CIRC Method Research Articles

PENERAPAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION DENGAN BERBANTUAN MEDIA DIRGAM UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR

This research is motivated by the results of the reading comprehension ability of class VI students who are still low. This is evidenced by the results of students' reading comprehension ability which are still below the Minimum Completeness Criteria (KKM). One of the learning methods set to overcome this problem is the CIRC method. The purpose of this study was to determine the increase in students' reading comprehension skills through the CIRC learning model. This type of research is Classroom Action Research (CAR) using the Kemmis McTaggart model, which consists of four stages, namely planning, implementing, observing, and reflecting. The research data showed an increase in the average test results and an increase in the number of students who achieved the KKM in each cycle. The average score in cycle I was 74.70 with 64.70% completeness and the average score in cycle II was 81.23% with 82.36% completeness.

Penerapan Metode Pembelajaran CIRC Pada Kemampuan Membaca Pemahaman Siswa Sekolah Dasar

The low level of students' reading ability has an impact on students' difficulty in understanding reading. The current phenomenon of students' reading comprehension is still low. Basically, students have difficulty understanding the content of the reading such as: 1) students have difficulty in answering questions. 2) students find it difficult to find the main idea. 3) students find it difficult to make a summary of the text read. This study explains the results of the application of the CIRC learning method to students' reading comprehension skills. This research uses qualitative methods obtained from literature studies. According to a literature review from relevant journals, it was obtained that the application of the CIRC method succeeded in improving students' reading comprehension skills in elementary school.
 
 Keywords: CIRC method, reading comprehension ability

The Application of the Assignment Method to the Integrated Writing Ability of the Circ Method in View of the Use of Learning Media

This research is an action research of using different learning media. The CIRC method is applied by using image media and concept map chart media.The general objective of this research is to prove which students have better writing skills: (1) students who undergo learning using Task-Based Learning Methods, (2) students who undergo learning using pictorial media and concept map chart media, (3 ) students who undergo learning using the CIRC image media method and CIRC concept map media, (4) students who undergo learning using task-based concept map media, (5) students who undergo learning using illustrated media CIRC methods and media methods task-based pictures, and (6) students who take part in writing lessons using concept map media. Data was collected using a written test. Furthermore, data were collected in the form of tables and graphs, which were then analyzed. The data analysis method used in this study. conclusions can be drawn from this study. First, students who study using the CIRC method have better writing skills than students who study using the task-based method. Second, students who learn by using picture media have less developed writing skills than students who learn by using concept map media

Improving Reading Comprehension Through Cooperative Integrate Reading And Compotition (Circ) Method

The purposed of this study was to determine whether the use of CIRC method can improved the achievement of Eight grade students SMP N 2 Baranti students in reading comprehension and whether students are interested of this method. This study used a mixed research method that is a combination of qualitative research and quantitative research. The population of this study was eight grade students of SMP N 2 Baranti in the 2019-2020 academic year. The total population is 101 students consisting of 4 classes. Class VIIa was taken as a sample using cluster sampling techniques, the total number of samples was 24. The instruments used in this study were reading tests and interest questionnaire The results of this study indicated that the pre-test got an average score (57.91) while the post-test got an average score (75.91). This shows that there is a significant difference between the pre-test and post-test. The p-value (0,000) is lower than the significant level (alpha (α) = 0.05). This means H1 is accepted. This study concluded that teaching reading comprehension using the CIRC method improved students' achievement to master in reading comprehension in eight grade students of SMP N 2 Baranti. And based on the results of an interest questionnaire list, 22 students (92%) liked and were enough interest in using CIRC method in reading comprehension.

Aplikasi Analisis Multivariat Kovarian Untuk Menguji Efektifitas Metode Pembelajaran Qiroah dan Kalam

Teaching Arabic has various challenges and problems. Teachers, Methods, out-of-date resources, and the low interest of students are also a problem. One way to deal with these challenges is to create attractive learning designs. The purpose of the study was to find the most effective method used in learning Qiraah and Kalam between the JIGSAW and the CIRC methods. This study is a quantitative study using Multivariate Covariance Analysis (MANCOVA) with the school origin as a control variable. Respondents in this study were students of SMA MBS Al-Amin Seputih Banyak in 2018. The study results show that the JIGSAW method is generally more effective in learning Qiraah and Kalam than the CIRC method.

