Cooperative Integrated Reading And Composition Research Articles

The Implementation of Student-Centred Learning in Teaching Reading at SMA 10 Luwu

In this millennial era, English has become the common language to use in supporting communication between people from different countries in worldwide. Therefore, the government simultaneously develops human resources in the education sector by submitting the English subject into the education curriculum as one of the significant subjects in the school. As one of the four skill aspects, reading skill is a significant skill for mastering English. The English teachers at school are challenged to prepare the best learning materials to stimulate students’ reading skill. Student-Centred Learning is believed as an effective way to support the material stimulating this skill. This study aims to investigate the implementation of Student-Centred Learning in teaching reading at SMA 10 Luwu. The data of this study were collected from interviews of both students and teachers which had been transcribed by the researcher and also from class observation results to investigate students’ engagement in reading class. The researcher used a qualitative research method to analyze the data which had been analyzed by utilizing the interactive model of data analysis which employs data collection, data condensation, data display, and conclusion. The results of this study lead to several points which are: (1) teachers’ understanding of the student-centred learning paradigm is quite well and SCL has been implemented roundly in SMA 10 Luwu despite several shortcomings that still occur in the learning process, (2) teachers mostly implement some methods of SCL which are auditory intellectually repetition (AIR) learning method, brainstorming method, cooperative script method, and cooperative integrated reading and composition (CIRC), and (3) the weakest aspect of reading engagement that should be highlighted is from cognitive aspects. Specifically, the point of students does not use comprehension strategies well. This is due to students’ low mastery of vocabulary.

Improving Students’ Vocabulary By Using Team Assisted Individually (TAI) And Cooperative Integrated Reading And Composition (CIRC) Method

Improving Students’ Vocabulary By Using Team Assisted Individually (TAI) And Cooperative Integrated Reading And Composition (CIRC) Method

Systematic Literature Review (SLR): CIRC Learning Model on Reading Comprehension Skills in Indonesian Language Courses in Elementary School

The CIRC (Cooperative Integrated Reading and Composition) learning method is a method that supports students in developing comprehensive reading skills and provides benefits for students to understand learning material. This study aims to conduct a literature review related to the CIRC learning model on students' reading comprehension skills. The research method used in this study is the SLR (Systematic Literature Review) method. Data collection is done by documenting all articles that have similar research in the research report. The articles used in this study were 4 national journal articles obtained from the Google Scholar database using the Publish or Perish application. The use of the CIRC learning model can be developed by teachers as a learning model to improve students' reading comprehension results.

THE IMPLEMENTATION OF THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL IN TEACHING ANALYZING THE STRUCTURE AND LANGUAGE OF DESCRIPTIVE TEXTS

This study aims to determine if the Cooperative Integrated Reading and Composition (CIRC) model is effective in teaching class VII students at SMP NU Kaplongan Indramayu about the structure and language of descriptive texts. The researchers chose the CIRC model because it is relevant and helpful in teaching students about descriptive texts. The study was conducted at NU Kaplongan Middle School, with a total of 204 students from 6 classes. The sample for the study included 34 students from class VII E and 34 students from class VII F. The data collected included initial and final tests from both the experimental and control classes. The results of the study are as follows. The t-value value for both research groups is 5.892, while the t-table value is 1.996. Therefore, the t-value is greater than the t-table value, indicating that the alternative hypothesis stating the significant influence of the CIRC learning model on the ability to study descriptive texts is accepted. Additionally, the CIRC learning model brings about significant changes in teaching methods and student learning. It promotes active, creative, effective, and enjoyable learning experiences. It also helps students develop problem-solving skills and encourages teamwork and mutual respect.

