THE IMPLEMENTATION OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) THROUGH A SET OF READING INSTRUCTIONAL MATERIALS TO TEACH READING TO THE FIFTH
GRADE STUDENTS OF ELEMENTARY SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Wahyu Widiasih
Student Number: 051214069
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE IMPLEMENTATION OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) THROUGH A SET OF READING INSTRUCTIONAL MATERIALS TO TEACH READING TO THE FIFTH
GRADE STUDENTS OF ELEMENTARY SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Wahyu Widiasih
Student Number: 051214069
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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SUCCESS
There is no hope of success for the person
who does not have a central purpose
or definite goal at which to aim.
The reason man may become the master of his own destiny is because he has the power to influence his own subconscious mind.
Man, alone has the power to transform his thoughts in to physical reality. Man, alone can dream and make his dreams come true.
First, thought and then organization of that thought,
into ideas and plans; then transformation of those plans in to reality.
The beginning as you will observe, is in your imagination.
(Napoleon Hill)
I dedicate this thesis to:
Myself
My savior: Jesus Christ and Saint Mary
My parents: Ay. Widodo and M. Suwarsih
My beloved soul mate: HY. Ismanu Didik H
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ACKNOWLEDGEMENTS
First and foremost, I would like to convey my highest praise to Jesus Christ and Saint Mary for the amazing grace and guidance upon my life, especially during the hard times in my study and in the completion of this thesis.
Without their grace, guidance, and blessing, I could not have accomplished the
thesis well.
For sure, I am greatly indebted to my sponsor, C. Tutyandari, S.Pd., M.Pd., who willingly spent her precious time reviewing my thesis, making practical suggestions for the revision and also encouraging me in working on this
thesis.
My thankfulness goes to all the lecturers of the English Language Education Study Program of Sanata Dharma University who have guided me during my study. My special thanks also go to all staff of PBI secretariat who patiently gave their service during my study.
My sincere thanks go to the headmaster of SD Kanisius Kintelan Yogyakarta, who has permitted me to conduct the research. I also thank all of the students in SD Kanisius Kintelan Yogyakarta, especially the fifth grade students, for their willingness and cooperation as the research participants in this thesis.
I present this accomplishment to the greatest people in my life; my
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I would like to send my deepest thank to HY. Ismanu Didik Harwoto, with whom I will spend my future life, for giving me love, care, attention, support
during my time especially in finishing my thesis.
I am particularly grateful to my thesis mate, Rimas Sunaring Negari with whom I discussed, shared the confusion and the difficult time in writing this
thesis. Further, I thank her for the willingness to spend her time to help me as the
observer partner. Many thanks also go for her encouragement and suggestions.
My deep gratitude goes to Rm. Dr. Mateus Mali, CSsR, for the supports, prayers and suggestions for the improvement of my thesis. Besides, I also thank
him for lending me his video camera. I also thank Fr. Yohanes Umbu Lede, CSsR, for his willingness to help me to record the learning activities during the
research.
My special gratitude also belongs to all my best friends I have ever had,
Rimas, Datia, Siska, Tunjung, Daniel, Adit, Marshel, Endru, Nita who shared joy, laughter, love, affection and support with me, especially during my study. My
gratitude also goes to my lovely friends Septi, Yayaz, Filus, Kanya, Lia and all PBI 2005 students for the wonderful friendship and moments.
Last but not least, I would like to express my acknowledgements to all
people who cannot be stated by names here. I thank those who have supported and
loved me. I cannot finish my thesis without their assistance. May God give them
all endless blessing.
