Improving Students Reading Comprehension by Using CIRC Technique of Cooperative Learning
-
Upload
independent -
Category
Documents
-
view
0 -
download
0
Transcript of Improving Students Reading Comprehension by Using CIRC Technique of Cooperative Learning
Research Article 2015
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED READING
COMPOSITION (CIRC)
Tira Nur Fitria
English Education Department, Islamic Education and Teacher Training Faculty, The State Islamic Institute of Surakarta
Jl. Pandawa Pucangan Kartasura Sukoharjo, Phone/Fax: (0271) 782404E-mail: [email protected]
ABSTRACT
The objectives of the research were to know the use of CIRC technique could improve the students’ reading comprehension, and to know the strengths and weaknesses of CIRC implementation during the teaching and learning process. The method of the research was CAR. The subject of this research was the eighth grade students of MTsN Bendosari Sukoharjo especially VIII.D grade students in academic year 2012/2013. The researcher implemented one of technique Cooperative Learning that was CIRC in improving students’ reading comprehension. The data were collected from quantitative and qualitative. The quantitative data was collected from test, and the qualitative data were collected from observation, interview, documentation and questionnare. These data were analyzed by using mean score to see the improvement of pre-test and test-cycle, and to get conclusion as the result of this research. This research was conducted in two cycles of action, each of the cycle consisted of three meetings. The result of this research showed that the students’ reading comprehension improved. The students’ mean score in pre-test was 52.3, in test-cycle 1 was 64.7, and in test-cycle 2 was 75.5. Related to the improvement of students’ reading comprehension, the students were able to determine the title or topic of the text, main idea, generic structure, purpose of the text, reference, synonym or antonym, detailed information and undetailed information. From the improvement of test result in each cycle, it showed that using CIRC made the students got better understanding or comprehending the text. During the implementation of the actions, the researcher was helped by the collaborator observed the strenghts and the weaknesses of CIRC during the teaching and learning process. It was found that the students were more active in discussing. They also felt more interested in reading, enjoyed in joining the lesson by grouping. But, some students in each group still looked shy or afraid in presenting their work in front of the class.
Keywords : Reading, Reading Comprehension, Cooperative Learning, Cooperative
Integrated Reading Composition (CIRC).
1 Tira Nur Fitria (S200140027)
Research Article 2015
A. BACKGROUND
Reading is one of important skill in English besides listening, speaking and
writing. It is the process of looking at series of letters, word, and written symbols in
written or printed text, then getting meaning from them. Linse (2005: 69) states that
“Reading is a set of skills that involves making sense and deriving meaning from the
printed word. In order to read, we must be able to decode (sound out) the printed
words and also comprehend what we read”. When the person read, he/ she use our
eyes and try to focus on the letters, written symbols such as capitalization and
punctuation.
Reading is related to comprehension. Person think and use our brain to
convert them into words, sentences, and paragraphs that convey something and
construct meaning to us (reading comprehension) to make us know and understand
what person read. It can be said that reading is an active process. While,
comprehension is the heart and goal of reading since the purpose of reading is to
gather meaning from the printed page. Person may read in order to get information or
knowledge, or in order to know the writer’s ideas or writing style. “Person may read
for pure recreation and enjoyment or he may read for study” (Deboer & Dallman,
1964: 24). In short, whatever the purpose of the reading, a person who has read has to
be able to comprehend the text being read as the requirements to reach the purpose of
reading itself.
Reading is one of important language skills which should be taught in
classroom. When reading text are very interesting and enganging, the acquisition
process will be more successful. Reading text also provide opportunities to learn
other such as vocabulary, grammar, and pronunciation. It can introduce topics and
stimulate discussion. To become better readers, students need to become aware of
how they are reading and what they could do to improve comprehension (Aebersold
& Mary, 1997: 95).
There are some common problems in reading comprehension for languange
learning such as in decoding what they read, make connections between they read and
2 Tira Nur Fitria (S200140027)
Research Article 2015
what they already know for example background knowledge, and about what they
read (whole content of the text includes topic, title, main idea, referring, lexical verb
such as synonym, antonym or guessing meaning. It also including chronological
sequence, previewing or predicting, explicit or implicit information (detailed and
undetailed infromation) and many others. Those problems can be caused by limited
intellegence, undesirable physical factors, word recognition (method of teaching),
insuffiecient background for reading (lack an experience background), lack of
appropriate teacher guidance, lack of interest, unsuitable materials, difficult concepts
and vocabulary cause of difficulties in comprehension.
