Cooperative Integrated Reading Composition Research Articles

Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition (CIRC) technique to enhance EFL reading comprehension skills

Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition (CIRC) technique to enhance EFL reading comprehension skills

Application of Cooperative Learning Model Integrated Reading and Composition (CIRC) Assisted By Flashcardmediato Improve Reading Comprehension Ability of Dyslexic Students In Elementary Schools Providing Inclusion Education

This study intends to describe the Cooperative Integrated Reading Composition (CIRC) learning model's deployment with the use of Flashcard media and the improvement in dyslexic students' reading comprehension skills following the use of the CIRC model with Flashcard media. Research of this kind is referred to as classroom action research. This study's focus was on one student with special needs, namely dyslexia in class VI. The research site is at SDN Banjarworo II, Bangilan District, Tuban Regency. This study was conducted in two cycles, with each cycle consisting of one meeting. This research is class action research using a qualitative and qualified approach. The stages or steps carried out are (1) the planning stage, (2) the implementation stage, (3) the observation stage, and (4) the reflection stage. Data collection techniques use interview techniques, observations, tests, and documentation. Research instruments are interview sheets, observation sheets, and test sheets. Research results: At the stage of implementing the application of the CIRC model assisted by flashcard media, students pay attention to text and reading and make initial predictions. With the assistance of teachers, dyslexic students work in groups and practice doing presentations and class discussions, then do the reading comprehension ability test questions. In cycle 1, the assessment of teacher activities in implementing the CIRC learning model assisted by flashcard media was 80% with the criteria "good" and experienced an increase in cycle II of 95% with the criteria "excellent". The assessment of the activities of class VI dyslexic students in following the learning process using the CIRC learning model assisted by flashcard media was 70% with the criteria "good" and experienced an increase in cycle II by 85% with the criteria of "excellent". For the assessment of the reading comprehension ability of dyslexic students in the first cycle, which is 65, this score is still insufficient because it is below the school's KKM score. In the second phase, the assessment of reading comprehension ability increased to 80. This shows that the application of the Cooperative Integrated Reading and Composition (CIRC) learning model assisted by flashcard media can improve the reading comprehension ability of grade VI dyslexic students at SDN Banjarworo II, Bangilan District, Tuban Regency.

THE INFLUENCE OF THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) LEARNING MODEL ON THE READING SKILLS OF FOURTH-GRADE STUDENTS OF NU SLEMAN PRIMARY SCHOOL

This research aims to determine the effect of the Cooperative Integrated Reading Composition (CIRC) learning model on the intensive reading skills of fourth-grade students at SD NU Sleman. This research uses quantitative methods, with a quasi-experimental design in the form of a nonequivalent control group design, with an experimental and control class. With two variables, the independent variable is the CIRC learning model, and the dependent variable is intensive reading skills. The population used was 74 fourth-grade students at SD NU Sleman and a sample size of 15 in each experimental and control class. The instruments used in this research were multiple-choice tests and observation. Hypothesis testing uses the independent sample t-test. The research results showed a significant difference in intensive reading skills between the experimental class, which used the CIRC learning model, and the control class, which did not use the CIRC learning model. Classes that use the CIRC learning model have a higher average post-test score with an average difference of 12.67. The significance of the difference in intensive reading skills can be seen in the Sig value obtained. (2-tailed) is 0.000, which means it is smaller than 0.05. So, there is an influence of the CIRC learning model on the intensive reading skills of fourth-grade students at SD NU Sleman.

