Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)

Abstract

The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.

Genre preferences in Reading Comprehension materials in first level English book of Senior High School

“…Reading is an activity performed to develop an understanding of a subject or topic. Thus, having the ability to read means comprehending what is being read (Fariduddin & Parlindungan, 2018). Hence, based on research evidence, reading is playing a role in the successfulness of the academic achievement.…”

“…Therefore, reading skill awareness is needed because it supports other language skill competence (Kurnia & Erawati, 2018). In addition to this, in the term of teaching reading comprehension, it is evidently believed that there are many method that can improve one's reading skill, for example jigsaw (Silalahi, 2019), Task-Based Language Teaching (Prasetyaningrum, 2018;Shabani & Ghasemi, 2014), Cooperative Integrated Reading and Composition (Fariduddin & Parlindungan, 2018).…”

L1 Use in L2: Should We Omit It? Reexamining the L2- Only Policy in Foreign Language Classroom

“…It will, in most cases, be essential to have a code switching from L2 to L1 in Grammar Translation Method-class. However, the L1 use will have to be limited in other type of classes which use communicative approach such as Communicative Language Teaching and Audio-Lingual Methods (Fariduddin & Parlindungan, 2018). To sum up, we believe that omitting L1 will not be a perfect solution for learners' successful mastery of language as it is still needed to be used in some situation, of course, with fair proportion compared to L2.…”

Faith, Love, and Literacy Practices: The Teaching and Learning of Qur’an and Arabic Language of Multicultural Muslims in a Single Sex Class

“…Textbooks have been very important parts and integral of teaching and learning. In many different contexts and culture, they are used as means to portray and preserve cultures or supplementary foreign language teaching (Fariduddin & Parlindungan, 2018;Pransisca & Rizki, 2020). The literacy practices at the class practically involved three sources of texts: Juzz 'Amma (a chapter in Qur'an), Islamic Studies textbook, and Worksheets.…”