Thus, to improve the students’ ability to comprehend the text, the teacher can
select and use a range of activities before, during and after reading. Therefore teacher
is responsible in helping the students to read in order to comprehend or understand
the what they read. The teacher also have to understand and solve the problem and
causes of difficulties in comprehension faced by the students. These must be done to
reach the end goal of reading comprehension is to enable students to read with
understanding and comprehending.
From the result of interview was conducted to the English teacher and some
VIII.D grade students, from reading test and observation of the class toward of
teaching and learning process in reading lesson above, maybe there are several
possible causes of the problems faced by VIII.D grade students, they are as following:
First, based on the observation, the English teacher’s does not use appropriate
technique or method, therefore it gives impact to the students and the class condition
during teaching and learning process; second, the students has low motivation joining
teaching and learning especially in reading lesson; third, based on interview,
questionnare and test, the students’ ability in reading such as in understanding or
comprehending what they read was low, and the other causes i.e English itself,
because it does not the first language. It makes teaching and learning process become
unsuccessful and less effective.
3 Tira Nur Fitria (S200140027)
Research Article 2015
The effective class conditions can be managed by the teacher. The teacher
should realized their roles in teaching the students well. The teacher can use
appropriate strategy,method, possible media or technique which useful, inovative,
effective, creative, fun, interesting, full of spirit, motivation and concentration, so it
can make the students active in class in answering, discussing, and sharing their own
knowledge. They are also not bored during reading lesson and interested in materials
of reading. The teacher is no longer a feared figure or an authoritarian figure, but the
teacher should be able to become a facilitator to facilitate the students to acquire
knowledge and information they need. The teaching learning process also not to be
“teacher-centered”, but how to be “students-centered” where give the opportunity to
the students to be more active during teaching and learning process.
In solving reading problems above, the researcher proposes a method that can
be choosen by teacher to teach English especially in teaching reading. One of popular
method is Cooperative Learning. It is a kind of teaching method which provides some
techniques that can be used in the classroom, for 2nd grade of elementary school until
8th grade of junior high school. CL is a teaching method in which small group uses a
variety of learning activities to improve their understanding of a subject or material.
Each member of group is responsible for learning what is taught and for helping
others in their group and creating a good atmosphere of achievement. In cooperative
learning, students work together in small groups on a structured activities. The
students are individually responsible for their work, and the work of the group to be
assessed or presented in front of the class. The students also have a chance to share
their information, knowledge and their idea to the others and it build the
communication and interaction to the others. While in group, they can share their
knowledge, information, idea, strength also develop their weakness.
One of technique in CL is Cooperative Integrated Reading Composition (CIRC).
CIRC is the newest of the Student’s Team Learning technique proposed by Stevens
and Slavin in late 1980’s. A unique aspect of CIRC technique is its focus on
cooperative team learning. It is designed to develop reading, writing and other
4 Tira Nur Fitria (S200140027)
Research Article 2015
language skills for 2nd grade of elementary school until 8th grade of junior high
school. CIRC presents a structure that increases not only opportunities for direct
teaching but also applicability of composition writing. CIRC program have found
positive effects on students’ reading skill, including improved scored on standardized
reading. It has some procedures that can be applied in the classroom, such as the
students work in four or five member cooperative learning teams. They engaged in
series of activities and work together in reading or writing what they understand and
comprehend, then preparing for publication or presentation in front of the class.
Based on the background of the study above, the problems of the research are:
1. How does Cooperative Integrated Reading Composition (CIRC) technique
improve the sudent’s reading comprehension?
2. What are the strengths and weaknesses of Cooperative Integrated Reading
Composition (CIRC) technique in improving student’s reading
comprehension?
In line with the problem statements above, the objectives of the research are:
1. To know the implementation of CIRC technique can improve the sudent’s
reading comprehension of the eight grade students of MTs Negeri Bendosari
Sukoharjo in 2012/2013 Academic Year.
2. To know the strengths and weaknesses of CIRC technique in improving
student’s reading comprehension of the eight grade students of MTs Negeri
Bendosari Sukoharjo in 2012/2013 Academic Year.