Development of a Learning Tool using the Cooperative Integrated Reading and Composition (CIRC) Model Based on Thunkable

This study aims to develop a Thunkable-based cooperative, integrated reading and composition (CIRC) model for mathematics instructional development in Unimed's PGSD program. Classroom observations revealed that current teaching practices inadequately engage students in fostering reading interest and substantive discussions for mathematical understanding. The study seeks to enhance pedagogical practices by integrating reading diversification through a Thunkable-based instructional framework. The research's overarching objective is to craft a CIRC-guided learning apparatus, utilizing Thunkable for the mathematics instructional development course in Unimed's PGSD program. Following Sugiyono's four-D model, the study employs a Research and Development approach encompassing the Define, Design, Develop, and Disseminate stages. Anticipated outcomes include obligatory deliverables like a comprehensive report, indexed proceedings publication, research proposal copyright, and publication in an accredited national journal. Supplementary outputs comprise an ISBN-endowed book, potential copyright or patent, and international journal publication. This research advances mathematics pedagogy within Unimed's PGSD program by integrating cooperative learning and technology-enhanced reading practices via Thunkable. Such an approach aligns with the progressive paradigm of educational development, fostering a conducive environment for comprehensive learning experiences and meaningful academic discourse.

Penerapan metode pembelajaran cooperative integrated reading composition (CIRC) berbasis media flipbook dalam meningkatkan membaca pemahaman Siswa

This research was motivated by the low interest in reading and the results of students' reading comprehension skills in story text material for students in class VI UPT SD Negeri 05 Nanggalo. The solution to overcome this problem is to add flipbook learning media and apply the CIRC model. The aim of this research is to increase students' interest in reading and improve students' reading comprehension skills in material texts. This research design uses Classroom Action Research. This research was conducted in two cycles, each cycle consisting of two meetings. The subjects of this research consisted of 22 students. Data collection in this research used a test question instrument. Based on the results of the analysis, it can be seen that the use of media as a tool for learning increases students' interest in reading and there is an increase in students' reading comprehension skills in Indonesian language lessons. The achievement was only 45.5% in cycle I, meeting I, experienced a slight increase of 59.1% in cycle I, meeting II, and in cycle II, meeting I, it increased to 81.8%, then increased to 86.4% in cycle II, meeting II, Therefore, it can be concluded that students' reading interest and reading ability of class VI UPT SD Negeri 05 Nanggalo students can be improved by using Flipbook learning media and using the Cooperative Integrated Reading and Composition (CIRC) model.

Optimizing Reading Ability Through the CIRC Model Assisted by Story Card Media in the Context of Multicultural Education in Elementary Schools

This research aims to analyze how the CIRC model assisted by story card media can support multicultural education in elementary schools. The research used is classroom action research (CAR), with research procedures including planning, action, observation and reflection. The subjects used were 24 first grade students consisting of 14 boys and 10 girls. The achievement results at the initial observation showed that, of the 24 students, only 6 (27%) students were in the capable reading category. In the first cycle, as many as 6 (33.3%) students were able to read, 18 students (66.7%) were in the unable to read category. The number and percentage increased in the second cycle to 24 (100%) students who were able to read. Based on the results of the research and discussion above, it can be concluded that through the Cooperative Integrated Reading and Composition (CIRC) model it can improve reading skills for first grade students at SD Inpres Tenubot, Belu Regency. The use of story card media in the CIRC model adds an inclusive and interactive dimension to the learning process, allowing students to explore various themes and stories that reflect cultural diversity.

Indonesian students’ reading literacy ability in the cooperative integrated reading and composition learning: A meta-analysis

<span lang="EN-US">A few of meta-analysis studies regarding the intervention of cooperative learning have been conducted. However, it has not been performed on the studies related to the intervention of cooperative integrated reading and composition (CIRC) learning for Indonesian students’ reading literacy. This study aims to approximate and examine the effect of CIRC learning on students’ reading literacy ability across group size of intervention, educational level, and geographical location. A meta-analysis was performed to conduct this study. The search of document using the database of Google Scholar found 97 documents. The selection of document established 10 documents published from 2015–2021 consisting of one conference paper and nine journal articles. Hedges’ equation was employed to measure the effect size. The data analysis used the Z test and Q Cochrane test. The results revealed that the CIRC learning had a strong positive effect (g=2.041; p<0.05) on students’ reading literacy ability. It indicates that the CIRC learning is effective for enhancing students’ reading literacy ability. Furthermore, some moderating factors such as group size of intervention, educational level, and geographical location did not affect students’ heterogeneous reading literacy ability. This study suggests language teachers to use the CIRC learning in enhancing students’ reading literacy ability.</span>

