Characteristics of CAR The Model of CAR

32 Planning In the planning stage, the researcher did a preliminary study to figure out what problems that the teacher and students had regarding with reading comprehension. After that, the researcher looked for some information to help teacher improve their teaching and aid students overcome their difficulty. The use of the Venn diagram strategy then appeared among the other alternatives. Subsequently, the researcher conducted a library study on relevant theories, such as reading comprehension, analytical exposition texts, Venn diagram strategy, and CAR. The researcher also prepared the lesson plans, materials for teaching, observation sheets and reading comprehension tests. During the making of the materials, the researcher consulted to the teacher as well. Acting Having done the preparation, the researcher implemented the method in the acting stage. The researcher also acted as the teacher. While conducting the action, the researcher was helped by peer-observers to write down what was being observed by using observation sheets. Besides, the researcher made field notes after the implementation. The observation sheets and field notes were used as the description of the implementation of the research. During this stage, the researcher also conducted tests. Observing After the implementation in the class, the researcher analyzed the observation sheets, field notes, students’ work Venn diagrams, and the tests. 33 The data from the observation sheets and field notes were confirmed by the discussion with the peer-observers. Then the researcher also analyzed students’ Venn diagrams to see whether they had understood how to use it. The researcher then assessed the tests and compared the results. 4. Reflecting This stage enabled the researcher to see what went well and what did not go well during the activities. In this stage, the researcher summarized everything that had happened and tried to find the problems. After that, the researcher tried to solve the problems by proposing new ideas or changes based on supporting theories. The researcher then consulted the plans to the advisor and English teacher.

B. Research Setting

The research was conducted in XI IS 1 of SMA Stella Duce 1 Yogyakarta. The researcher had previously done the observation there to figure out what problem the teacher and students faced in the English class. After conducting a preliminary study, the research was conducted in two cycles. Cycle one was on Friday, April 8, 2016. The researcher then found some problems during the first cycle and did some reflection. The solutions to the problems were implemented in cycle two, which was done on Friday, April 15, 2016.