Cooperative Integrated Reading 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.

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.

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.

Penerapan Model Pembelajaran Cooperatif Integratedreading and Composition (CIRC) Terhadap Minat Belajar PAK Siswa Kelas IX SMP NEGERI 3 SITIOTIO Kabupaten Samsosir Tahun Pembelajaran 2023/2024

The research aims to determine whether there is a positive and significant influence from the implementation of the cooperative integrated reading and composition model on the interest in learning PAK of class IX students of SMP Negeri 3 Sitio-tio Samosir Regency for the 2023/2024 academic year. The research hypothesis is that there is a positive and significant influence between the application of the cooperative integrated reading and composition model on the interest in learning PAK of class IX students of SMP Negeri 3 Sitio-tio Samosir Regency for the 2023/2024 academic year. This research is a regression research using Descriptive and Inferential Statistics techniques. The population of all students in grades VII-IX of SMP Negeri 3 Sitio-tio for the 2023/2024 academic year who are Protestant Christians is 177 people. Purposive sampling was 33 people. The research instruments were closed questionnaires and observations. The results of the analysis requirements obtained values ​​rcount=0.599>rtabel=0.344 and tcount=4.165>ttable=2.042 indicating a relationship between the cooperative integrated reading and composition model and students' interest in learning PAK and obtained the regression equation. The determination test showed that the magnitude of the influence of the cooperative integrated reading and composition model on interest in studying Christian Religious Education for class IX students at SMP Negeri 3 Sitio-tio for the 2023/2024 academic year was 35.88%. Hypothesis testing obtained Fcount=17.162>Ftable=3.32, so H0 is rejected and Ha is accepted. The research concluded that there was a positive and significant influence between the cooperative integrated reading and composition model on interest in studying Christian Religious Education of class IX students at SMP Negeri 3 Sitio-tio, Samosir Regency, Academic Year 2023/2024.

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.

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 potency of cooperative integrated reading and composition in building chemistry students’ scientific literacy and self-regulated learning

The effect of the Cooperative Integrated Reading and Composition (CIRC) approach on scientific literacy and students’ regulated learning in colligative properties of solution was explored. The contribution of the CIRC approach was measured by investigating whether the improvement in scientific literacy and regulated learning of the CIRC students are more significant than the improvement for students with the Direct Instructional Teaching Method (DITM) after experiencing two different teaching approaches. Two groups of students (experiment and comparison) from a public senior high school in East Java, Indonesia, were involved. The experimental group experienced the colligative properties of solution with the CIRC teaching approach, while the comparison group experienced the DITM one. We found that scientific literacy and self-regulated learning of students with CIRC are higher than students with DITM, implying the potency of this approach to be applied to other chemistry topics. This study indicates that CIRC could be used to improve students’ scientific literacy and self-regulated learning for other chemistry topics. The implication of this study for teaching colligative properties of solution is also discussed.

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.

The Implication of Cooperative Integrated Reading and Composition (CIRC) Technique on English Reading Comprehension for Madrasah Aliyah Students

The objective of this study was to find out whether or not there was an effect of the Cooperative Integrated Reading and Composition (CIRC) Technique on Students Reading Comprehension in understanding the Narrative text at MA Pancasila Bengkulu City. In this study, researcher used a Quasi Experimental research nonequivalent pretest-posttest control group. The population of this research was the tenth grade students at MA Panacasila Bengkulu. The sample was X MIPA.1 which was treated as experimental class and taught by using CIRC Technique and X MIPA.2 was treated as control class and taught by using conventional strategy. There were 30 students who were sampled as 19 experimental classes and 19 control classes. To determine the sample, the researcher used Total sampling technique. In the process of data collection, researcher used test and documentation as research instruments. The test take form of multiple choice containing 20 questions. Test is given to both experimental and control classes as pre-test and post-test. The data from the pre- test and post-test were examined using the t-test. The result of this research showed that students reading comprehension test for the experimental class's mean score was 54.21, while the control class was 44.47, and for post-test findings reveal that the experimental class has an average value of 80.79, while the control class has an average value of 71.58. The hypothesis test results show that the output of the independent sample t-test (sig. 2-tailed) is 0.001 which is lower than 0.05. So, Ho was rejected and Ha was accepted. In brief, it can be concluded that Cooperative Integrated Reading and Composition (CIRC) Technique can be one of effective ways in teaching reading for tenth grade students in Madrasah Aliyah level.
 Keywords: Cooperative Integrated Reading and Composition (CIRC), Madrasah Aliyah, Narrative Text Reading Comprehension

ANALISIS METODE CIRC (COORPERATIVE INTEGRETED READING AND COMPOSITION) TERHADAP PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS V SEKOLAH DASAR

This study aims to describe the reading comprehension skills of fifth grade students of SD Islam Harapan Ibu by using the CIRC method. This research used descriptive qualitative research design. This research uses observation, interview, and documentation as data accumulation methods. Data reduction, data presentation, and conclusion drawing are the data analysis approaches used. In this research that uses the CIRC (Cooperative Integrated Reading and Composition) method, it shows an increase in students' reading comprehension skills. This can be proven through the results of the LKPD work done in groups by students, as well as the ability of students to present the results of their discussions and the value of reading comprehension skills that increase. This CIRC method is very effective and very suitable for developing students' reading comprehension skills in Indonesian language lessons in grade V students of SD Islam Harapan Ibu.

