Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

Mustafa, Faisal; Samad, Nanda Marlina Abdul

doi:10.24815/siele.v2i1.2236

Cited by 17 publications

(12 citation statements)

References 8 publications

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“…Associating activity is performed to analyze information obtained so as conclusions could be drawn, whereas asking could develop thinking ability Daryanto & Karim, 2017;Mustafa & Samad, 2015). Associating activity is useful to train learners to analyze a concept and draw a conclusion, whereas asking activity is useful to improve curiosity in the learners and involves the active learning process (Sani & Hayati, 2018;Ganarsih, 2018).…”

Section: Normalized Gain Testmentioning

confidence: 99%

“…CIRC model involves learners to be active in a learning process through activities of reading, discussion, concept finding and rewriting it with opinion and reflection (Gupta & Ahuja, 2014;Ristanto et al, 2018;Djamhar et al, 2019). The learning model is a group-centered learning model that is designed to develop reading, writing, and language skill (Durukan, 2011;Mustafa & Samad, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach

Ristanto

Rahayu

Mutmainah

2021

Participatory Educational Research

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The excretory system should be taught through constructivism so as conceptual understanding could be built well, and students could apply their knowledge in daily life. The research aims to find out the influence of a learning model of Cooperative Integrated Reading and Composition (CIRC) based on scientific approach (Cirsa) on conceptual understanding of excretory system. The methods used include quasi-experiment with pre-test and post-test control group design. Instruments used are conceptual understanding tests of excretory system referring to Bloom's revised taxonomy of C1 to C6 consisted of 12 question items that are valid and have high-reliability categories. The research is conducted in 11th grade of Mathematics and Science of a senior high school in excretory system subject. Learners involved in the research consist of 68 people. Sampling technique uses simple random sampling. The results of Kolmogorov-Smirnov test and Fisher test obtained that conceptual understanding excretory system data are normally distributed and homogeneous. The results of hypothesis testing on normalized gain and effect size calculation indicate that there was an influence of Cirsa learning model on conceptual understanding of excretory system which cateqorized into effective. Based on the research findings, it is expected that excretory system learning could be taught to learners using Cirsa learning model.

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Section: Normalized Gain Testmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach

Ristanto

Rahayu

Mutmainah

2021

Participatory Educational Research

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“…In learning the Qur'an there is also evaluation. This is to determine the level of students' ability to read and write letters of the Qur'an (Mustafa & Samad, 2015).…”

Section: Learning the Qur'an With The An-nahdliyah Methodsmentioning

confidence: 99%

The An-Nahdliyah and The Yanbu'a Method in Learning to Read the Qur'an in the Vocational High School: Comparative Study

Suminto

Arinatussadiyah

2020

ijpi

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This research is motivated because there are still very few people who can read the Al-Qur'an with the correct recitation. Efforts must be made to conduct Al-Qur'an learning in educational institutions, both formal and informal. This paper aims to describe the implementation and implications of learning to read the Koran with an-nahdliyah and yanbu'a methods. This research uses a qualitative approach. Data analysis techniques used single case analysis and cross-case analysis. Research results: (1) The implementation of Al-Qur'an reading and writing learning with an-nahdliyah method in Nahdlatul 'Ulama Vocational High School (SMK-NU) and yanbu'a method in Islamic Vocational High School (SMKI) Al-Azhaar Tulungagung which aims so that students can read the Qur'an in accordance with the science of recitation with implementation: opening prayer, classical, private, evaluation, motivation, and closing prayer. (2) Learning material at SMK-NU: volume books (volumes 1-6), Al-Qur'an, and the book "Provisions for Prospective Leaders. While the material in the ISMS: beginner Juz, Juz 1-7, Al-Qur'an, and rote learning. (3) Implications of learning with an-nahdliyah method and yanbu’a methods include. In essence, students can read the Qur'an by the knowledge of recitation and can write the letters of the Qur'an correctly and adequately.Penelitian ini dilatarbelakangi karena masih sedikitnya masyarakat yang dapat membaca Al-Qur’an dengan tajwid yang benar. Upaya yang harus dilakukan mengadakan pembelajaran Al-Qur’an di lembaga-lembaga pendidikan, baik formal maupun non formal. Naskah ini bertujuan mendeskripsikan implementasi dan implikasi pembelajaran baca tulis alqur'an dengan metode an-nahdliyah dan yanbu'a. Penelitian ini menggunakan pendekatan kualitatif. Teknik analisis data menggunakan analisis kasus tunggal dan analisis lintas kasus. Hasil penelitian: (1) Pelaksanaan pembelajaran baca tulis Al-Qur’an dengan metode an-nahdliyah di Sekolah Menengah Kejuruan Nahdlatul 'Ulama (SMK-NU) dan metode yanbu’a di Sekolah Menengah Kejuruan Islam (SMKI) Al-Azhaar Tulungagung yang bertujuan agar peserta didik dapat membaca Al-Qur’an sesuai dengan ilmu tajwid dengan implementasi: do’a pembuka, klasikal, privat, evaluasi, motivasi, dan do’a penutup. (2) Materi pembelajarannya di SMK-NU: buku jilid (jilid 1-6), Al-Qur’an, dan buku “Bekal Calon Pemimpin. Sedangkan materi di SMKI: Juz pemula, Juz 1-7, Al-Qur’an, dan materi hafalan. (3) Implikasi dari pembelajaran dengan metode an-nahdliyah dan metode yanbu’a antara lain: peserta didik dapat membaca Al-Qur’an sesuai dengan ilmu tajwid dan dapat menulis huruf Al-Qur’an dengan baik dan benar.

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“…The positive interdependence (cooperation), therefore, is the key idea of successfully attaining cooperative learning since it upholds promotive and social interaction values among learners to complete assigned tasks. Consequently, it supports the success of other learners, improves productivity, and leads to the highest learning achievement in groups (Hwong et al, 1993;Johnson et al, 1998;Johnson & Johnson, 2009;Mustafa & Samad, 2015). Telaumbanua, Y., Yalmiadi, Martini, & Hasbi, E-political Practically, the techniques of applying the positive interdependence in English language classes include providing learners or group members common incentives (if a learner gets expected score, all group members will automatically receive the bonus), dividing learning resources (each is obligated to share their learning materials and other critical resources to other group members so that a learning and discussion process takes place and runs well), and complementary roles (each is forced to share information, experience, knowledge, and skills to other group members aiming at achieving the shared learning targets) (Johnson et al, 2007).…”

Section: Theoretical Base Of the Cooperative Learning Approachmentioning

confidence: 96%

E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings

Telaumbanua

Yalmiadi

Martini

et al. 2020

SiELE

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This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

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Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

Abstract: Abstract

Cited by 17 publications

References 8 publications

Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach

Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach

The An-Nahdliyah and The Yanbu'a Method in Learning to Read the Qur'an in the Vocational High School: Comparative Study

E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings

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