Penerapan Cooperative Integrated Reading Composition (CIRC) dalam Pembelajaran Menulis Ringkasan Dongeng Berbahasa Prancis

Writing a fairytale summary is one of the writing skills required in French writing competency level B1 DELF. To acquire this competence requires a lot of practice. The selection of appropriate learning models that can be used in writing summaries of fairytales must be adapted to the learning objectives to be achieved. This study aims to (1) describe the stages and the results of students' ability to write a summary of French fairytales during the implementation of Cooperative Integrated Reading Composition (CIRC) in learning to write a summary of French fairytales, and to evaluate the effectiveness of CIRC implementation. The method used in this research is the pre-experimental method using the one-group pretest-posttest research design and the research instrument is a test. The results that have been achieved in this study, namely the average student pre-test score was 76, while the post-test average score was 84.3, so there was an increase in score of 8.3. From the results of statistical calculations showed that the t-count value is 5.50 and the t-table value is 2.09, so that with a significance level of 5% and 19 degrees of freedom, so the working hypothesis in this study is accepted. It means that the application of CIRC is effective in learning to write a summary of fairy tales in French. Thus, through this research, students can better understand the fundamental rules and stages in writing a summary of a fairy tale in French.

PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN MELALUI MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) PADA KELAS 5 SD NEGERI 096 SARIJADI SELATAN TAHUN AJARAN 2022/2023

The purpose of this research was to improve ability of reading comprehension on fifth grade student of 096 Sarijadi Selatan Primary School in academic year of 2022/2023. The type of this research is Classroom Action Reasearch (CAR). This research was done in two cycles. Each cycle consisting of four phases there were planning, acting, observing, and reflecting. Subject of this research was 27 fifth grade student. Data collecting technique used observation, interview, test, and document study. Based on the research findings and the observation of Minimum Mastery Criteria (KKM) namely 75, the average score of students’ ability of reading comprehension on first test before the action done was 60,56. After cycle one, the score increased to 72,22 and at cycle 2 it became 80. The conclusion of this research was the impelementation of Cooperative Integrated Reading Composition (CIRC) model can improve students’ ability of reading comprehension on fifth grade of 096 Sarijadi Selatan Primary School Bandung City in academic year of 2022/2023.

EFL STUDENTS’ ENGAGEMENT IN READING COMPREHENSION USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE

The reading comprehension skills of EFL students have been a concern of scholars by researchers, but some researchers found that EFL students face some problems in understanding English texts due to lack of techniques while teaching. Therefore, this study investigates how students engage in reading comprehension using the Cooperative Integrated Reading Composition Technique. This study uses a case study as a qualitative research design, involving EFL tenth graders from an Islamic Senior High School in Karawang as participants. Researchers collect data through observation and interviews. The findings show that EFL students’ engagement in reading comprehension using the CIRC technique resulted in three engagements, namely behavioral engagement, emotional engagement, and cognitive engagement. Behavioral engagement which means students can contribute to class discussion and follow all instructions from the teacher, emotional engagement which means students can express their feelings during reading comprehension activities, and cognitive engagement which means students can try to complete tasks in different ways to achieve the same result. This research suggests that educators should expand or develop their teaching techniques to produce better learning activities.

The Development of Textbook Supplement on Cooperative Integrated Reading Composition Model to Improve Students’ Mathematical Communication Ability

The Development of Textbook Supplement on Cooperative Integrated Reading Composition Model to Improve Students’ Mathematical Communication Ability

Perbandingan Model Pembelajaran Koperatif Tipe CRC dan TTW pada Aktivitas Belajar Mahasiswa

Learning activity is an important factor in the learning process that can reflect the motivation or desire of students to learn. However, the implementation does not go well . It is caused by problems such as students sitting more still and listening to lecturers' explanations. It will give a negative impact where students will become passive. The application of an appropriate learning model is one of the strategies in learning to increase student learning activities. One of the learning models that can be applied to improve learning activities is the cooperative learning model. There are many types of cooperative learning models including CIRC (Cooperative Integrated Reading Composition) and TTW (Think-Talk-Write). This research was an experimental study using a Completely Randomized Design that did not use a control class. Then it proceed ed with comparative research that compared the cooperative learning models CIRC and TTW on student learning activities. Experimental class 1 applied the CIRC cooperative learning model and experimental class 2 applied the TTW cooperative learning model. The results showed that there was no difference in the average learning activity of students using the CIRC type of cooperative learning model, there was a difference in the average learning activity of students using the TTW type of cooperative learning model, there was no difference in using the CIRC and TTW cooperative learning models on student learning activities.