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.

The Effect of Using Quantum Teaching and Cooperative Integrated Reading and Composition Methods on the Ability to Write Descriptions of Elementary School Students

This study aims to determine the effect of the quantum teaching and cooperative integrated reading and composition methods on students' ability to write descriptions. This research is a quasi-experimental research. The location of this research was SDN 261 Bilangporoa, Bulukumba district. Determining the subject of this study using simple random sampling technique with a total of 60 students. Data collection techniques used written tests. Data analysis in this study used the t test and ANOVA. The results of the study stated that from the third class, two experimental classes and one control class experienced an increase, but the experimental class improved better than the control class, where the posttest value of the quantum teaching experiment was 72.25, the integrated cooperative reading and composition experiment was 72.50 and the with conventional methods 66.40. For the inertial analysis results of the quantum teaching class using the independent t test a significance value of 0.017 was obtained and cooperative reading class and integrated composition were 0.013 and for the posttest ANOVA test results a significance value of 0.017 was obtained.

Pengaruh Metode Pembelajaran Cooperative Integretet Reading And Composition Terhadap Peningkatan Reasoning Ability Pembelajaran Fiqih Pada Siswa Kelas VIII MTs YASPEND Muslim Pematang Tengah Kec. Tanjung Pura


 
 
 
 The background of this research is that based on the identification carried out by the researchers at the research location, namely: The learning that has been carried out so far in class VIII of MTs Yaspend Muslim specifically for Fiqh subjects does not emphasize learning by providing direct learning experiences through the development of process skills, scientific attitudes and lack of developing reasoning. This causes the low reasoning ability of students. The objectives of this research are: To determine the effect of the cooperative learning method integretet reading and composition on increasing reasoning in learning fiqh students in class VIII MTs Yaspend Muslim. The type of research used in this study is a quantitative research method. In this study the form of the instrument used is in the form of a questionnaire using a Likert scale attitude that has been modified with the following assessments: often scores 3, Rarely scores 2, and Never scores 1. The results of this study are: The results of hypothesis testing are also carried out independently. partial with the significance or the effect of the independent variable on the dependent variable that, the tcount (partial) for the cooperative integret reading and composition learning method is 2,672 with a significance level of 0.01, the cooperative integrete reading and composition learning method variable has a positive and significant effect on increasing reasoning Students with a value of tcount (2.672) > ttable (2.021) and a significant value (0.01) <0.05 indicates that the cooperative integretet reading and composition learning method has a positive and significant effect on the improvement of students' reasoning. This can be seen with a significant value of 0.01 which is smaller than = 0.05. The cooperative integret reading and composition learning method will be able to improve students' reasoning because the better and better the cooperative integrete reading and composition learning method made by the teacher, students will get an increase in affective, cognitive, and psychomotor aspects in the classroom. Students will also look more active and critical, this is what causes the positive effect of the cooperative integrated reading and composition learning method on the improvement of students' reasoning.
 
 
 

Pengaruh Model Pembelajaran Kooperatif Tipe CIRC (Cooperative Integrated Reading And Composition) Terhadap Keterampilan Membaca Teks Persuasi Siswa Kelas VIII SMP Negeri 3 Pariaman

This article was written to explain the influence of the CIRC (Cooperative Integrated Reading and Composition) cooperative learning model on the reading comprehension skills of persuasive texts for class VIII students of SMP Negeri 3 Pariaman. The research data is the score of the objective test results before using this type of cooperative learning model with the score after getting treatment using this learning model. Based on the results of the research, it can be concluded that there are three results that become findings, namely as follows. First, the reading comprehension skills of persuasive texts before using the cooperative learning model type CIRC (Cooperative Integrated Reading and Composition) class VIII students of SMP Negeri 3 Pariaman are in the "Enough" qualification (C) with an average of 66.19. Second, the reading comprehension skills of persuasive texts after using the cooperative learning model type CIRC (Cooperative Integrated Reading and Composition) class VIII students of SMP Negeri 3 Pariaman are in the "Good" qualification (B) with an average of 80.58. Third, there is a significant influence on the use of the CIRC type cooperative learning model on the reading comprehension skills of persuasive texts for class VIII students of SMP Negeri 3 Pariaman.