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
PAGE OF DEDICATION... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PAGE OF PUBLICITY ... vi A. Theoretical Description ... 9
1. The Nature of Reading ... 9
2. The Purpose of Reading ... 10
a. Reading to Search for Simple Information and Reading to Skim…... ... 10
b. Reading to Learn from Texts. ... 11
c. Reading for General Comprehension. ... 11
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4. Reading Comprehension ... 12
5. Facilitating Comprehension ... 12
6. Basic Principles in Teaching Reading to Children ... 13
7. In School Motivators of Reading Behavior ... 15
8. Techniques for Fostering Motivation... 16
9. Cooperative Integrated Reading Composition ... 18
B. Theoretical Framework ... 24
CHAPTER IV. RESEARCH FINDINGS AND DISCUSIONS A. CIRC Implementation in Teaching Reading to the Fifth Grade Students of Kanisius Kintelan Elementary School... 39
B. The Influencing Factors in the Implementation of Teaching Reading Using CIRC. ... 56
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 72
B. Suggestions ... 77
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LIST OF APPENDICES
APPENDIX A The Permission Letter... 82
APPENDIX B Statement from SD Kanisius Kintelan Yogyakarta... 84
APPENDIX C The Results of Observation Checklists... 85
APPENDIX D The Results of Field Notes ... 92
APPENDIX E The List of Interview Questions ... 101
APPENDIX F The Results of The Interviews ... 101
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ABSTRACT
Widiasih, Wahyu. 2009. The Implementation of Cooperative Integrated Reading Composition (CIRC) Through a Set of Reading Instructional Materials to Teach Reading to the Fifth Grade Students of Elementary School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Teaching reading to the elementary students is not an easy thing to do as they have to be able to draw meaning from the printed page and interpret the information appropriately (Grabe and Stoller, 2004: 9). Moreover, the elementary students also have short attention span in following the lesson. Thus, the elementary students need interesting reading activities that could motivate them to follow the lesson. If they feel enjoy in reading, it will help them to achieve better result. The Cooperative Integrated Reading Composition (CIRC) is one of the methods that can be used to teach reading to be more interesting. In teaching reading using CIRC, the students will work in the groups to do interesting activities such as reading to one another, making prediction about how the story will end, responding to the story orally or in a written form, practicing spelling and vocabulary mastery (Slavin, 1995: 105).
In this research, the researcher would implement CIRC to teach reading to the fifth grade students of Kanisius Kintelan elementary school Yogyakarta. In implementing CIRC method, the researcher would use a set of reading instructional materials design using CIRC, which is designed by Santi Dyah Ikasari, 2005. The researcher used the materials design in order to provide suitable materials with the implementation of CIRC. In this study, the researcher would focus the research to describe the process of the implementation of CIRC. Therefore, the researcher did not intend to evaluate the materials design.
This research was intended to answer two research questions, they are: 1. How is CIRC implemented in teaching reading for the fifth grade
students of Kanisius Kintelan Elementary School Yogyakarta? 2. What are the factors that influence the implementation of teaching
reading using CIRC?
To conduct this research, the researcher used survey as a method to gather data. In order to answer the research’s questions, the researcher used several instruments, they were: observation checklist, field notes, video recording and interview. Those four instruments were used in order to find out how CIRC is implemented. While, in order to find out the factors that influenced the implementation of teaching reading using CIRC, the researcher conducted interviews to twenty two fifth grade students of Kanisius Kintelan elementary school Yogyakarta.
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1. Teaching reading to the fifth grade students using set of reading instructional materials design using CIRC.
Before teaching reading using CIRC, the researcher divided the students into four groups. The students would work in the same group to do the reading activities in the four times implementation of CIRC.
2. Implementing three principles of CIRC. The researcher classified five parts of the reading instructional materials design into three principles of CIRC. The principles were story-related activities, story-related writing and words out loud principles.
Second, it was found that there were inhibiting and supporting factors influencing the implementation of teaching reading using CIRC. There were three inhibiting factors in the implementation of teaching reading using CIRC. They were the reading text, students’ vocabulary limitation and students’ performance in group. While, there were two supporting factors in the implementation of teaching reading using CIRC. They were the students’ interest and the students’ motivation. The inhibiting factors gave big influence so that the implementation of CIRC could not obtain optimum result.