The Implementation of Cooperative Integrated Reading and Composition (CIRC) Strategy in Teaching Students Writing Skill at Junior High School

This research aimed at knowing the teacher implement Cooperative Integrated Reading and Composition (CIRC) in teaching writing. The researcher applied qualitative research design. The instruments of the research were observation sheet and interview guide. The participants of the research were two teachers in second grade at SMP Telkom Makassar. The result showed that the implementation of cooperative integrated reading and composition in teaching writing is good and accordance with the actual procedure, the teacher prepare teaching materials that will be discussed in class, the material must be in accordance with the needs for implementing this strategy, because of the collaborative implementation of the CIRC strategy. CIRC can contribute to develop students' abilities to be more creative, independent, collaborative, communicative, and self-confident CIRC can also improve vocabulary mastery, familiarize students with conveying ideas by extending the topic, and build students' self-confidence in the area of writing skill. As a result, they can communicate improve writing skill.

Efektivitas Pembelajaran Berdiferensiasi Model Complex Instruction dan CIRC (Cooperative Integrated Reading And Composition) Terhadap Kemampuan Membaca Pemahaman Untuk Siswa Sekolah Dasar Kelas IV

The purpose of this study was to determine differences in the effectiveness of reading comprehension skills based on the differentiated learning methods of complex instruction and CIRC models in fourth grade elementary school students, as well as to determine the higher level of effectiveness between differentiated learning of Complex instruction and CIRC models on reading comprehension abilities in elementary school students. Class IV. This experimental research uses the Non Equivalent Control Group Design design which will use two classes as research subjects, namely the control class and the experimental class. The results showed that when teaching using differentiation was used for fourth grade elementary school students, the CIRC (Cooperative Integrated Reading and Composition) model and the Complex Instruction model provided diverse learning outcomes for students. The experimental class (SD Negeri Suruh 01 Class IV A) got an average score of 97.25 on the post test, compared to the average score of the control class (SD Negeri Suruh 01 Class IV B) which was only 79.35. In the experimental class, students were more involved in group discussions and were better prepared in communicating the results of group work, whereas in the control class, there were still some students who refused to work together in completing assignments given by the teacher. The difference in the application of the learning model to learning outcomes is based on the behavior targeted at students when working in groups. The experimental class, seen from the grades and completeness achieved by each student, has a greater value than the control class.

An Enhancing Students Reading Comprehension by Using Cooperative Integrated Reading and Composition (CIRC)

Reading comprehension simply understanding what has been read. There are many strategies that can be applied by the teacher to maximize their role in the classroom, but most of them did not try to find a variety of methods. One of the methods that can be used is Cooperative Integrated Reading and Composition (CIRC). Cooperative Integrated Reading and Composition (CIRC) is a method that students work together to accomplish shared goals. They work together to maximize their own and each other’s learning. In cooperative groups, students work together on specific tasks or projects in such a way that all students in the group benefit from the interactive experience. Since learners are different in their intellectual capacity, their attitude, and their linguistic methods. Furthermore, cooperative learning is a great way to engage English language learners in learning both language and content. This research will be quasi-experiment research. In this research, pre-test and post-test will be administered. To obtain the data, the researcher will use a reading comprehension test and questionnaire. This research will focus on how Cooperative Integrated Reading and Composition (CIRC) enhance reading comprehension. Therefore, the researcher decides to give the title of this research namely “Enhancing Students’ Reading Comprehension by Using CIRC”. The Output target of this research is “published in the national scientific non-accredited journal, 1st-yearsst year target: Accepted/Published”. Level of Technology Readiness (TKT), 1st-yearsst year Target: Scale 2.