B. THEORETICAL REVIEW
Reading is one of important skill in English besides listening, speaking and
writing. It is the process of looking at series of letters, word, and written symbols in
written or printed text, then getting meaning from them. Miller (1981) defines that the
5 Tira Nur Fitria (S200140027)
Research Article 2015
term reading is used to mean that process of communication of ideas from one person
to another through the medium of writing or printing. “Reading is a set of skills that
involves making sense and deriving meaning from the printed word. In order to read,
we must be able to decode (sound out) the printed words and also comprehend what
we read” (Linse, 2005: 69). When the person read, he/she use our eyes and try to
focus on the letters, written symbols such as capitalization and punctuation.
Reading is related to comprehension. Person think and use our brain to
convert them into words, sentences, and paragraphs that convey something and
construct meaning to us (reading comprehension) to make us know and understand
what person read. It has often been said that reading is an active process. While,
comprehension is the heart and goal of reading since the purpose of reading is to
gather meaning from the printed page. Fauziati (2001: 144) states that comprehension is to enable the students to get and to interpret meanings or ideas carried by the reading text, they need to be famililiarized with how sentences are functionally exploited to carry meanings in a discourse and manipulated to form a paragraph through analysis.
Cooperative Learning is a teaching arrangement that refers to small, heterogeneous
groups of students working together to achieve a common goal (Kagan, 1994).
Students work together to learn and are responsible for their teammates' learning as
well as their own. It is a successful teaching strategy in which small teams (each with
students of different levels of ability); use a variety of learning activities to improve
their understanding of a subject. It is a teaching strategy involving children’s
participation in small group learning activities that promote positive interaction. Each
member of a team is responsible not only for learning what is taught but also for
helping teammates learn, thus creating an atmosphere of high achievement.
According to Slavin (2005) there are several types and techniques of Cooperative
Learning (CL). He states that Cooperative Learning method have many techniques
6 Tira Nur Fitria (S200140027)
Research Article 2015
such as STAD(Students Teams-Achievement Divisions), TGT (Team-Game
Turnamen atau Turnamen Game Team), TAI (Team-Assisted-Individualization),
CIRC (Cooperative Integrated Reading Composition), GI (Group Investigation), Co-
op Co-op, Jigsaw II, Complex Instruction, LT (Learning Together), NHT (Number
Head Together), Cooperative Review and TPS (Think Pair Share).
According Durukan’s (2011), CIRC technique is one of the learning techniques
based on cooperation, is designed to develop reading, writing and other language
skills. CIRC technique presents a structure that increases not only opportunities for
direct teaching in reading and writing but also applicability of composition writing
techniques. He adds that skill-based reading groups approach encourages
development of this technique.
While accroding to Slavin (1991: 74-75) he states that CIRC is the newest of the
Students Team Learning Methods. Slavin also added in his booklet Student-Centered
and Contructivist Approaches Instruction, CIRC is a comprehensive program for
teaching reading and writing. Students work in four-member cooperative learning
teams. They engage in a series of activities with one another, including reading to one
another, making predictions about how stories will come out, summarizing stories to
one another, writing responses to stories, and practicing spelling, decoding, and
vocabulary. They also work together to master main ideas and other comprehension
skills, then students writing and preparing for publication. Three studies of CIRC
program have found possitive effects on students’ reading skills, including imprived
scores on standardized reading and language tests.
According Durukan’s Educational Research (2010), the implementation process of
CIRC technique are: 1) Introduction by teacher: Firstly of all, teacher shares basic
information with classroom. 2) Group work: 4 or 5 student groups were established.
Worksheet and other materials prepared by teacher were handed out to group
members. Depending on the content of the work, students can collectively answer the
7 Tira Nur Fitria (S200140027)
Research Article 2015
questions and answers can be checked by each member and conveyed to other
groups. 3) Assesment: Depending on the features of the selected technique, skills or
information learnt by students in relation to course content are assessed by students
individually or cooperatively. 4) Detection of successful groups: Individual and group
assessment of the student scores are entered on a group scoreboard and the resulting
scores are summed.
