Cooperative Integrated Reading Composition to improve pupils’ reading comprehension achievement and motivation

Abstract

The focus of the study was to determine the effect of Cooperative Integrated Reading Composition (CIRC) to improve pupils’ reading comprehension achievement and motivation. A quantitative approach with a quasi-experimental design was used for this study. Interviews were also used to support the quantitative data. A total of 54 fifth grade pupils from the district of Kalimantan, Banjar, Indonesia were involved in the study. There were 28 pupils in the experimental group and 26 pupils in the control group. Quantitative data were collected from the pre and posttests and surveys, while the qualitative data came from the interviews. The quantitative data were analyzed by using descriptive and inferential analyses. Descriptive analysis showed the frequencies, means, and standard deviation, while the inferential statistics involved an independent t-test. The findings of the pre and posttests showed that there was a significant improvement in achievement for the experimental group (M=91.96, SD=5.33) when compared to the control group (M=85.38, SD=5.28), t(52)=4.55, p<0.05. The result also showed that the level of motivation for the experimental group (M=59.96, SD=6.40) was significantly higher than the control group (M=35.92, SD=6.29), t(52)=12.16, p<0.05. Interview data indicated that pupils enjoyed reading when the teacher used CIRC in the classroom. This study showed that the use of CIRC could enhance the pupils’ reading comprehension in Bahasa Indonesia. In addition, CIRC had a positive impact on the pupils’ reading comprehension of Bahasa Indonesia in terms of achievement and motivation.