Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students’ Reading Ability

Mubarok, Husni; Sofiana, Nina

doi:10.21512/lc.v11i2.1824

Cited by 16 publications

(15 citation statements)

References 11 publications

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“…This meant that the implementation of CIRC technique in teaching reading comprehension was better than traditional method because the students can help each other. As Mubarok, H & Sofiana, N (2017) in CIRC by having the students work in small groups, it helps the students to accomplish their assignments more quickly. The result of this study showed that the t-score was higher than the t-score of some previous researches.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia

Erlidawati

Syarfuni

2018

ALLS

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This study was conducted to investigate the effect of Cooperative Integrated and Composition (CIRC) in teaching reading comprehension to the third semester students of English departement at IAIN Lhokseumawe. The population of this study was all the students in the third semester and the samples are unit-1 and unit-2. The sample was chosen by using random sampling technique. The sample consists of 31 and 32 students. To obtain the data, the pre-test and the post-test were given to two groups; experimental group and control group. The instrument used to collect the data was a test. It was used to see learning achievement of students in reading comprehension. The mean score of experimental group was 81,45 by it was 76,09 of control group. Students’ reading ability in both groups was different as indicated by the t-test. The t-test result shows that the score is 2.210 while the result of t-table is 0,031 at the level of significance is 5% (α=0.05). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Furthermore, the finding of this study showed that CIRC more effective in In enhancing the students’ reading comprehension. This study contributes to further implications for research on language learning strategies, material design and teacher education in English language teaching.

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Section: Discussionmentioning

confidence: 99%

The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia

Erlidawati

Syarfuni

2018

ALLS

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“…Through this study, the authors felt that the way of thinking and mastery from students in the material discussed should taught more better in other better method. Mubarok and Sofiana (2017) state In cooperative learning, teachers teach students collaborative or social skills so that they can work together more effectively (Larsenfreeman, 2003:159). This is why in cooperative learning, there will be a sharing ideas with other students and students could lead their team discussion.…”

Section: Methodsmentioning

confidence: 99%

The Use of Circ to Improve Student’s Reading Ability

Adri

Haryudin

2019

J. PRJ

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The purpose of research was to find whether the learning model of the CIRC based on student learning was effective in improving reading ability in English learner. This activity aims to get experience in learning process and education activities that is used as a provision to become a candidate for educator. Researcher need to be able to have values, attitudes, knowledge and the skills needed as an english teacher. Research activities starts from observation to implementation in learning process in class and activity carried out after doing consultation with the teacher supervisor first and also guidance with the Lecturer Field Advisor. In teaching process the writer found in class that students need to improve their reading ability. That's why the writer use the titte in this journal is The Use Of Circ To Improve Student's Reading Ability. CIRC is Cooperative Integrated Reading and Composition. Implementation of this research was carried out in the class XI Manajemen Pemasaran SMK YPKKP Bandung.

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“…One of them is the CIRC model that can help students solve and understand the meaning of conceptual issues (Agustinah, 2017). CIRC is a learning model that uses heterogeneous teams to work together to solve a problem (Mubarok & Sofiana, 2017). By involving students reading and writing to find the main ideas, main ideas, or themes in a reading (Varışoğlu, 2016), increasing students' ability to understand a concept and solve abstract problems (Sukiastini, Sadia, & Suastra, 2013).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the CIRC model using mind mapping method toward student learning outcomes

Hasanah

Anekawati

Herowati

2020

Natural

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Tujuan dari penelitian ini untuk mengetahui perbedaan hasil belajar aspek kognitif dan psikomotor siswa, antara model pembelajaran CIRC menggunakan metode mind mapping, dan model pembelajaran CIRC menggunakan concept mapping. Penelitian ini tergolong penelitian quasi experimental, dengan desain nonequivalent control group. Instrumen pengumpulan data menggunakan tes hasil belajar kognitif, dan pengamatan hasil belajar psikomotor. Tes hasil belajar dilakukan sebanyak 2 kali yaitu pretest dan posttest. Peningkatan hasil belajar kognitif diperoleh melalui perhitungan nilai N-Gain score, sedangkan pengamatan hasil belajar ranah psikomotor dilakukan 1 kali oleh 2 orang pengamat. Uji statistik melalui uji beda yang dilakukan setelah uji normalitas. Hasil penelitian menunjukkan bahwa rata-rata N-Gain score dari hasil belajar kognitif CIRC-mind mapping yaitu 74, sedangkan pada CIRC-concept mapping adalah 64. Nilai hasil belajar aspek psikomotor berdasarkan kesepakatan antar pengamat adalah 96 pada CIRC-mind mapping, sedangkan pada CIRC-concept mapping yaitu 93. Dapat disimpulkan bahwa hasil belajar aspek kognitif dan psikomotor siswa lebih tinggi pada pembelajaran dengan CIRC-mind mapping, daripada model CIRC-concept mapping. The purpose of this study was to determine the differences in students' cognitive and psychomotor learning outcomes between the CIRC learning model using the mind mapping method and the CIRC learning model using concept mapping. This research was a quasi-experimental study with a nonequivalent control group design. The data collection instrument used a learning outcome test-cognitive and psychomotor learning outcome observations. Cognitive learning outcomes tests were carried out two times, namely, pretest and posttest. The increase in cognitive learning outcomes obtained by calculating the N-Gain score. Observation of psychomotor learning outcomes was carried out once by two observers. The statistical test in this study was a different test carried out after the normality test. The results showed that the average N-Gain score from cognitive learning outcomes CIRC-mind mapping was 74, while CIRC-concept mapping was 64. Psychomotor learning scores based on the agreement between observers were 96 on CIRC-mind mapping, while CIRC-concept mapping was 93. The cognitive and psychomotor learning outcomes of students using CIRC-mind mapping are higher than using CIRC-concept mapping.

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Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students’ Reading Ability

Cited by 16 publications

References 11 publications

The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia

The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia

The Use of Circ to Improve Student’s Reading Ability

Effectiveness of the CIRC model using mind mapping method toward student learning outcomes

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