Improving Reading and Writing Ability of Beginning With The Cooperative Integrated Reading and Composition Method

<pre><em>Reading is an asset for someone to study books and find written information. Reading for a student is also an asset so that they can participate in learning activities. This study aims to improve reading and writing skills beginning with the Cooperative Integrated Reading and Composition (CIRC) learning method. Besides that, it can also improve the ability to read and write at the beginning. This study uses the Cooperative Integrated Reading Composition (CIRC) learning method, this method is one of the integrated cooperative learning methods of reading and writing, where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. This research is able to improve the ability to read and write at the beginning.</em></pre>

THE EFFECT OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) TECHNIQUE TOWARD STUDENT READING COMPREHENSION ON RECOUNT TEXT AT GRADE VIII MTS NURUL IMAN ULU GEDONG

The four basic English skills are speaking, listening, reading, and writing. Receptive skills are reading and listening, productive skills are speaking and writing. Reading establishes textual meaning in language. Reading is a vital ability for English learners. It's important since reading helps pupils learn a lot. The first issue with this study was students' low vocabulary. Second, students lack reading motivation. Third, kids think their reading has no relation to the word. Fourth, the teacher applies old reading strategies without student participation. This study examined how the Cooperative Integrated Reading Composition Technique affected reading comprehension on recount texts in grade VIII at MTS Nurul Iman Ulu Gedong. There were 54 students in this study. In the experiment, 28 class VIII pi were utilized to sample. In this study, the mean pre-test score was 63,21 and the post-test score was 79,10 (79,10>63,21). At 27 degrees of freedom and 5% significance. Table values are 2.052 and t-test values are 0.54 (0,54≥2,052). It showed Hi accepted and Ho declined. Thus, the study advised English teachers to employ Cooperative integrated reading composition (CIRC) to teach reading comprehension, particularly recount text.

LECTURERS’ STRATEGIES USED IN TEACHING ENGLISH READING COMPREHENSION: A CASE AT A PRIVATE COLLEGE IN ACEH

Purpose of the study: The objective of this study is to investigate lecturers’ strategies used in teaching reading comprehension course at English Education Department students of Bina Bangsa Getsempena, college Banda Aceh, Indonesia. In short, this study aimed to analyze the common strategies used by lecturers in teaching reading comprehension at a private college in Banda Aceh.
 Methodology: The current study used a qualitative approach to nature. The observation sheet with followed by using a camera to record was used as the instrument of the study. Two lecturers who taught reading comprehension subjects at the English Education Department of the college were selected as the subjects using a purposive sampling technique. The data collected were analyzed qualitatively through four major phases; coding, data reduction, data display, and conclusion. These teachers were also interviewed to investigate their problems faced while teaching reading comprehension.
 Main Findings: The study found that both lecturers who taught reading comprehension subjects used the same strategy. They used question & answer and cooperative learning or group discussion methods included; Cooperative Integrated Reading Composition (CIRC) and Think-Pair-Share technique. The study also reported that the students were more motivated in learning reading comprehension after being taught by using the strategies as compared with an individual strategy.
 Applications of this study: Through these strategies, students could share their idea and problems with their classmates. The lecturers also used media like projectors and pictures to help them in the teaching-learning process. These findings recommended that lecturers who taught reading comprehension should use interactive and cooperative strategies to enable students to learn more joyful and meaningful. 
 Novelty/Originality of this study: The current findings give the positive impact of students’ learning atmosphere and improve their motivation in learning reading comprehension. Using a cooperative strategy encourages students to work cooperatively and motivate them in learning as compared to the individual learning strategy used. Therefore, the benefit and novelty of this finding are to strengthen and support the theory of language learning that engaging students work cooperatively improves students’ desire to learn English.