The effectiveness of Jigsaw Method and CIRC Method on Enhancing Students' High Order Thinking Skills with Different Self-Efficacy Levels through Blended Learning

High-order thinking skills require people not only to remember what they have learned but to analyze and evaluate the information, and later create, use, and maximize the information. The objectives of the study is to analyze the effect of Jigsaw and CIRC Method on enhancing students’ reading HOTS in terms of different self-efficacy levels. This study implemented mixed methods. The study was conducted at the eleventh grade of SMAN 11 Bandung. Two classes with purposive sampling were participated in this study. The instrument were reading HOTS test supported by classroom observation. Quantitative data were analyzed by Shapiro Wilk and Levene Test, continued by Wilcoxon Test, paired t-test, one-way ANOVA, two-way ANOVA, Mann Whitney test, and Pearson Chi-Square test, whereas the qualitative data were analyzed by content and thematic analysis. The data revealed that the implementation of the Jigsaw Method was only effective on enhancing students' reading HOTS in low self-efficacy levels and could not enhance students' reading HOTS in moderate and high self-efficacy levels. Whereas, the implementation of the CIRC Method was not effective on enhancing students' reading HOTS in low, moderate, and high self-efficacy levels

CIRC METHOD FOR IMPROVING TEXT ACTIVITIES AND ABILITIES PIWULANGAN SERAT WULANGREH PUPUH GAMBUH

The research aims to find out: (1) the activeness of student learning during the learning process of Serat Wulangreh Pupuh Gambuh using the CIRC method; (2) student learning outcomes in learning the text of Serat Wulangreh Pupuh Gambuh using CIRC method. This type of research is Classroom Action Research (CAR), carried out on students of class VIII of SMP Negeri 2 Ambal Kebumen in 2019/2020 Academic Year. Data collection techniques using: observation, interviews, and assignments. The data validity technique uses source triangulation and method triangulation. Data analysis techniques using interactive and qualitative descriptive model analysis. The results of the study concluded: (1) CIRC learning methods are able to increase student learning activities during the teaching-learning process takes place. This is because students are divided into groups and given assignments in groups. This learning method encourages students to learn to work together that are constructive, respect each other, and avoid egoism that tends to show themselves. In cycle I students who showed high activity were 78% and in cycle II it reached 100%; (2) The CIRC learning method makes it easy for students to understand the contents of the Serat Wulangreh Pupuh Gambuh.

Penerapan Metode Cooperative Integrated Reading and Composition (CIRC) dalam Peningkatan Kemampuan Siswa Memahami Teks Bahasa Arab

This study aims to determine the extent of the influence of the use of CIRC Methods to the reading Arabian text ability of 10 th grade students in public high school 2 Cirebon. The CIRC method in terms of language can be interpreted as a cooperative learning method that integrates a reading thoroughly and then compositing it into important parts.The main focus of this method is to make the use of time more effective. Learners are conditioned in cooperative teams that are then coordinated with the teaching of reading groups, so as to fulfill their objectives such as reading comprehension. So learners are motivated to cooperate with each other in a team. This research uses quantitative methods with the type of Quasi Experiment method and the design of the Nonequivalent Control group Design Research. The method of data collection in this study using documentation, interviews and tests, the sample is a Grade 10 th students of MAN 2 Cirebon divided into two classes, while the sampling technology using the Cluster Random Sampling and researchers took the grade 10 students of IPS 5 and students of Grade 10 IPS 1 as the control class. The pre-test result of 32 students has an average value of 53 and the post-Testnya value has an average value of 85, it shows a difference in the average value of 86. While the result of the Paired Sample T Test shows the value t =-5.765, df = 92, alpha = 0.05 and the test result Sig. (2-tailed) shows 0 ، 00 < 0 ، 05.

