Composition Learning Model Research Articles

Pengaruh Model Pembelajaran Cooperative Integrated Reading And Composition (Circ) Terhadap Motivasi Belajar Pak Dan Budi Pekerti Siswa Kelas XI SMA Swasta HKBP 2 Tarutung Tahun Pembelajaran 2022/2023

The aim of this research is to determine the effect of the cooperative integrated reading and composition learning model on learning motivation for Christian Religious Education & Character Education in class XI of HKBP 2 Tarutung Private High School for the 2023/2024 Academic Year.This research uses a Posttest-Only Control type experimental method. The population is all class XI of HKBP 2 Tarutung Private High School for the 2023/2024 academic year, totaling 160 people. The sample was determined using a technique taken deliberately (purposive sampling) with the specified conditions that the learning material being experimented with was in that class, namely class XI IIS-1 students totaling 32 people as the experimental class and XI IIS-3 totaling 32 people as the control class. The research instrument used a 27 item test. The t test used is the Separated Variance t test according to the test analysis requirements, namely n1=n2 and the variance of the two sample groups is homogeneous. The results of hypothesis testing obtained a value of tcount= 13.9 > ttable (=0.05; dk=n1+n2-2=62) = ttable 1.669, so H0 is rejected and H1 is accepted. This research concludes that students' motivation to learn Christian Religion & Character Education taught using the cooperative integrated reading and composition learning model is higher than that taught using the conventional learning model in class XI of HKBP 2 Tarutung Private High School for the 2023/2024 Academic Year.

Implementation of the Cooperative Integrated Reading and Composition Learning Model to Increase The Interest in Reading of Physical Education Students

This research is a classroom action research that aims to analyze the increase in physical education students' interest in reading in attending lectures on basic research and scientific writing. The research method used is classroom action research using 2 cycles. The participants in this study were physical education students who attended basic research lectures and scientific writing totaling 52 students. Data collection techniques and instruments used observation guides, questionnaires, and interviews. Research data were analyzed using a combination of quantitative and qualitative. The results of the analysis show that in cycle 1 the reading interest of physical education students is in the medium category, and the reading interest of physical education students in cycle 2 is in the high category. So, it can be concluded that the CIRC learning model is effective in increasing students' interest in reading. It can be used as a recommendation for Physical Education lecturers to make this learning model an alternative to managing the learning process.

The Development of Non-Fiction Text Books for Class XI Vocational High Schools Based on the Cooperative Integrated Reading and Composition Learning Model

This study aimed to: (1) produce textbooks for reading comprehension of non-fiction texts for class XI SMK based on the Cooperative Integrated Reading and Composition learning model, (2) describe the results of the product validation of reading comprehension textbooks of non-fiction for class XI SMK based on the Cooperative Integrated Reading and Composition learning model by experts and teachers, and (3) describe the results of the assessment of the non-fiction textbook reading comprehension of class XI SMK based on the Cooperative Integrated Reading and Composition learning model by students. This development research used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The needs analysis was carried out at three schools in the city of Yogyakarta, namely SMK Negeri 4 Yogyakarta, SMK Negeri 6 Yogyakarta, and SMK Perkebunan MM 52 Yogyakarta. Product validation was carried out by one expert lecturer and three teachers. The product trial was conducted on 52 students of class XI at SMK Negeri 6 Yogyakarta. The data collection techniques used questionnaires and interviews. The data collection instrument used a needs analysis questionnaire, a list of interview questions, a validation sheet, and a student response sheet. The data analysis technique used descriptive and quantitative analysis. The scale used is a Likert scale with a scale of 1-5. The results of this study produced a product in the form of a textbook reading comprehension of non-fiction texts for class XI SMK based on the Cooperative Integrated Reading and Composition learning model. This non-fiction reading comprehension textbook was developed based on the 2013 revised 2017 edition of the curriculum, which consists of procedure texts, explanatory texts, lecture texts, and review texts. Textbook products were printed in the form of package books. Based on the results of expert and teacher validation, this textbook was declared feasible to be used as teaching material for learning to read in the classroom. The expert gave a score of 4.06 in the "good" category, while the teacher gave a score of 4.35 in the "very good" category. Based on student responses, the book received a score of 4.04 in the "good" category.