THE EFFECT OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) ON STUDENTS’ WRITING CRITICAL ESSAY

Essay is the most essential part in writing critical essay. It is one of the subjects that learned by English students. CIRC is a method to improve students’ writing ability. Cooperative integrated reading composition (CIRC) was implemented on students’ writing skill through quasi experimental research; post-test only group design. Sample of the research was thirty nine students. Writing test was used to collect the data and analyzed by using independent t-test. The finding was students who were taught by cooperative integrated reading composition (CIRC) had better scores of writing critical essay than those who were taught by small group discussion. It meant that CIRC give an effect toward students to improve their writing skill.

Application Model Cooperative Integrated Reading and Composition (CIRC) to Improve Reading Comprehension Skills of Class V Elementary School Student

<p class="Abstract">research was motivated by the low skills of students reading comprehension main focus on subjects Indonesian. Students are still not able to control aspects of reading would like to understand the content of reading, determining the main idea or infer the content of reading. The study was conducted in class V SDN Cibukamanah Cibatu District of Purwakarta. There are 28 students involved in the study, which consisted of 13 male students and 15 female students. The method used in this research is the Classroom Action Research (CAR), which consists of four phases: planning, implementation, observation and reflection and is done in two cycles. Data were collected through observation and preliminary tests. Seen from the initial test results showed that the students only scored an average of 59.82 with a percentage of 59.82% are less and does not reach the predetermined value KKM is 63. To overcome these problems, researchers applied learning models <em>Cooperative Integrated Reading Composition </em>(CIRC). The purpose of this study was to determine the activity and student learning outcomes in reading comprehension skills, after applying the model of <em>Cooperative Integrated Reading And </em>Composition.The findings of the research results can be seen from the acquisition percentage mastery learning achievement of students overall from starting the first cycle which scored an average of 70.8 with a percentage of 70.71% in the category quite well. Then increased in the second cycle the average value obtained at 75.89 with the percentage of 75.89% uncategorized well. From these results, it can be concluded that the application of the model <em>Cooperative Integrated Reading And Composition </em>(CIRC) can improve student learning outcomes, especially reading skills of understanding that seen at the end of each lesson the first cycle and the second cycle showed a considerable increase in value and target indicators in addition to improving learning outcomes also increase the activity of students during the learning process in class V SDN Cibukamanah.</p>

THE USE OF CIRC METHOD TOWARD READING COMPREHENSION OF DESCRIPTIVE TEXT AT GRADE NINTH OF SMP NEGERI 1 GAUNG

Reading comprehension is the process of making meaning from the texts. In this study, the students’ problems related to the students’ difficulties in gaining information from the reading texts. CIRC (Cooperative Integrated Reading Composition) method was selected to solve those problems. Thus the main purpose of this current investigation is to test whether or not CIRC brings positive effects toward the students reading comprehension of descriptive texts. This is an experimental study, which was conducted at grade ninth students of SMP Negeri 1 Gaung. The samples consisted of 48 students. In collecting the data, the researcher used a test that is formed in the multiple-choice test. After conducting the research, it found the tobserved was 7.14, which was higher than the ttable score in the degree of significance 1 % and 5% (2.687<7.12>2.410). It means that the alternative hypothesis (H1) of the research is accepted and the null hypothesis (Ho) was rejected. In other words, the use of CIRC method toward students reading comprehension of descriptive text at grade ninth of SMP Negeri 1 Gaung is effective.