The Effectivity Of Science Uno Card-Assisted CIRC Method To Classification And Scientific Communication Skills

This study intended to examine the effectivity of science uno card-assisted CIRC method on solar system topic to classification and scientific communication skills. This is experimental research whose sample consisted of two classes; one as an experimental group and the other as a control group. The data of students’ classification skills were gathered from posttest score on cognitive learning outcomes arranged based on four indicators. Observations were carried out in three-time learnings to obtain the data of scientific communication. The analysis of t-test of the total score of classification skills resulted in tcount=2.29 and ttable=2.00, meaning that the experimental group’s classification skills were better than the control group. A Mann Whitney differential test of the total score of scientific skills resulted in Zcount=4.83 and Ztable=1.69 meaning that there was a difference of communication skills between the two classes. Based on the research results, it could be said that science uno card-assisted CIRC method on solar system topic was effective in improving classification and scientific communication skills.

Implementation of Learning Methods and Levels of Self Regulated Learning in Writing

The research approach used by researchers is a quantitative approach. This study aims to examine whether there are differences in English text writing skills of students who learning using CIRC and PWIW learning methods as well as Students with high and low levels of Self-Regulated Learning. The sample in this study were the 80 seventh grade learners of MTsN 1 Palangkaraya, Central Borneo, Indonesia, in 2018/2019 academic year involved in this study. They then were divided into two classes randomly sampled to be the experimental group and the control group. Data analysis using the independent sample t test. The research findings obtained the pretest value showed no difference in students 'writing skills learned by the CIRC method (68.525) and PWIW (70.525) while the posttest value test showed that there were differences in the students' writing skills learned by the CIRC method more higher equal to 79.20 compared to PWIW amounted to 69.52. The findings of the study show that students with low self-regulated learning have a higher value of English text writing skills 84.58 compared to students with high self-regulated learning at 74.33.

Improving the Students’ Ability in Reading Comprehension by Using Cooperative Integrated Reading Composition

This research objective is to find out the student’s ability in reading comprehension by using CIRC. The population was the first grade students of SMP Swasta Cinta Rakyat 1 Melanthon Siregar Pematangsiantar.The research design was used classroom action research. To collect the data, the researcher uses test that consist of pre test and post test that is formed of multiple choice. In analyzing the data the researcher uses theory from Harris, A. J (1984) and Arikunto, S (2007). Based on analyzing the data, the researcher found that mean score of the students in pre-test is 40,66 and mean score from post test is 73,33. From the score in pre test and post test, the researcher can seen the significant improvement score of the students. Based on the result of the research, the researcher can suggest that the CIRC method is the effective method to teach reading especially in reading comprehension a text.

PENINGKATAN HASIL BELAJAR SISWA DENGAN METODE PEMBELAJARAN CIRC (COOPERATIVE INTEGRATED READING AND COMPOSITION)PELAJARAN IPS PADA SISWA KELAS VI SD 166325 TEBING TINGGI

This purposes of this research is to improve learning result on Social Sciences subject through CIRC method . This classroom action research conducted by 2 cycles of the four phases: planning, implementation, observation, reflection. The subjects were students from grade V I , Elementary Schoold State 166325 Tebing Tinggi which amounted to 3 5 students. This study used a qualitative descriptive analysis technique. The results showed that the use of the CIRC method of social sciences subject can improve student learning result characterized by increased mastery learning students that cycle I ( 77,14 %), cycle II ( 91,42 %) and complete learn the clasical equal to 91,42 %. Keyword s : CIRC , social sciences, learning outcomes.