In summary, the implementation of CIRC could work to teach reading to the fifth grade students of Kanisius Kintelan elementary school. However, it could achieve optimum result if the teacher considers some aspects in teaching reading using CIRC. Some suggestions about the implementation of CIRC to improve the implementation of teaching reading using CIRC to elementary students were presented.
xiv
ABSTRAK
Widiasih, Wahyu. 2009. The Implementation of Cooperative Integrated Reading Composition (CIRC) Through a Set of Reading Instructional Materials to Teach Reading for the Fifth Grade Students of Elementary School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Mengajar reading bagi siswa sekolah dasar bukanlah hal yang mudah, karena mereka harus mampu menarik kesimpulan dari teks bacaan dan menafsirkan informasi yang terkandung di dalamnya dengan benar (Grabe and Stoller, 2004: 9). Selain itu, para siswa juga mempunyai daya konsentrasi yang rendah ketika mengikuti pelajaran. Oleh karena itu, para siswa membutuhkan aktivitas membaca yang menarik untuk dapat memotivasi mereka dalam mengikuti pelajaran. Jika mereka merasa senang dalam aktivitas membaca, maka hal itu dapat membantu mereka untuk mencapai hasil yang lebih baik.
Cooperative Integrated Reading Composition (CIRC) adalah salah satu metode yang dapat digunakan untuk mengajar reading menjadi lebih menarik. Dalam mengajar reading dengan menggunakan CIRC, para siswa bekerja dalam kelompok-kelompok untuk melakukan aktivitas yang menarik seperti membacakan teks bacaan dari seorang kepada yang lainnya, membuat prediksi tentang bagaimana suatu cerita akan berakhir, menanggapi cerita secara lisan atau tertulis, melatih ejaan dan penguasaan kosa kata (Slavin, 1995: 105).
Dalam penelitian ini, peneliti menerapkan metode CIRC untuk mengajar
reading kepada siswa kelas V sekolah dasar Kanisius Kintelan Yogyakarta. Dalam penerapan metode CIRC, peneliti menggunakan desain materi instruksi membaca dengan menggunakan metode CIRC yang dibuat oleh Santi Dyah Ikasari, 2005. Peneliti menggunakan desain materi untuk memberikan materi yang sesuai dengan penerapan CIRC. Dalam studi ini, peneliti memfokuskan penelitian untuk mendeskripsikan proses penerapan CIRC. Oleh karena itu, peneliti tidak bermaksud untuk mengevaluasi desain materi yang digunakan.
Ada dua pertanyaan penelitian dalam penelitian ini yaitu:
1. Bagaimana metode CIRC diterapkan dalam pengajaran reading bagi siswa kelas V SD Kanisius Kintelan?
2. Faktor-faktor apakah yang mempengaruhi penerapan pengajaran reading
dengan menggunakan metode CIRC?
Dalam melaksanakan penelitian ini, peneliti menggunakan metode menggunakan metode survei. Untuk menjawab pertanyaan penelitian ini, peneliti menggunakan beberapa instrumen yaitu checklist observasi, catatan lapangan, rekaman video dan wawancara. Keempat instrumen tersebut digunakan untuk mengetahui bagaimana metode CIRC diterapkan. Peneliti juga menggunakan instrumen wawancara untuk mengetahui faktor-faktor yang mempengaruhi penerapan pengajaran reading dengan menggunakan metode CIRC. Wawancara dilakukan terhadap 22 siswa kelas V SD Kanisius Kintelan Yogyakarta.
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1. Mengajar reading kepada siswa kelas V menggunakan desain materi instruksi membaca menggunakan dengan metode CIRC. Sebelum mengajarkan reading menggunakan metode CIRC, peneliti membagi para siswa ke dalam empat kelompok. Para siswa bekerja dalam kelompok yang sama untuk mengerjakan aktivitas membaca dalam empat kali penerapan metode CIRC.
2. Menerapkan tiga prinsip dari CIRC. Dalam hal ini peneliti mengelompokkan lima bagian dalam desain materi membaca ke dalam tiga prinsip CIRC. Prinsip-prinsip tersebut adalah story-related activities, story-related writing and words out loud.