Peningkatan Kemampuan Merangkum Teks Laporan Hasil Observasi Menggunakan Model Pembelajaran Cooperative Integrated Reading and Composition (Circ) Siswa SMP Aksara Bajeng Kabupaten Gowa

This research was motivated by the results of the ability to summarize the contents of the text of the results of observations of class VII A Bajeng Script Middle School. This study aims to find out (1) The implementation of learning summarizes the contents of the text of the observation report using the CIRC learning model (2) Improving the ability of learning outcomes in summarizing the text of the observation report using the CIRC learning model in class VII A SMP Aksara Bajeng. This research is classroom action research which consists of two cycles. The subjects of this study were all students of class VII A with a total of 25 students. The treatment given to research subjects to improve learning outcomes of the material summarizes the contents of the text of the observation report using the CIRC learning model. The results showed that the implementation of learning using the CIRC learning model was appropriate to improve students' abilities in summarizing the text of the observation report. This is evidenced by the value of student learning outcomes that have increased each cycle. In the initial test the average value of students was 47.92 with a learning mastery level of 28%. In cycle I the average value of student learning was 62.4 with a mastery level of 44%. Cycle II student average score of 81.8 with a mastery level of 80%. Based on the research results above, it can be concluded that the learning outcomes of class VII A students at Bajeng Script Middle School through the application of the Cooperative Integrated Reading and Composition learning model have increased.

Ability to solve mathematics questions with cooperative integrated reading and composition learning model

This study aims to determine the ability to solve math story problems for class VIII students of SMPN 23 Simbang by using the Cooperative Reading Comprehension and Composition (CIRC) cooperative learning model. This type of research is an experiment using a quantitative approach. The design in this study uses True Experimental Design in the Posttest-Only Control Design category. The sampling technique used is simple random sampling. In this study the sample chosen was class VIIIA as the experimental class (using the CIRC cooperative learning model) and class VIIIB as the control class (using conventional learning models in learning). The data collection used includes observation sheets and tests of student learning outcomes that have been validated by experts. The data in this study used prerequisite analysis and hypothesis testing, namely the independent t-test. Based on the analysis of hypothesis testing, it shows that the ability to solve math story problems for class VIII students of SMPN 23 Simbang by using the Cooperative Reading Comprehension and Composition (CIRC) cooperative learning model is better than the conventional learning model.

Development of Cooperative Integrated Reading and Composition Learning Model with Mind Mapping Method to Improve Students' Understanding of Mathematical Concepts

The development of the CIRC learning model with the mind mapping method was based on the needs analysis results. The findings include that students' understanding of mathematical concepts is still not optimal, and teachers' selection of learning models is still not appropriate. The CIRC learning model applied in schools is still not optimal or has several shortcomings. The objectives of this study are: (1) to determine the development of the CIRC learning model with the mind mapping method to improve students' understanding of mathematical concepts; (2) know the improvement of students' understanding of mathematical concepts who received the application of the CIRC learning model with the mind mapping method; (3) knowing the difference in increasing students' understanding of mathematical concepts between those who received the application of the CIRC learning model with the mind mapping method and those who received the application of the CIRC learning model; (4) knowing students' responses to the application of the CIRC learning model with the mind mapping method. The results showed that: (1) the CIRC learning model with the mind mapping method was included in the valid criteria and should be tested based on the product validation results. (2) there is an increase in students' understanding of mathematical concepts in the experimental class who get the application of the CIRC learning model with the mind mapping method of 0.88 (high criteria). (3) there is a significant difference between the application of the CIRC learning model with the mind mapping method and the application of the CIRC learning model to improve students' understanding of mathematical concepts (4) The student response to the application of the CIRC learning model with the mind mapping method is 79% (very good) positive students (accept).

The Effectiveness of Cooperative Learning of Assisted Media Integrated Reading and Composition Cergam on Skills Reading Understanding

This study aims to determine the effectiveness of the cooperative integrated reading and composition learning model assisted by CERGAM media on the reading comprehension skills of grade II students in Gunungpring Village, Muntilan District. This research is an experimental research with a design (One Group Pretest-Posttest). The samples taken for this study were 15 second grade students in Gunungpring Village, Muntilan. The sampling technique used is a saturated sample. The method of data collection was done by using a test in the form of a multiple choice test. Test the validity to measure the questions pretest and posttest using Product Moment, reliability using Cronbach's Alpha. The data analysis technique in this study used the normality test using the Shapiro-Wilk and the hypothesis using the Wilcoxon test with the help of the IBM SPSS version 25.00 program for windows. The results showed that cooperative integrated reading and composition learning assisted by CERGAM media had a positive effect on the second grade students' reading comprehension skills. This is evidenced by the results of the hypothesis test of data analysis on pretest and posttest questions related to fable material using the Wilcoxon Test with results showing that the Z value obtained is -3.413b with Asymp Sig. 2 tails of 0.001. The results of this study can be concluded that the use of a cooperative integrated reading and composition model assisted by comic media has a positive effect on reading comprehension skills.