The Influence of Quantum Teaching Method and Cooperative Integrated Reading and Composition Method on Descriptive Writing Skill of Elementary Student

Thisresearchaimedatfindingouttheinfluenceofquantumteaching(QT)methodand cooperative integrated reading composition (CIRC) method on elementary students’ descriptive writing skill. This research used quantitative method with quasi experiment technique. This research used non-equivalent control group pretest-postest design. The population in this research was all the students at grade 5 in SD Muhammadiyah 1 Alternatif Kota Magelang. The data analysis techniques used in this research were paired sample t-test and analysis of variance (anova). The result showed that: (1) there was positive influence on the use of quantum teaching (QT) method on descriptive writing skill of grade 5 students in SD Muhammadiyah 1 Alternatif Kota Magelang, (2) there was positive influence on the use of cooperative integrated reading composition (CIRC) method on descriptive writing skill at grade 5 students in SD Muhammadiyah 1 Alternatif Kota Magelang, and (3) there was different influence on the use of quantum teaching(QT)methodandcooperativeintegratedreading(CIRC)methodondescriptive writing skill at grade 5 students in SD Muhammadiyah 1 Alternatif Kota Magelang.

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.

The effectiveness of CIRC learning model and PQ4R learning model on reading comprehension skills of elementary school students

This study aims at identifying the effectiveness of Cooperative Integrated Reading Composition (CIRC) Learning Model on Reading Comprehension Skills, the Preview Question Read Reflect Recite Review (PQ4R) Learning Model on Reading Comprehension Skills and the differences in terms of effectiveness between the two learning models on the Reading Comprehension Skills of Grade V students in elementary school. The study was quasi-experimental research with pretest, posttest non-equivalent group design. The sample for this study was taken from Grade V students from Task Force 1 Lendah Kulon Progo. Simple random sampling technique was applied to select samples. Then, in order to identify the effectiveness of CIRC Learning Model and PQ4R Learning Model collected data were analysed by running the t-test and the ANOVA with the assistance of SPSS software version 22. The results of the study show that both CIRC and PQ4R have been effective for exercising the Reading Comprehension Skills with significance rate 0.000 < 0.050. However, both models are insignificant for exercising the Reading Comprehension Skills to the Grade V students with significance rate 0.828 > 0.050.

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

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.

PENGARUH TEKNIK PEMBELAJARAN DAN KECERDASAN LINGUISTIK TERHADAP KETERAMPILAN MENULIS TEKS RECOUNT BAHASA INGGRIS

ABSTRACT- This research aimed at finding out the effect of learning technique and linguistic intelligence towards recount text writing skill in SMPN 1 Way Tenong West Lampung. The research used a 2x2 factorial design. The sample was 30 students selected from the students of SMPN 2 Way Tenong West Lampung through multistage random sampling. There were two chosen groups as experimental. The first group taught by using Cooperative Integrated reading Composition (CIRC) learning technique and second group taught by Student Team Achievement Division (STAD) learning technique. The results of this research showed that (1) there is a difference score of the recount text writing skills English language learning among groups of students using learning techniques (CIRC) and a group of students who are learning using learning techniques (STAD) (the score of F = 0.99&gt; F 0.258), (2) there is a positive interaction between teaching technique and linguistic intelligence (high and low) on the results of recount text writing skills in English (F value = 25.50&gt; F = 2.95 for α = 0.05 and α = 0.01) , (3) the students who have high linguistic intelligence, there are differences in the score of the recount text writing skills English language students better use learning techniques (STAD) than the group of students with teaching techniques (CIRC), (Qhit = 7.45&gt; Qtab = 3.15 at level α = 0.05 and α = 0.01). (4) the students who have low linguistic intelligence linguistic, there is a difference in the score of the recount text writing skills English language students better used teaching techniques (CIRC) than the group of students with teaching techniques (STAD), (Qhit = 10.18&gt; Qtab = 3.15 at level α = 0.05 and α = 0.01). Key words: recount text writing skill, learning technique: CIRC and STAD, intelligence linguistic

Effectiveness of E-Learning Goesmart Social Media and CIRC (Cooperative Integrated Reading Composition) Teaching Model Towards the Students’ Reading Comprehension

Effectiveness of E-Learning Goesmart Social Media and CIRC (Cooperative Integrated Reading Composition) Teaching Model Towards the Students’ Reading Comprehension