IMPROVING THE ABILITY TO WRITE REVIE TEXTS THROUGH LEARNING MODELS COOPERATIVE INTEGRATED READING AND COMPOSITIO (CIRC) CLASS XI STUDENTS STATE SENIOR HIGH SCHOOL 1 SARADAN

One of the goals of learning Indonesian is that students can write. Writing is an activity of expressing ideas that are in the mind which are obtained through reading, speaking, and listening activities which are described in a word to become a sentence. One of the abilities that students must have in learning Indonesian is writing review texts. The review text is one of the texts that is learned in class XI at the senior high school level. Writing review texts has not obtained optimal results following the minimum school completeness criteria. So we need a learning model that can facilitate students, namely the cooperative integrated reading and composition (CIRC) learning model. The purpose of this study was to obtain results of improving the ability to write review texts through the cooperative integrated reading and composition (CIRC) learning model. SMAN 1 Saradan became the research location. As many as 28 students in class XI MIPA 3 in the 2022/2023 school year were the subjects of the study. Classroom Action Research (PTK) is a research design that goes through four research steps namely planning (plan), action (action), observation (observation), and reflection through two cycles. Tests and observations become instruments in research. Data analysis was carried out through a qualitative approach by calculating the class average value using the percentage of classical completeness. Students who get a KKM score of ≥75 are declared complete. The results of the study were that the ability to write review texts without going through cooperative integrated reading and composition (CIRC) at SMAN 1 Saradan was 82.2, meaning that there were 23 whose grades did not exceed the KKM. While the results of the study were able to write review texts through cooperative reading and composition (CIRC) in cycle I 67.9% or 19 students in the less category. Whereas after being given cycle II it showed a result of 3.6% or 1 student in the less category. Based on the results of the study it was concluded that students' ability to write review texts through cooperative integrated reading and composition (CIRC) can be increased.

Overcoming Reading Delay with CIRC Learning Model in Class II

Based on the results of observations, it was found that the problem of reading delays in class IIB Sitiharjo elementary school so that improvements were needed to improve students' reading skills. The purpose of this study was to determine the implementation of the CIRC (Cooperative Integrated Reading And Composition) model in overcoming reading delays in class IIB Sitiharjo elementary school. The research method used is classroom action research. The variables of this study consisted of the independent variable, namely the CIRC learning model and the dependent variable, namely reading delay. The subjects of this study were 28 students of class IIB Sitiharjo elementary school. The instruments used were student and teacher observation sheets and student reading ability assessment sheets. The stages of this research consist of four stages, namely planning, implementation, observation and evaluation, and reflection. Data analysis used descriptive qualitative techniques for observation results and descriptive quantitative for students' reading ability test results. The results of the study stated that in the first cycle the average value obtained by students was 55.71 then in the second cycle there was an increase of 17.82 so that the average value in the second cycle was 73.53. The criteria in the first cycle were failed while in the second cycle the students' reading ability criteria was good. In the first cycle the percentage of students' reading mastery is 32.14% and in the second cycle is 67.85%. There was an increase of 35.71%. So in conclusion, the CIRC model has proven to be successful in overcoming the problem of reading delays in class IIB students at Sitiharjo elementary school.

The cooperative type cooperative integrated reading and composition (CIRC) model is being used to enhance reading comprehension skills.

The Use of a Cooperative Learning Model of the CIRC Type to Improve Reading Comprehension Skills The research goal is to define cooperative learning model processes in order to improve reading comprehension skills in SD Muhammadiyah 2 Sorong City. This study makes use of classroom action research (CAR). The process of observing actions entails preparing, doing, observing, and reflecting. There are two cycles involved in accomplishing an action. With a total of 30 pupils, the topics were 4th grade in SD Muhammadiyah 2 in Sorong City. employing observation, questionnaires, interviews, and tests as methods of data collection. The study's finding indicates that using a cooperative learning model like CIRC can improve students in SD Muhammadiyah 2 Sorong City's fourth grade reading comprehension skills.

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.

Teaching Reading Using CIRC Method

This research is aimed at describing the use of the CIRC (Cooperative Integrated Reading Comprehension) method to teach reading and finding the strengths and weaknesses of CIRC to teach reading to young learners. This research is applied in qualitative research with a descriptive analysis model. The data collecting is done by observation, interview, and documentation. In analyzing data, it is done by data reduction, data display, and conclusion drawing and verification. The result of this research can be concluded as follows the Implementation of CIRC Method to teach reading are: (1) partner reading, (2) story grammar and related writing (3) word out loud, (4) word meaning, (5) story retell, and (6) spelling. The advantages of CIRC method in teaching reading are first, the students are easy to understand the material. Second, the students have the motivation to learn to read more. Third, the situation of the class is fun. Fourth, students pay more attention and are more focused on learning. Meanwhile, the disadvantage of CIRC method in teaching reading is sometimes the students are confused by the teacher’s explanation and instruction