THE USE OF COOPERATIVE INTEGRATAED READING AND COMPOSITION METHOD IN LEARNING TO WRITE PROCEDURAL TEXTS IN CLASS XI OF SMK PUI GEGESIK IN THE 2022/2023 ACADEMIC YEAR

This study aims to investigate the use of the Cooperative Integrated Reading and Composition (CIRC) method on the learning outcomes of procedural text writing among 11th-grade students in Multimedia 3 at SMK PUI Gegesik for the academic year 2022/2023. The hypothesis, in this case, H0 is rejected, and Ha is accepted. Therefore, it demonstrates the effectiveness of teaching procedural text writing using the CIRC method among the students at SMK PUI Gegesik for the academic year 2022/2023. The study employed an experimental approach with a pretest-posttest control group design. Data collection included tests and observations of both teachers and students during the procedural text writing lessons, which were utilized to determine the effectiveness and engagement of the CIRC method. Based on observational data, it was evident that students were more active and their procedural text writing skills improved compared to their previous performance when using the CIRC method. The analyzed test results showed that the average learning outcomes for the control group were 66.8, while for the experimental group using the CIRC method, it was 82.6. The t-value was 6.044, and the t-table value was 1.677. Consequently, the t-value (6.044) exceeded the t-table value (1.677), leading to the rejection of H0 and acceptance of Ha. This indicates the effectiveness of teaching procedural text writing to 11th-grade students in Multimedia 3 using the CIRC method at SMK PUI Gegesik for the academic year 2022/2023.

The Effectiveness of the Cooperative Integrated Reading and Composition (CIRC) Method on Reading Comprehension Ability based on Reading Interest in Grade IV Elementary School Students

Reading is a very important means or medium for obtaining information or knowledge, reading is also a type of language, speaking has a very important role in human life. Reading can be done anytime and anywhere according to the wishes of the reader. The aim of this research is to determine the effectiveness of the method in teaching reading comprehension skills based on the reading interest of fourth grade elementary school students. The type of research used is experimental research. The population in this study were all class IV students at SDN cluster 3, Kediri sub-district, West Lombok Regency, while the sample used in this research was class IV at SDN 2 Rumak. The results of this research in the form of quantitative data were analyzed into data using pretest and posttest then analyzed using the normality test with Kolmogrov Smirnov, then homogeneity test with f variance. To determine the hypothesis test, it can be done by comparing the calculated t value with the t table. This is proven by the students' high interest in reading, the average value of the t-test, namely the calculated t value -8.200> t table 1.725 with a significance value = 0.000 < 0.05. For students interested in reading, the average value of the examiner's t calculated value is -8.444> t table 1.812 with a significance value = 0.000< 0.05. So, it can be concluded that the CIRC learning method is effectively used in teaching Reading Comprehension Skills for fourth grade elementary school students. Keywords: CIRC Method, Reading Comprehension, Reading Interest

Pengaruh Model Cooperative Integrated Reading and Composition terhadap Keterampilan Membaca Pemahaman Siswa Kelas VIII SMP Perguruan Islam Ar-Risalah

This article was written to describe the effect of Cooperative Integrated Reading and Composition (CIRC) Learning Model to comprehension reading skills the eighth grade students of SMP Perguruan Islam Ar-Risalah. This research was a quantitative research with descriptive method which used one group pretest and posttest design. The population in this research was 180 people however just one class become the sample in this research. The sample was determined with purposive sampling method and the choosen class was VIII Jizan Class with 30 students. The data of this research is score of comprehension reading skill test before and after using CIRC Learning Model. There were three things that obtained. First, the comprehension reading skill of the eighth grade students of SMP Perguruan Islam Ar-Risalah before using CIRC Learning Model (82,9), Second, the comprehension reading skill of the eight grade students of SMP Perguruan Islam Ar-Risalah after using CIRC Learning Model (87,2), and Third, based on the test with level 0,95 has obtained tcounted > ttable (2,62>1,69). It concluded that H1 was accepted. It was meant there were a significant effect from using CIRC Learning Model to the comprehension reading skills of the eighth grade students of SMP Perguruan Islam Ar-Risalah.