According to Slavin in his booklet Student-Centered and Contructivist
Approaches Instruction, CIRC have found positive effects on students’ reading skills
and comprehension, including improved scores on standardized reading and language
tests. Slavin (2005) argues that CIRC helps teacher to help more time in giving
feedback. He adds that reading group in CIRC aims to achieve reading
comprehension, vocabulary, implicit message and spelling. Slavin in Suyitno
(2007:25) also adds “in addition to solving the problems of management and
motivation in individualized programmed instruction, CIRC created to take adventage
of the considearable socilization potential of cooperative learning.” CIRC also has
weaknesses, such as not all of the students active in group presentattion, sometimes only a
few of students active in presentation, so the others become passive then intend to be bored
during the presentation. Not all of students also do the work well, they sometimes don’t know
or understand how to responsible with their group. CIRC spend many times when group
division, or when working together or discussing, in this situation, the students
sometimes make any noisy and they talk each other. So, the teacher have to manage
and walk around during the discussion to solve it, so the discussion can be effective.
C. METHODOLOGY
This research employed a Classroom Action Research Method (CAR). The
researcher conducted CAR, attempt to solve the problem of students’ reading
comprehension. This CAR is carried out in the research collaboratively with the
teacher. The researcher as the practitioner conducted in the action, meanwhile the
8 Tira Nur Fitria (S200140027)
Research Article 2015
teacher is her facilitator and observer. CAR is applied by a teacher to solve
educational problem in teaching and learning process and involves multiple cycles.
On the basis of the models above the researcher propose the procedure of classroom
action research adapted from Natawidjaja (1997).
PR → FF → SP → GP → AS-1 → O1 → R-1 → RP→ …
Note: PR : Preliminary Reflection GP : General Plan R-1: Reflection one FF : Fact Finding AS-1: Action Step 1 RP : Revised Plan SP : Statements of Problems O-1 : Observation 1 … : AS-2, O2, etc.
The following is a brief description of each step in the classroom action research
procedure as following:
1. Preliminary Reflection
The research was conducted because there was problem faced by VIII.D grade
students of MTs Negeri Bendosari, that was low in their reading comprehension..
The researcher considered to solve it by using one of Cooperative Learning
method namely CIRC technique.
2. Fact Finding
Based on the researcher’s analysis or the result of the observation, the English
teacher’s does not use appropriate technique or method, therefore it gives impact
to the students and the class condition during teaching and learning process;
second, the students has low motivation joining teaching and learning especially
in reading lesson; third, based on interview, questionnare and test, the students’
ability in reading such as in understanding or comprehending what they read was
low, and the other causes i.e English itself, because it does not the first language.
It makes teaching and learning process become unsuccessful and less effective.
3. Statement of Problems
Based on the fact finding the problem of VIII.D grade students was the
students’ reading comprehension was low. From the problems above, the
researcher wanted to improve the students’ reading comprehension of the eight
9 Tira Nur Fitria (S200140027)
Research Article 2015
grade students of MTs Negeri Bendosari and to look for the strenghts and the
weaknesses of the implementation CIRC technique in the classroom.
4. General Plan
After finding the fact that the students’ reading comprehension was low
because the teacher’s method, students’ comprehension, motivation and interest
were low, also low in score of reading comprehension s. The researcher wanted
to improve students’ reading comprehension by using CIRC technique. Before
implemented this action, the researcher prepared everything needed in doing the
action in order to improve students’ reading comprehension. The planning of
action consists of some steps as follows:
a. Preparing CIRC technique and the steps of its implementation
b. Choosing genre text of reading especially recount text.
c. Preparing materials of recount text such as definition, purpose of
communicative purpose, language features and text examples.
d. Making lesson plan, and designing the steps in doing the action.
e. Preparing tests (pre-test and test cycle / post-test).
f. Evaluating the result of tests.
5. Action Step 1
The researcher did the research in two cycles. In the first cycle conducted in
three meetings (treatments), and the second cycle also conducted in three
meetings (treatments). It was done in three meetings in order to be comparable in
getting mean. The treatments related to the teaching reading comprehension
using CIRC technique. After finishing each cycle, the researcher conducted a
post test (test cycle) to know and measure students’ improvement in reading
comprehension after the treatments in each cycle.
6. Observation 1
The researcher as a teacher, and helped the collaborator as an observer. The
researcher also observed classroom events, classroom activities, interaction in the
10 Tira Nur Fitria (S200140027)
Research Article 2015
classroom, and the students’ responses during the teaching learning process by
using CIRC technique was carried out in the teaching and learning process. The
researcher also made notes or fieldnotes that contains all of activities and
conditions happened in the classroom.
