The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia

- Erlidawati Erlidawati,- Syarfuni Syarfuni

doi:10.7575/aiac.alls.v.9n.4p.153

Abstract

This study was conducted to investigate the effect of Cooperative Integrated and Composition (CIRC) in teaching reading comprehension to the third semester students of English departement at IAIN Lhokseumawe. The population of this study was all the students in the third semester and the samples are unit-1 and unit-2. The sample was chosen by using random sampling technique. The sample consists of 31 and 32 students. To obtain the data, the pre-test and the post-test were given to two groups; experimental group and control group. The instrument used to collect the data was a test. It was used to see learning achievement of students in reading comprehension. The mean score of experimental group was 81,45 by it was 76,09 of control group. Students’ reading ability in both groups was different as indicated by the t-test. The t-test result shows that the score is 2.210 while the result of t-table is 0,031 at the level of significance is 5% (α=0.05). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Furthermore, the finding of this study showed that CIRC more effective in In enhancing the students’ reading comprehension. This study contributes to further implications for research on language learning strategies, material design and teacher education in English language teaching.

Highlights

In enriching English learning, it is necessary to acquire four basic skills; listening, speaking, reading, and writing
The finding of this study showed that Cooperative Integrated Reading and Composition (CIRC) more effective in In enhancing the students’ reading comprehension
To find the result of students’ development in reading ability, the writer focused on the effect of CIRC activities in teaching reading comprehension

Summary

Introduction

In enriching English learning, it is necessary to acquire four basic skills; listening, speaking, reading, and writing. Reading is one of English skill mostly needed to be mastered by the students from junior high school up to university level. Students are expected to develop their knowledge concerning to a specific context given to them to learn and they are able to comprehend meaning from specific cues in the text. The second factor is related to the sources of reading which are sometimes not varied and inappropriate for the students’ capabilities. The students cannot comprehend the meaning from the text in detail since the students do not have enough background knowledge about the contents of the given text It often happens because the reading text contains many topics which the students are mostly unfamiliar with students’ capability. The third factor is that the English teachers do not possess enough knowledge of their students’ need in reading. The third factor is that the English teachers do not possess enough knowledge of their students’ need in reading. Besides, the strategies, methods and approaches used by teachers are not interesting or most teachers are still using traditional methods

Methods

Discussion

Conclusion