Pengaruh model pembelajaran think talk write dan motivasi belajar terhadap kemampuan menulis teks nonfiksi

<p class="15"><em>This study aims to: (1) determine the differences in the ability to write non-fiction text between students who are taught using the Think Talk Write model and the Cooperative Integrated Reading and Composition learning model; (2) determine the differences in the ability to write non-fiction text between students who have high motivation and low motivation; (3) determine the interaction between learning models and learning motivation on the ability to write non-fiction text. This type of research is a Quasy Experimental with a pretest-posttest control group design. The data collection technique consisted of a test of the ability to write non-fiction texts and a learning motivation questionnaire. The prerequisite test for data analysis consisted of a normality test, a homogeneity test and a balance test. The data analysis technique was done by using Two Way Annova. The conclusions of this study: (1) there are differences in the students' abilities in writing non-fiction text which are taught using the Think, Talk, Write (TTW) and Cooperative Integrated Reading And Composition (CIRC) learning models (p = 0.000 <0.05); (2) there is a difference in the ability of students with high learning motivation and students with low reading interest in writing non-fiction texts (p = 0.000 <0.05); (c) there is an interaction between learning models and learning motivation on students' ability to write non-fiction text (p = 0.047 <0.05).</em></p>

PENERAPAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V SDN 4 BEBETIN KABUPATEN BULELENG

This study aims to improve learning outcomes class V students. This research is classroom action research. Based on the results of initial observations, student learning outcomes are still low. This study uses the Cooperative Integrated Reading and Composition learning model. This research was conducted at SDN 4 Bebetin in fifth grade students with a total of 15 students, consisting of 3 male students and 12 female students. Based on the results of the study, there was an increase in student learning outcomes from cycle I to cycle II. This is evidenced in the first cycle obtained 6 students (40%) who have completed and 9 students (60%) have not completed with an average value of 67. Cycle II increased to 12 students (87%) completed and 3 students (13%) incomplete with an average score of 89. From the results of cycle I and cycle II, it can be concluded that the application of the CIRC learning model can improve learning outcomes fifth grade students at SDN 4 Bebetin, Buleleng Regency.

The Influence of Cooperative Integrated Reading and Composition Model on Completing Abilities of Story Questions

This study is motivated by the low ability of students in solving story problems at MTsN 4 Aceh Utara. Based on initial observations, students have not been able to understand the story questions, namely determining what is known and asked, students have not been able to determine the formula or method used, and students have not been able to determine the final answer to the story questions, therefore this study aims to determine the effect of Cooperative Integrated Reading and Composition learning model on the ability to solve story problems in class VIII MTsN 4 Aceh Utara. This study uses a quantitative approach with a quasi-experimental research design and a posttest-only design with nonequivalent groups. The population of this study was all students of class VIII MTsN 4 North Aceh. The sample in this study was class VIII C as the control class and class VIII D as the experimental class which was obtained by purposive sampling technique. The data collection technique used in this study is a test in the form of a posttest. Data analysis was carried out to test the ability to solve story problems using the t-test because the data were normally distributed and homogeneous, the data was processed using SPSS 18 software. The normality test used the Shapiro Wilk technique, the homogeneity test used the Levene test, and the hypothesis test according to the test criteria was if significant <0.05, then H0 is rejected and Ha is accepted, whereas if the significant value is 0.05, then H0 is accepted and Ha is rejected. From the statistical significant results, Equal Variances assumed is 0.00 less than 0.05. Thus, the conclusion of this study is that there is an effect of the Cooperative Integrated Reading and Composition learning model on the ability to complete stories in class VIII MTsN 4 Aceh Utara.