7. Reflection 1
The researcher analyzed and made an evaluation when teaching and learning
activities had been carried out. From the observation and based on the field notes,
the researcher found out the strengths (positive result) and the weaknesses of the
teaching and learning process by using CIRC technique.
8. Revised Plan
Revising plan was needed by the researcher when the action in cycle did not
make any improvement in their score on the students’ reading comprehension. It
could be concluded that the researcher should do the next cycle. The weakness of
the first cycle will be revised in the next cycle.
There are two kinds of data collected in this research. They are qualitative
and quantitative data. The qualitative data are kinds of information related to the
implementation of diary in teaching reading recount text. They are as follows:
1. Observation
The researcher observed the classroom, especialy VIII.D class to cover the
process of implementation of CIRC technique in teaching reading especially
recount text material in the classroom. The researcher was helped by the
collaborator to observe all happened before, during, and after CIRC technique
implemented in the teaching and learning process. The observation coivered
classroom events, classroom activities, interaction in the classroom, and the
students’ responses during the teaching and learning process etc. The reseacher
also asked her collaborator to observe, evaluate and give suggestion about the
implementation the technique. The events which happened in the classroom and
11 Tira Nur Fitria (S200140027)
Research Article 2015
the result of the observation written by using field notes. The observation was
done in the pre-research and during the teaching and learning process.
2. Interview
The researcher did interview to the English teacher and some VIII.D grade
students of MTs Negeri Bendosari to get information from the students and the
English teacher. Interview was done in the pre-research. The researcher made
interview to know the problems both from the English teacher and the students
when teaching and learning process especially in reading lesson. The kind of
interview was unstructured interview. The researcher only prepared the question in
general and asked to the respondents to answer based on their opinion freely and
the condition or situation of the respondents. The interview was recorded by using
audio recording and transcripted into written form.
3. Questionnaire
The researcher gave the VIII.D grade students of MTs Negeri Bendosari a
piece of questionnaire to gain more information about the students’ reading
interest, response and problems of reading reading comprehension when teaching
and learning rocess. The purpose of giving questionnaire was to find out the
students personal opinion or self expression, to know students prior
comprehension and their problems faced in reading lesson. It was given at the
pre-research. The questionnare consists of ten questions of multiple choice with
three items. The researcher adopted “Likert Scale and used closed-ended (closed-
question) questionnare”. It provides a suitable list of responses (e.g. Yes/ No). It
made the students easier in choosing the answer, become systematic and limited in
time of research.
4. Documentation
12 Tira Nur Fitria (S200140027)
Research Article 2015
The researcher also collected documents in collecting data before did the
research or at the pre-research. It was used by the resarcher to support the data
collection from observation, interview abd questionnare. The documents that were
collected to obtain data were written documents that relates to the school, such as
teacher’s note, syllabus guidelines, lesson plan, textbook, list of students’ name. It
also includes fieldnotes of classroom activities and photograph or pictures when
teaching and learning process happened.
2. The quantitative data
The quantitative data were the students’ achievement (test) in improving their
reading comprehension. Test was done to know the students’ reading scores. In
this case, the researcher used two cycles. Each cycle consists of three meetings
(treatments). In the last of each cycle, the researcher gave a test (test cycle or post-
test). The researcher used the multiple choice form because to make easier in
evaluating, objective, efficient use of marking time, it’s quick for students to
answer the question. It also could be done in same time. The students were asked
to read and answered the questions of recount text based on certain topic and
certain time given. Therefore, it provides information about the difficulty that the
students found in doing the test. The scoring covers each element of reading
including topic or title of text and main idea, referring or reference words, function
(generic structure or pattern of organization, purpose of the text and language
features), previewing or predicting, explicit and implicit information (detailed and
undetailed information, lexical verb (synomym, antonym and guessing meaning).
The score of pre-test and each test-cycle was compared by using mean to see the
improvement of students’ reading comprehension.
To analyze the data, the researcher uses two kind of analyzing data, there are
qualitative and quantitative.
1. Qualitative Data
13 Tira Nur Fitria (S200140027)
Research Article 2015
Miles and Huberman (1994) break down the analysis of qualitative data into three
processes, they are as follows:
• Reducing Data: The researcher selected, abstracted, and transformed
fieldnotes, interview transcriptions/ recordings, or other raw data. The
researcher reduced data of observation, and only wrote the main points from
pre-research until the end of the research.