Penerapan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) dalam Meningkatkan Keterampilan Literasi Membaca dan Hasil Belajar Siswa

The purpose of this study was to find out how to improve Reading Literacy skills and student learning outcomes by using the Cooperative Integrated Reading and Composition (CRIC) Learning Model, as well as to find out the application of the Cooperative Integrated Reading and Composition (CRIC) Learning Model to improve reading literacy skills and learning outcomes class II students at SDN Kutowinangun 08 Salatiga. This type of research uses Classroom Action Research (PTK) while the type of data used in this research is Quantitative and Qualitative data. The results of the study show that in improving reading literacy skills and learning outcomes of second grade elementary school students by applying the Cooperative Integrated Reading and Composition (CRIC) learning model. This model requires students to improve reading literacy skills both from indicators of pronunciation, intonation, fluency, and clarity of voice when reading. This research can be said to be successful because the increase in reading skills in the action cycle I was 82.5 and in the action research cycle II it reached an average percentage of 87.87 and the learning outcomes of students reached 87.87 completeness from a predetermined performance indicator of 80. This study proves that the application of the Cooperative Integrated Reading and Composition (CRIC) learning model can improve reading literacy skills and learning outcomes of second grade elementary school students.
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 Keywords: CIRC Learning Model, Reading Literacy Skills, Student Learning Outcomes

Implementation of the Cooperative Integrated Reading and Composition (CIRC) Strategy in Improving the Learning Ability of Elementary Students

This study aims to determine the application of Cooperative Integrated Reading and Composition (CIRC) learning strategies in improving the learning abilities of elementary age students. The type of research used is qualitative research with descriptive methods that aim to describe, explain and answer questions about phenomena and events that are happening at this time. Based on the research results from the implementation of the Cooperative Integrated Reading and Composition (CIRC) Strategy in improving the learning abilities of MI/SD students that: (1) Based on the results and discussion in this study, it can be concluded that the Cooperative Integrated Reading and Composition (CIRC) learning strategy applied for children of elementary school age it is quite good because it fulfills several indicators, including: (1) students can understand and complete guessing pictures easily, (2) students can present the results of guessing pictures in their own language, (3) students able to work well together.

The Effect of the CIRC (Cooperative Integrated Reading and Composition) Model on Student Learning Outcomes Theme 6 Class III SDN 106158 Pematang Johar

The purpose of this study was to find out how the effect of learning using the CIRC (Cooperative Integrated Reading and Composition) model on student learning outcomes in class III theme 6 SDN 106158 Pematang Johar. This research is a quantitative study with a quasi-experimental methodology (Quasi Experimental Design). The design used was the Pretest-Posttest Control Group Design. The subjects in this study were 20 students in class III A and 24 students in class III B. Data collection techniques in this study used tests, observation, documentation and interviews. This study uses quantitative data analysis techniques. Data on student learning outcomes were collected using the theme 6 learning outcomes test which was given using the CIRC (Cooperative Integrated Reading and Composition) learning model and using conventional. Data analysis using descriptive and inferential analysis techniques. The study results showed that the posttest average score of student learning outcomes using the CIRC (Cooperative Integrated Reading and Composition) model was 83.40 and that of the control class was 72.50. Based on the t-test conducted on the experimental class posttest and control class posttest values, a t_count of 3.6340 and t_(table) 2.0810 is obtained at a significance level of 0.05. The t_table value can be seen in the attachment. Because t_count > t_table is 3.6340 > 2.0810 then Ho is rejected and Ha is accepted which states that there is an influence of the CIRC (Cooperative Integrated Reading and Composition) learning model on student learning outcomes in theme 6 sub-theme 4 learning 4 class III SDN 106158 Pematang Johar.