Improving Ability To Explore Text Structure Through Learning Models Cooperative Integrated Reading And Composition (Circ) Class VIII Students SMP Negeri 3 Gunungsitoli Utara

This research is a Classroom Action Research (CAR) which aims to improve the ability of class VIII students of SMP Negeri 3 Gunungsitoli Utara in 2019/2020 in examining the structure of explanatory text using the Cooperative Integrated Reading and Composition learning model. Based on the results of the study, there was an increase in the students' ability in examining the structure of explanatory text, seen in the first cycle with an average value of 57.66, the lowest score was 48, the highest score was 80, while in the second cycle, the average value was 82.83, the lowest score. 72, the highest score was 96. The results of the observation of student activities in the first cycle of the first meeting were 56.66% and the second meeting was 64.58%, while in the second cycle the first meeting was 76.25% and the second meeting was 95.23%. The results of observations of researchers (teachers) in the first cycle of the first meeting were 43.75% and the second meeting was 56.25%, while the second cycle of the first meeting was 68.75% and the second meeting was 100%. Based on the explanation above, the researchers conclude that: 1) using a model (CIRC) can improve students' ability to study the explanatory text structure of class VIII students of SMP Negeri 3 Gunungsitoli Utara for the 2019/2020 Academic Year, 2) using the learning model (CIRC) can increase motivation in examining the explanatory text structure of class VIII students of SMP Negeri 3 Gunungsitoli Utara for the 2019/2020 academic year. Suggestion 1) for teachers of Indonesian Language and Literature subjects at SMP Negeri 3 Gunungsitoli Utara, research using a learning model (CIRC) should be used by teachers in learning to examine explanatory text structures, 2) for students at SMP Negeri 3 Gunungsitoli Utara, this research can provide motivation to students to examine the structure of explanatory text.

Penerapan Metode Pembelajaran Cooperative Integreted Reading and Composition untuk Meningkatkan Hasil Belajar Mata Pelajaran Pendidikan Agama Islam pada Siswa Kelas Viii Smp Negeri 1 Padang Tualang

Mawaddatul Haniah. Application of Cooperative Integrated Reading And Composition Learning Methods to Improve Learning Outcomes of Islamic Religious Education Subjects for Class VIII Students of SMP N 1 Padang Tualang.The background of this research is that based on the identification carried out by the researchers at the research location, namely: There is still a lack of learning outcomes, it is proven that there are many students of class VIII SMP Negeri 1 Padang Tualang whose scores are below the Minimum completeness criteria. The objectives of this research are: To find out how the students' learning methods in Islamic Religious Education (PAI) class VIII SMP N 1 Padang Tualang before and after using the cooperative integrated reading and composition learning method. This research was conducted in the form of classroom action research. According to the type of research chosen, namely classroom action research, this research uses an action research model in the form of a spiral and from one cycle to the next. The results of this study are: Student learning outcomes in the subject of Islamic Religious Education class VIII SMP Negeri 1 Padang Tualang after using the Cooperative Integrated Reading And Composition learning model have increased, In the analysis of the test results of cycles I and II it can be seen that there is an increase in learning outcomes students, namely in cycle one students who have a complete score of only 20 students or 80% and in the second cycle students who complete 100%.
 .

The Influence of Cooperative Learning Models and Learning Motivation on the Skills of Reading Students in Elementary School 101883 Tanjung Morawa Sub-District

This study aims to: (1) Know the differences in reading skills of students taught with the Cooperative Integrated Reading and Composition learning model compared to students taught with conventional learning models; (2) Knowing the difference in reading skills of students who have high learning motivation compared to students who have low learning motivation; (3) Knowing the interaction between learning models and learning motivation in influencing students' reading skills. The population in this study were the fifth grade students of Elementary school 101883, Tanjungmorawa District, Deliserdang Regency, amounting to 54 people. Data collection in this study was through questionnaires and students' reading skills tests. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1) The reading skills of students taught with the Cooperative Integrated Reading and Composition learning model were higher than those taught by conventional learning models (Fcount = 21.164 and sig. 0.000> 0.05); (2) Reading skills of students who have high learning motivation are higher than reading skills of students who have low learning motivation (Fcount = 6.756 and sig. 0.012> 0.05); (3) There is an interaction between learning models and learning motivation in influencing students' reading skills (Fcount = 7.054 and sig. 0.011> 0.05).