• Displaying Data: The researcher organized and compressed assembly of
information or reducing data systematically in form of pattern, table or chart
and picture, then begin to draw justified conclusions.
• Drawing and Verifying Conclusion: The researcher decided what the data
mean, note the explanations, consequences and possible ways to conclude the
data. The result of conclusion was written in description or reflection.
2. The quantitative data
In this research, the researcher gave test (pre-test and test cycle) to know the
achievement of students’ reading comprehension. 1. The researcher and her
collaborator analyze and score each element of reading 2. After scoring each
elements, the researcher and her collaborator counts the score of each element. 3. The
results of the score of each cycle are analyzed, and compared in mean to see the
improvement.
To know whether there is an improvement of students’ reading
comprehension or not, the quantitative data were analyzed by using descriptive
statistics (using mean). It done to compare the average scores of pre-test with the
average scores of test-cycle. Burns (2010: 118) states that quantitative data
analysis means presenting data in numerical form. The mean score of pre- test and
post- test can be calculated with the formula as follows:
X = ∑x Y = ∑y
14 Tira Nur Fitria (S200140027)
Research Article 2015
N N
In which : X : mean of pre-test score Y : mean of post-test score N : number of subject ∑x : the sum of pre-test ∑y : the sum of post-test
From the calculation result using the formula above, it can be seen whether
there is improvement of the result of pre test and post test/ test cycle. From the post
test minus pre test the result post test higher then pre test and then the score of post
test same or higher with the KKM (Criteria of Minimum Score).
D. RESEARCH FINDINGS AND DISCUSSION
1. Research Findings
Finding facts that support the reading comprehension score was low gotten
from the result of interview conducted to the English teacher and some VIII.D
grade students of MTsN Bendosari, result questionnare and observation of the
VIII.D class toward of teaching and learning process in reading lesson and score
of reading test. The researcher concluded that the problems came from: First, the
teacher (such as technique or method used by teacher that give impact to the
class condition). Second, from the students (such as low motivation joining
teaching and learning in English especially in reading). Third, the students’
comprehension itself in comprehending the text or what they read.
Knowing the problems of reading comprehension, the researcher implemented
CIRC in teaching reading to improve the students’ reading comprehension. The
research in the first cycle consists of three meetings and ended by test cycle 1,
and second cycle consists of three meetings and ended by test cycle 2. Every
meeting in cycle consists of opening, main activity and closing.
15 Tira Nur Fitria (S200140027)
Research Article 2015
The first cycle was held on April 27th 2013 until May 4th 2013. Then, second
cycle was held on May 8th 2013 until May 16th 2013. The topic of the first and
second cycle was about holiday or vacation. The cycle of this research consists of
series of steps. The steps are covered of identifying the problem, planning the
action, observing or monitoring the action, and evaluating or reflecting the result
of the observation, and revising the plan.
2. Discussion
The implementation of Cooperative Integrated Reading Composition (CIRC) in
teaching reading improve the students’ reading comprehension and achievement of
VIII.D grade students of MTs Negeri Bendosari. The researcher gave description
about the students score improvement in detail of as follows:
Pre-test Test cycle 1 Test cycle 2
SUM 1098 1358 1586 MEAN 52.3 64.7 75.5
Table 5. The improvement of the students achievement in cycle 2
Based on the table above, the students’ mean score comparison showed the
improvement in each cycle. The students’ mean score in pre-test was 52.3, in test
cycle 1 was 64.7, and in the test cycle 2 was 75.5. The improvement of the students’
mean score from the pre-test to the test cycle 1 was 12.4, while from the test cycle 1
to the test cycle 2 was 10.8. It showed the improvement of the students’ mean score
after the students were given treatments in cycle 1 and cycle 2 by using CIRC. Below
chart to make simple in showing the significant score of improvement.
16 Tira Nur Fitria (S200140027)
Research Article 2015
Chart 1. The Improvement of Students’ Achievement
Based on the table and chart above, the comparison of the students’ mean
score showed the improvement in each cycle, from pre-test, test cycle 1 and test cycle
2. It showed the improvement of the students’ mean score after the students were
given treatments by using CIRC technique.