Kedua, dalam penelitian ini ditemukan faktor-faktor penghambat dan pendukung yang mempengaruhi penerapan pengajaran reading dengan metode CIRC. Ada tiga faktor penghambat penerapan pengajaran reading dengan metode CIRC, yaitu teks bacaan, keterbatasan penguasaan kosa kata dan kinerja siswa dalam kelompok. Faktor pendukung penerapan metode CIRC adalah minat siswa dan motivasi siswa. Dalam penelitian ini ditemukan bahwa faktor-faktor penghambat lebih dominan sehingga penerapan metode CIRC kurang mencapai hasil yang optimal.
Berdasarkan hasil penelitian, peneliti menyimpulkan bahwa pada dasarnya penerapan pengajaran reading dengan menggunakan CIRC dapat digunakan untuk mengajar reading untuk siswa kelas V SD Kanisius Kintelan. Akan tetapi, penerapan mengajar reading menggunakan metode CIRC akan mencapi hasil yang optimal jika guru memperhatikan beberapa aspek dalam mengajar reading
menggunkan metode CIRC. Peneliti menyertakan juga beberapa saran untuk meningkatkan penerapan pengajaran reading dengan metode CIRC pada siswa sekolah dasar.
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CHAPTER I INTRODUCTION
In this chapter, the writer would like to discuss the research background,
the problem identification, the problem formulation, the problem limitation, the
research objectives, the research benefits, also the definition of terms.
A. Research Background
English is considered as an International language so that many people
around the world want to learn English. This phenomenon also happens in
Indonesia. English is one of the subjects taught in formal school in Indonesia due
to the needs that language plays an important role in many fields in life. As it can
be seen from Peraturan Menteri Pendidikan Nasional no 22 tahun 2006 (National Education Ministry’s rule number 22, 2006), language has a central role in the
development of students’ intellectual, social, emotional and also a way to reach
success in learning many subjects. Furthermore, the government expects that
through learning English the students would be able to communicate in English
both orally and literally (Depdiknas, 2007: 429). Therefore, according to
Kurikulum Tingkat Satuan Pendidikan (KTSP), students in Indonesia are taught English lesson from elementary school up to senior high school level. However, in
this research the writer will focus on English for elementary school level.
The scope of English lesson for elementary school covers on the ability to
2
order to support the oral communication as the main focus of learning English
(Depdiknas, 2007: 429).
Ruang lingkup mata pelajaran Bahasa Inggris di SD mencakup kemampuan berkomunikasi lisan secara terbatas dalam konteks sekolah, yang meliputi aspek-aspek mendengarkan, berbicara, membaca dan menulis. ketrampilan menulis dan membaca diarahkan untuk menunjang pembelajaran komunikasi lisan. (The scope of English lesson in the Elementary School covers the oral communication limited in the school context which consists of listening, speaking, reading and writing aspects. Writing and reading ability are taught to support the oral communication lesson). (Depdiknas, 2007: 430).
As what the writer stated before, in learning English, the elementary
students are also taught reading skills to support the oral communication as the
main focus of learning English. The writer thinks that it is not an easy thing to do
in teaching reading skills for elementary school level as the students have to be
able to draw meaning from the printed page and interpret the information
appropriately (Grabe and Stoller, 2004: 9).
In fact, reading is the basis to learn an essential skill to English learners
because it is the most important skill to be mastered in order to ensure success in
learning in any content class where reading in English is required (Anderson,
2003 in Nunan, 2003). Besides, Bright and Mc Gregor (1970: 52) state that
reading is the core of language skills. Furthermore, Wallace (1992: 3) also states
that reading as one of the skills plays an important role in English language
because reading is the awareness of the way we use language. Considering that
reading is an essential skill and the core of learning English, the researcher would
In teaching reading for elementary school, the teachers are supposed to be
able to create interesting reading activities because the elementary students have
short attention span (Durkin, 1987: 37). Therefore, they are easily to feel bored in
following the lesson in class. Thus, the students need reading activities that could
motivate them to follow the reading activities in class. Cooperative integrated
reading composition (CIRC) might be one of the methods to teach reading to be
more interesting.
CIRC is chosen by the researcher because of several reasons. First, the
students are expected to achieve good result together in the area of comprehension
(Slavin, 1995: 105). In the implementation of CIRC the students will do the
reading activities in groups so that they are expected to help each other. Second,
there are many interesting activities that the students could have in class, like
reading to one another, predicting about how the story will end, responding to the
story orally, etc. Third, the competition atmosphere among the groups is good to
motivate the students to do their best in doing the reading activities.