The Effect of Cooperative Learning Models and Learning Motivation towards the Skills of Reading Students in Public Elementary School 101883 Tanjung Morawa Sub-district

This study aims to: (1) Know the differences in reading skills of students taught with Cooperative Integrated Reading and Composition learning models compared to students taught with conventional learning models; (2) Knowing the difference in reading skills of students who have high learning motivation compared to students who have low learning motivation; (3) Knowing the interaction between learning models and learning motivation in influencing students' reading skills. The population in this study was the fifth grade students of Public Elementary School 101883 Tanjung Morawa Subdistrict, Deliserdang Regency, amounting to 54 people. The data collection in this study was through a questionnaire and a test of students' reading skills. Hypothesis testing is done by the Two Way Anova test. The results showed that: (1) The reading skills of students taught with Cooperative Integrated Reading and Composition learning models were higher than those of students who were taught with conventional learning models (Fcount = 21,164 and sig. 0,000> 0.05); (2) The reading skills of students who have high learning motivation are higher than the reading skills of students who have low learning motivation (Fcount = 6.756 and sig. 0.012> 0.05); (3) There is an interaction between learning models and learning motivation in influencing students' reading skills (Fcount = 7.054 and sig. 0.011> 0.05).

Approaches to Respiratory and Excretion Systems Teaching: An Innovative Learning through Cirsa

The purpose of this study was to analyze the effect of the cooperative integrated reading and composition learning model based scientific approach (Cirsa) and conventional learning on eighth-grade students on the subject matter of human excretory and respiratory system. Cirsa is based on constructivism learning theory that integrates the CIRC learning model with a scientific approach. The research method used was quasi-experiment using pretest-posttest non-equivalent control group design. Participants (N = 160 students; M = 95, F = 65) were randomly selected from junior high school. One group was assigned to Cirsa learning (n = 80), and another group was assigned to conventional learning (n = 80). The conceptual of excretory and respiratory system of the human using tests with open questions were developed and used. The results showed that the Cirsa learning model was more effective than conventional learning in the subject matter of the human excretory system and the respiratory system. Based on the findings, the teachers are advised to develop the biological concept of students by using Cirsa learning, which emphasizes reading through scientifically based activities.

The Effect of Cooperative Integrated Reading and Composition Learning Models and Student Team Achievement Divisions on Learning Results and Collaboration of Students in Nursing Theory Material

Introduction: An understanding of nursing theory requires critical thinking skills. Therefore effective learning methods are needed to improve student understanding. One method of learning that can overcome this is the Cooperative Integrated Reading and Composition (CIRC) method and the Student Team Achievement Divisions (STAD) method. The aim was to analyze the effectiveness of CIRC learning models and STAD Method on student learning outcomes and collaboration. Methods: This study used a quasi-experimental method consisting of two experimental groups with the study design was a post-test design with two comparison treatments. The population in this study were all semester two undergraduate students nursing as many as 30 people divided into two groups—the sampling technique conducted by total sampling. We analyzed the data using the Mann Whitney test with α ≤ 0.05. Results: The mean rank of learning outcomes in the CIRC method was 19.43, and the STAD method was 11.57. The p-value was 0.007 (<0.05), which means that there was a significant difference between learning outcomes in the CIRC group and the STAD group. The mean rank value for student collaboration on the CIRC method was 15.50, and the STAD method was 15.50. The p-value was 1,000 (>0.05), which means there was no significant difference between the collaboration in the CIRC group and the STAD group. Conclussions: There were significant differences between learning outcomes in the CIRC group and the STAD Group. However, there was no significant difference between collaboration in both groups.

MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MENGGUNAKAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION DAN ING NGARSA SUNG TULADHA

Kemampuan komunikasi matematis merupakan salah satu kemampuan yang penting dari pembelajaran matematika. Penelitian ini merupakan studi komparatif yang bertujuan untuk mengetahui apakah peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran Ing Ngarsa Sung Tuladha secara signifikan lebih baik dari pada siswa yang memperoleh model pembelajaran Cooperative Integrated Reading and Composition. Sampel pada penelitian ini adalah siswa-siswi pada dua kelas VII SMP Negeri 5 Lembang, Bandung Barat. Siswa kelas VII-D memperoleh model pembelajaran Cooperative Integrated Reading and Composition, sedangkan siswa kelas VII-B memperoleh model pembelajaran Ing Ngarsa Sung Tuladha. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran Cooperative Integrated Reading and Composition dan siswa yang memperoleh model pembelajaran Ing Ngarsa Sung Tuladha termasuk dalam kategori sedang. Selanjutnya, secara statistik, siswa yang memperoleh model pembelajaran Ing Ngarsa Sung Tuladha memiliki peningkatan kemampuan komunikasi matematis yang secara signifikan lebih baik dari pada siswa yang memperoleh model pembelajaran Cooperative Integrated Reading and Composition. Hasil lainnya adalah: Siswa suka terhadap model pembelajaran Cooperative Integrated Reading and Composition dan model pembelajaran Ing Ngarsa Sung Tuladha.
 Kata Kunci: Kemampuan Komunikasi Matematis, Cooperative Integrated Reading and Composition, Ing Ngarsa Sung Tuladha.