Related to the improvement of students’ reading comprehension (a) the
students are able to determine the title or topic of the text (b) the students are able to
determine main idea (c) the students are able to determine the lexical verbs i.e
synonym or antonym (d) the students are able to guess the meaning from context; (e)
the students are able to determine the correct reference within the text; (f) the students
are able to find lexical verbs (synonym or antnonym); and (g) the students are able to
find the detailed and undetailed information. From the improvement of test result in
each cycle, it can be conluded that implementation of CIRC can improve the
students’ reading comprehension.
The researcher also found some strengths (positive effects) of the
implementation during teaching and learning process in the classroom, both in cycle 1
and cycle 2, they were: 1) Students looked motivated and interested in learning. 2)
CIRC taught social skills such as coperation, teamwork, and communication skill. 3)
Behavior changing from the passive students to be active students. 4) Students could
motivated the others in the group. 5) Students became more brave and confident in
17 Tira Nur Fitria (S200140027)
Research Article 2015
presenting their work. 6) The teaching and learning process changed from teacher-
centered into student-centered. 7) The students learned how to solve problem together
in a group. 8) The class condition become enjoyable, attractive and interesting. 10)
The students’ spirit and motivation also increased. 11) By grouping, the students can
be easier in comprehending the text.
While, the weaknesses of CIRC implementation during teaching and learning
process in the classroom, both in cycle 1 and cycle 2, they were: 1) Wasting time in
several minutes because sometimes in group division, half of the students disagree
with their member even refusing to work cooperative with the others. 2) Students’
participation in discussing the text still less, not all of the group could work together
well. Sometimes the active students dominated and took over the group, while the
passive students intend to be bored with the situation. So, not everyone had an equal
voice in a group, then they do not trust the abilities of others in the group which
results in tension or refusing to cooperate. 3) Sometimes some students busy with
their activities, they did not pay attention in discussing or talked about everything
else. 4) By grouping, the classroom situation become noisy because each group were
discussing about the lesson or material. 5) Some member of groups still afraid or feel
ashamed in presenting their work in front of the class.
CONCLUSION
First, the improvement of students’ reading comprehension was supported by the
result of the test score such as pre-test, test cycle 1 and test cycle 2. The table and
chart improvement of the students’ reading comporehension score can be seen in
chapter VI. The students’ mean score in pre-test was 52.3, in test cycle 1 was 64.7
and in test cycle 2 was 75.5. Second, CIRC technique not only has strengths (positive
effetcs), but also the weaknesses in its implementation. The explanation as stated on
research findings and discussion.
REFERENCES
18 Tira Nur Fitria (S200140027)
Research Article 2015
Aebersold, Jo Ann and Mary Lee. 1997. From Reader to Reading Teacher: Issues
and Strategies for Second Language Classroom. Cambridge: Cambridge
University Press
Arends, Richard L. 1989. Learning to Teach. 6th edition. India: Prentice Hall
------------------------.1997. Classroom Instruction and Management. USA: McGraw-
Hill Companies
Arikunto, Suharsimi, dkk. 2008. Penelitian Tindakan Kelas. Jakarta: PT Bumi
Aksara.
Brown, Douglas. 2001. Teaching by Principles, An Interactive Approach to
Language Pedagogy. 2nd Edition. San Francisco: Longman
Budiasih. 2013. Research Methodology. (Paper). Surakarta: IAIN Surakarta Press
DeBoer, John J & Martha Dallman. 1966. The Teaching of Reading. USA: Holt,
Rinehart and Winston Inc
Durukan, Erhan. 2012. “Effects of Cooperative Integrated Reading and
Composition . (CIRC) technique on Reading-Writing Skills”. Educational
Research and Review (online). 6 (1): 102-109
Endah, Arum Sari S. 2009. Improving the Students’ Reading Comprehension
Through Cooperative Learning at the Eight Grade Students of SMP N 2
Jatisrono Wonogiri. (Unpublished S-1 Thesis). Surakarta: Sebelas Maret
Univ. Press
Fachriza, Aries. 2010. The Use of Cooperative Integrated Reading Composition
(CIRC) Technique In Improving Reading Comprehension for the VIII D
Students of MTsN Sampung Ponorogo. (Unpublished S-1 Thesis).
