. The Model of CAR
Kemmis and McTaggart 1988 state that CAR occurs in a dynamic process which consists of four stages: planning, acting, observing, and
reflecting. These four steps are done in sequence and later will spiral back to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the first stage. These four stages are carried out collaboratively and involve others affected by the action in the action research process Kemmis
McTaggart, 1988. Additionally, Mertler 2009 says that: The downward spiral suggests that participants gather information,
plan actions, observe and evaluate those actions, and then reflect and plan for a new cycle of the spiral, based on the insights that were
gained in the previous cycle p.15.
B. Theoretical Framework
As a receptive language skill which lacks teaching strategy, reading should be given more attention because of its essential benefits. Reading
activities of analytical exposition texts conducted in XI IS 1 of SMA Stella Duce 1 Yogyakarta needed to be improved since the scores were not yet
satisfying. Therefore, the researcher applied the Venn diagram strategy to help
Figure 2.2 Model of Classroom Action Research based on Kemmis and McTaggart 1988