Pengaruh Metode Pembelajaran dan Kesadaran Sejarah Pada Mata Pelajaran Sejarah Terhadap Hasil Belajar Sejarah Siswa di SMA Negeri I Muara Bungo/Jambi

The aim of this research is to find out the effect of learnning method and historicalconsiousness on history studies to the result of student’s history learning in SMA I MuaraBungo/Jambi. This reseacrh is quantitative research that used experiment design treatment method bylevel 2x2. Instrument that writer used to measure the historical consiousness is questioner, andinstrument that writer used to measure the result of learning is Multiple Choice. The result ofresearch showed those (1). The result of learning history that students used CIRC were higher thanstudents in convensional learning. (2) there is interaction’s effect between the method of learning andhistorical consiousness. (3) the result of student’s history learning that use CIRC have historicalconsiousness is higher than student which use convensional learning. (4) the result of learninghistory, the students were used CIRC method have low historical consiousness lower than studentsused convensional learning which have low historical consciousness.

THE EFFECTIVENESS OF CIRC METHOD AND COMIC-STRIP MEDIA TO ENGLISH WRITING ABILITY OF THE MECHANICAL ENGINEERING STUDENTS

University students have to be able towrite in English,the ability is not only expected to English educations’ students but also for all students in University. The purpose of this study is to determine the effectiveness of the comic-strip media in improving mechanical engineering students in writing ability. In this research, the research will be focus on the procedure text.This research applied quasi-experimental “pre-test post-test design”. It is conducted at the Muhammadiyah University of Metro in academic Year 2015/2016. The Population involved in this study is mechanical engineering students which consist of 60 students. The researcher took all the population as the sample of this study;30 students as experimental class and 30students as control class. The variables of this study are (1) CIRC Method with comic-strip media as independent variables, (2) Ability to write as the dependent variable. The instrument used in this study is the writing test. To analyze the data, researchers uses ttestformula.The results showed the value of ttestTTable 3.57 and 2.00 (criterion 1) and 2.66 (criterion 2). From these results it can be concluded that the CIRC method through comic strips can improve writing ability in mechanical engineering students.

The effect of Teaching Methods and Learning Styles on Students’ Achievement in Reading Comprehension

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using CIRC method was higher than taught by using Jigsaw method. 2) students’ achievement in reading comprehension with visual style was higher than those with kinesthetic style, 3) there was interaction between teaching methods and learning styles on students’ achievement in reading comprehension. One hundred of 2011/2012 grade X students of SMAN 1 Delitua were selected as sample by applying cluster random sample technique. The research design was experimental research by using factorial design 2x2. Experimental group 1 was treated by using CIRC method and experimental group 2 was treated by using Jigsaw method. The questionnaire was conducted for classifying the students upon the visual and kinesthetic learning style. Students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result reveals that (1) students’ achievement in reading comprehension taught by using CIRC was higher than that taught by using Jigsaw method, with Fobs= 3.36>Ftab=2.70, (2) students’ achievement in reading comprehension with visual learning style was higher than that with kinesthetic learning style with Fobs= 8.64>Ftable=2.70, (3) there is interaction between teaching method and learning styles on students’ achievement in reading comprehension with Fobs=7.74>Ftable=2.70. The result of Scheffe-Test showed that visual style students got higher achievement if they were taught by using CIRC method while kinesthetic style students got higher achievement if they were taught by using Jigsaw method.

Group Reward Contingencies and Cooperative Learning: Immediate and Delayed Effects on Academic Performance, Self-esteem, and Sociometric Ratings

While cooperative learning methods have been reported to have positive effects on a range of personal and social student outcomes, research into their academic benefits has produced mixed results. This study evaluated the effects of one cooperative learning method (cooperative reading and integrated composition, or CIRC) on the reading achievement, sociometric ratings, and self-esteem of 83 third-graders under three reward conditions (group rewards, individual rewards, and no rewards). Although students in the group rewards condition achieved significantly (p < 0.05) higher rate and accuracy scores on weekly reading quizzes than those in the individual and no rewards conditions, this effect was not reflected in overall pre–post reading test scores. There were also no significant effects for condition on the sociometric questionnaire. There was, however, a significant condition by sex interaction effect on total self-esteem scores, which indicated higher scores in the group rewards condition than in the other two conditions for girls. Results are interpreted in light of their practical implications for the application of the CIRC method in school settings, and their theoretical implications for research on the impact of group reward contingencies in cooperative learning methods.