Karanganyar: IKIP Ponorogo Press
Fauziati, Endang. 2001. Teaching English as a Foreign Language. Era Pustaka
Utama
Furtwengler, Carot T. 1992. “How to Observe Cooperative Learning Classroom”.
Educational Leadership (online). 49 (7). www.ascd.org/ASCD/pdf/journal
19 Tira Nur Fitria (S200140027)
Research Article 2015
(accessed on December 3, 2012)
Hamruni. 2009. Strategi dan Model-model Pembelajaran Aktif Menyeangkan.
Yogyakarta: UIN Sunan Kalijaga Press
Harmer, Jeremy. 1998. How to Teach English: An Introduction to the Practice of
English Language Teaching. England: Addison Wesley Longman, Inc.
Huda, Miftahul. 2011. Cooperative Learning (Metode, Teknik, Struktur dan
Model Penerapan. Yogyakarta: Pustaka Pelajar
Jayanto, Hadi D. 20122. Improving Students’ Reading Comprehension Using
Cooperative Integrated Reading and Composition (CIRC) in the X Grade
Immersion Students of SMA Negeri 2 Karanganyar. (Unpublished S-1
Thesis). Karanganyar: UNSA Press
Johnson David & Roger T Johnson et al. 2000. Cooperative Learning: A Meta
Analysis. University of Minnesota: Peik Hall
Kagan, S. 2001. Kagan Structures for Emotional Intelligence (online). 4 (4).
http://www.kaganonline.com/Newsletter/index.html (acessed on October 23,
2012)
Kustaryo, Sukirah. 1995. Reading Techniques For College Students. Jakarta:
Depdikbud Dikjen Pendidikan Tinggi Proyek Pengembangan Lembaga
Pendidikan Tenaga Kependidikan
Linse. T. Caroline. 2005. Practical English Teaching Reading to Young Learners.
New York: McGraw Hill Companies Inc
Madsen, Harold S. 1983. Technique in Testing. England: Oxford University Press
McNiff, J. 1992. Action Research: Principle and Practice. New York: Routledge.
Miller L. Lyle. 1981. Personalizing Reading Efficiency. Minneapolis: Burgess .
Publishing Company
Natawidjaja, Rachman. 1997. “Konsep Dasar Penelitian Tindakan” (Action
Research). Bandung: Departemen Pendidikan dan Kebudayaan, IKIP
Bandung.
20 Tira Nur Fitria (S200140027)
Research Article 2015
Nurkamto, Joko. 2004. An Introduction to Classroom Action Resarch. (Paper).
Surakarta: Muhammadiyah University of Surakarta Press
Nuttal, Christine. 1996. Teaching Reading Skills in a Foreign Language. Second
Edition. Oxford: Heinemann
Pang, Elizabeth S, dkk. “Comprehension” in Herbert J Walberg (ed). Teaching
Reading. University of Illinois at Chicago: IAE Educational Practices
Series
Pettit Neila T and Irvin W. Cockriel. 1974. “A Factor Study of the Literal Reading
Comprehension Test and the Inferential Reading Comprehension Test”.
Journal of Literay Research (online). 1. (1). http://jlr.sagepub.com/63/
(accessed on December 12, 2012)
RAND Education, Science and Tecjnology Policy Institute. 2002. “Reading for
Understanding toward R&D Program in Reading Comprehension”.
www.rand.org/pubs/monograph_reports/2005/MR1465.pdf (accessed on
January 2, 2013)
Simanjuntak, Edhitia G. 1998. Developing Reading for EFL Students. Jakarta:
Departemen Pendidikan dan Kebudayaan.
Slavin E, Robert. 2005. Cooperative Learning (Teori, Riset dan Praktik). Bandung:
Nusa Media
Sukarni, Semi. 2006. Teaching Recount Text to Junior High School Students.
(Research Report). Purworejo: UMP Press
Suprijono, Agus. 2012. Cooperative Learning (Teori dan Aplikasi PAIKEM).
Yogyakarta: Pustaka Pelajar
Weir, Cyril J. 1998. Communicative Language Testing. Europe: Prentice Hall
http://dessydys.blogspot.com/2011/10/teaching-reading.html (acessed on October .
13, 2012)
http://readingstrategies.wikidot.com/microskills (accessed on October 11, 2012)
http://rachmatwahidi.wordpress.com (accessed on November 21, 2012)
21 Tira Nur Fitria (S200140027)