The researcher also thinks that the CIRC itself is relevant to the
competence standard of KTSP, “untuk mencapai kompetensi ini, peserta didik perlu dibiasakan dengan berbagai ragam pasangan bersanding (adjacency pairs) yang merupakan dasar menuju kemampuan berinteraksi yang lebih kompleks,”
(Depdiknas, 2007: 429), (in order to achieve the competence, the students have to
be familiar to work in adjacency pairs which is the basis to communicate in more
4
Therefore, the researcher will implement the cooperative integrated
reading composition through a set of reading instructional materials design, which
is designed by Santi Dyah Ikasari. The title of the design is “Designing a Set of
Reading Instructional Materials for the Fifth Grade Students of Kanisius Demangan Baru Elementary School Using Cooperative Integrated Reading Composition (CIRC),” (Ikasari, 2005). The researcher will use a set of reading
instructional materials design to help the researcher to provide the suitable
materials with the implementation of CIRC. In this study, the researcher is not
going to evaluate the design materials. The researcher will focus the study to
describe the implementation of CIRC to teach reading.
B. Problem Identification
Considering the research background above, the writer identifies that the
elementary students need to be taught reading using interesting reading materials
so that they will enjoy learning English. If they feel enjoy in reading, it will help
them to achieve better result.
The Cooperative Integrated Reading Composition (CIRC) is one of the
methods that can be used in teaching reading for elementary students. Through
this paper, the writer will focus on the attempt to describe the implementation of
C. Problem Formulation
In relation to the research background and the problem identification, this
research is going to answer two questions as the guideline of the process of
conducting and writing the research paper. The problems of the research are
formulated as follows:
1. How is CIRC implemented in teaching reading for the fifth grade
students of Kanisius Kintelan Elementary School Yogyakarta? 2. What are the factors that influence the implementation of teaching
reading using CIRC?
D. Problem Limitation
The focus of this study is to investigate the implementation of the reading
materials design using Cooperative Integrated Reading Composition (CIRC). The
writer would like to investigate how the CIRC is implemented in teaching reading
to the fifth grade students of Kanisius Kintelan Elementary School Yogyakarta. Besides, the writer also would like to find out the factors that influence the
implementation of teaching reading using CIRC.
The participants that will be used in this research are the fifth grade
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E. Research Objectives
Dealing with the problems that have been formulated above on the
problem formulation, the objectives of this paper are:
1. To describe how CIRC is implemented to teach reading to the fifth
grade students.
2. To find out the influencing factors in teaching reading using CIRC.
F. Research Benefits
In accordance to the objectives of the research, this research is expected to
give benefits for:
1. English teacher candidates:
The researcher expects the result of this research can give deeper
information to English teacher candidates about reading materials design using
CIRC (Cooperative Integrated Reading Composition). Hopefully, this paper could
motivate them to use CIRC method or motivate them to use another teaching
reading method that can make reading interesting for the elementary level
learners.
2. English teachers of elementary school:
The result of this research is expected to be able to provide descriptions
to the English teachers of elementary school about how the reading materials
using CIRC is conducted in class. Besides, the result of this research will be
beneficial to the English teachers of elementary school so that they could conduct
3. Other writers:
The research is expected to give insight to other writers who will
conduct further research on the same or similar topic.
G. Definition of Terms
There are some terms used that need to be described in this study, they are:
1. Implementation
According to Oxford Advanced Learner’s dictionary, implementation
comes from the verb ‘implement’, that is “to put something into effect; to
carry something out” (1995: 595). From this definition which is found in
the Oxford Advanced Learner’s dictionary, the writer redefines
implementation in this study as a theory or a method which is put into
effect in a classroom situation. In this study, the researcher will implement
CIRC to teach reading to the fifth grade students of elementary school.