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN TIPE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP HASIL BELAJAR EKONOMI PESERTA DIDIK KELAS X SEMESTER GENAP SMA NEGERI 1 METRO

The CIRC learning model is a collaborative based learning model through a reading and writing approach and oral and written language arts. In the learning process, the model forms a heterogeneous group that is responsible for the group's tasks so that more meaningful understanding and learning are formed. The problem in the research conducted by researchers is "There are still many students who have not experienced mastery learning in the economic learning outcomes of class X students of SMAN 1 Metro in the academic year 2018/2019". From these problems, the formulation of the problem in the study was "the influence of the Cooperative Integrated Reading and Composition (CIRC) learning model on the economic learning outcomes of class X students of SMAN 1 Metro 2018/2019 academic year". The influence of the use of Cooperative Integrated Reading and Composition (CIRC) learning models on the economic learning outcomes of class X students of SMA 1 Metro in school year 2018/2019. This study uses the experimental method (Quasi-Experimental), with the form of experimental design that is the form of The Non-Equivalent Control Group Design. In this design, the experimental class and control groups were not randomly selected but with purposive sampling techniques. Based on the results of the research conducted, the hypothesis is accepted, because the value of t count> t table can be seen in the attachment list G, at a significant level of 5%, namely 12.19> 1.70. Students who were declared complete with Minimum completeness criteria were 75 after being given treatment with a Cooperative Integrated Reading and Composition (CIRC) learning model 24 students or with a percentage of 77.42%, while the students in the unfinished category were seven students or with a percentage of 22, 58%. Thus it shows that there is a positive effect on the use of the Cooperative Integrated Reading and Composition learning model (CIRC) on the results of economic learning of class X students of SMAN 1 Metro 2018/2019 Academic Year. Keywords: Cooperative Integrated Reading and Composition Learning Model (CIRC), Economic Learning Outcomes

Pengaruh Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap Kemampuan Menulis Proposal Siswa Kelas 11 MA Mazroillah Kota Lubuklinggau

The problem of this research is whether there is an influence of Cooperative Integrated Reading and Composition learning model towards Writing Skill of Student Proposal of Grade 11 MA Mazroillah Lubuklinggau. This study aims to determine whether or not the influence of Cooperative Integrated Reading and Composition learning model on Writing Skill of Student Proposal of Grade 11 MA Mazroillah Lubuklinggau. The method of this research is using experimental method with pretest posttest control group design design or experimental control group design. The population in this research is all students of class 11 MA.Mazroillah Lubuklinggau. Two classes were taken as simple random sampling samples of class 11 IPA as experimental class and class 11 IPS as control class. Data collection techniques use written test techniques. Student ability test data were analyzed by using t test. Based on the result of t test analysis, with the level of trust = 0,05 and degrees of freedom = 41, obtained tcount greater than t table 06 greater than 2.02, then H0 is rejected and Ha accepted. Thus the hypothesis reads that there is an influence of Cooperative Integrated Reading and Composition learning model to the Writing Skill of Student Proposal of Class 11 MA Mazroillah Lubuklinggau is acceptable truth, with the average value of experimental class 80,14 is bigger than control class69,38.
 Keywords: Cooperative Integrated Reading and Composition Model, Writing Capability Proposal

Effects of Cooperative Integrated Reading and Composition Learning Model on the English Learning Skills

This research was aimed at describing the effects of Cooperative Integrated Reading and Composition (CIRC) learning model on the reading and writing skills of junior high school students in learning English. This research applied one group pretest-posttest design. Data were collected by using tests and analized by using descriptive analysis and t-test. The result showed that: the average score for reading skill before the experiment was 50.00 and the average score for reading skill after the experiment was 65.58. On the other hand, the average score for writing skill before the experiment was 38.21 and the average score for writing skill after experiment was 58.05. The implementation of CIRC learning model had very significant effects on the English reading and writing skills of the junior high school students.