The Challenges in Teaching Writing through Cooperative Integrated Reading and Composition (CIRC) Strategy

This research aimed to know the challenges in teaching Cooperative Integrated Reading and Composition (CIRC) in teaching writing. The researcher applied a qualitative research design. The instruments of the research were an observation sheet and an interview guide. The participants of the research were two teachers in second grade at SMP Telkom Makassar. The result showed that the implementation of CIRC in teaching writing is good and by the actual procedure, during the process implementation of CIRC had challenges when that strategy was applied to teaching writing skills in the classroom. The teacher must prepare teaching materials that will be discussed in class, the material must be by the needs for implementing this strategy, and the teacher must make time efficient in the class, because the implementation process with the CIRC strategy is applied systematically and the teacher must manage the class in a conducive manner, because of the collaborative implementation of the CIRC strategy. The teachers also modify this strategy in implementing CIRC the teachers apply placement tests before making a group based on characteristics and also group selection that is formed in high, medium, and low-ability students. These indicators include benefits such as strengthening students' public, assisting them in being more critical thinkers, and also increased motivation and writing skills. CIRC can contribute to developing students' abilities to be more creative, independent, collaborative, communicative, and self-confident CIRC can also improve vocabulary mastery, familiarize students with conveying ideas by extending the topic, and build students' self-confidence in the area of writing skill. As a result, they can communicate and improve their writing skill. The other indicator is the difficulties that students face in implementing CIRC, such as taking a long time to apply it in class optimally.

Pengaruh Metode CIRC Terhadap Kemampuan Membaca Pemahaman Berbasis Pendidikan Karakter Siswa Kelas V Sekolah Dasar

This study aims to find out whether there is an effect of the Cooperative Integrated Reading and Composition (CIRC) method on the reading comprehension ability based on character education of elementary students in discourse text material. The research subjects consisted of two schools, namely SDN 44 Kota Ternate as the experimental class and SDN 45 Kota Ternate as the control class. Research subjects were determined based on the results of the average pretest and posttest scores. The research design used in this study was a quasi-experimental research design involving experimental and control groups, with a non-equivalent control group design. Students' character education-based reading comprehension ability was measured using a multiplechoice test. Measurement results data were analyzed using the t-test with the help of the SPSS 16.0 for Windows program. The results of this study indicated that the average percentage value increased so that learning using the Cooperative Integrated Reading and Composition (CIRC) method on students' reading comprehension skills was higher 76, 33 compared to students who study with conventional learning. Research data analysis techniques were carried out by descriptive analysis and statistical analysis using a t-test with a significance of 0.050 for hypothesis testing. For this reason, based on the results of this study, it can be concluded that the application of the Cooperative Integrated Reading and Composition (CIRC) method can affect the ability to read comprehension based on character education in fifth grade elementary school students.

PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN NUMERASI DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH

Current mathematics education should meet requirements that involve critical thinking skills, real-world relevance, the use of technology, and communication and collaboration abilities. In this regard, students need to have good numeracy skills, which involve the ability to use numbers and mathematical symbols in everyday problem-solving, such as calculations and data interpretation. Numeracy skills are important in shaping responsible and competent individuals. Additionally, problem-solving strategies are also at the core of mathematics teaching. Research has shown that the use of the Cooperative Integrated Reading and Composition (CIRC) instructional model has positive consequences for mathematical problem-solving proficiency. With the CIRC model, students can effectively improve their numeracy skills and mathematical problem-solving strategies. This research was conducted using a quantitative method, t-test, and paired sample test. The research subjects consisted of 50 eighth-grade students at SMP Negeri 7 Tungkal Jaya. Data was collected through documents, observations, and tests. Data analysis was done by conducting a paired sample t-test to assess the significance of the influence of CIRC learning on students' problem-solving competence. It is important to conduct further research involving larger samples and considering factors that may potentially affect learning outcomes.