2. The Fifth Grade students
The fifth grade of elementary school is a level of school for children from
10 to 11 years old. In this study, the fifth grade students are the research
participants of this study. The fifth grade students are chosen because
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3. Kanisius Kintelan Elementary School
Kanisius Kintelan Elementary School is one of the private elementary schools in Yogyakarta. In this study, Kanisius Kintelan elementary school is chosen by the writer as the place to conduct the research.
4. Cooperative Integrated Reading Composition
Cooperative Integrated Reading Comprehension defines as a
comprehensive program for teaching reading, writing, and language arts in
the upper elementary grades (Slavin, 1995: 97). CIRC is focused on
instructional method that is an attempt to use cooperative learning as a
mean for teaching reading or writing. In this study, the writer will
implement CIRC to see the process the implementation of teaching
reading using CIRC.
5. KTSP
KTSP stands for Kurikulum Tingkat Satuan Pendidikan. It is the 2006 curriculum that is used in the educational system in Indonesia. In this
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related literature as the theoretical base in doing
the study on the implementation of CIRC to teach reading to the fifth grade
students of Kanisius Kintelan Elementary School, as it is outlines in the Chapter I. On this review of related literature, the theoretical description and the theoretical
framework of the study will be discussed further.
A. Theoretical Description
In this part, the writer discusses the theories about teaching reading for the
fifth grade students of Kanisius Kintelan Yogyakarta using Cooperative Integrated Reading Composition (CIRC).
1. The Nature of Reading
Grabe and Stoller begin the discussion of the nature of reading by
providing a definition of concept. Grabe and Stoller state that reading is the ability
to draw meaning from the printed page and the ability to interpret the information
from the printed page appropriately (Grabe and Stoller, 2004: 9). While
According to Moyle (1972: 21-25), reading is above all to do with the language,
because in reading we meet all the components of the language such as
vocabulary, grammar, and even pronunciation. Reading is also form of
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collection of symbol into ‘talk’, or in the case of silent reading, into an image of
speech sound. Furthermore, Wallace states that reading is a unitary process which
cannot be subdivided into constituent skills (Wallace, 2003: 57). Therefore,
teachers must not see reading as an isolated activity as what Wallace states (2003:
62) that reading is inevitably integrated with speaking, writing, and listening.
This study dealing with teaching reading to children, according to Wallace
(2003: 4) one of the difficulties which young children may have is the ability to
understand what they read, as they still have limited knowledge of English,
especially vocabulary mastery. If we wish our children to read with
understanding, the children must see a purpose in reading and gain enjoyment
from reading from the earliest moment of instruction.
2. The Purpose of Reading
According to Grabe and Stoller, there are some purposes of reading; they
are (Grabe and Stoller, 2004: 11):
a. Reading to search for simple information and reading to skim
Reading to search simple information is common reading ability. It is used
so often in reading tasks that it is probably seen as type of reading ability. While
reading to skim is a common part of many reading tasks. It involves a
combination of strategies for guessing where important information might be in
b. Reading to learn from texts
Reading to learn typically occurs in academic and professional context in
which a person needs to learn a considerable amount of information from a text.
c. Reading for general comprehension
Reading for general comprehension is the most basic purpose for reading,
underlying and supporting most other purposes for reading. Reading for general
comprehension is actually more complex than commonly assumed.
3. Reading Material
Reading is the most important skills in learning a language. In selecting a
reading material for the elementary students, there are two factors to be
considered. According to Wallace (2003: 71) the classification of the two factors
in selecting reading materials can be summarized as follows.
a. The text should present content which is familiar and interesting to the
learners so that the students would be able to see reading as useful,
pleasant, or relevant to their lives. If a suitable topic is chosen, but the
language is too difficult for a particular group of students, some
simplification could be made.
b. The text should be appropriate to the learners’ language level. It means
that reading material should be ‘not too easy nor too difficult.’ If a reading
material were too easy, students would not have a good challenge to learn.
While, if the reading material were too difficult, students would be
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The difficulty level of the reading material must match the students’
proficiency.
4. Reading Comprehension
Comprehension is the essence of reading. Comprehension is a bridge
between what is being read and what is already known. Without comprehension,
one is not reading but is merely engaged in recognizing words (Criscoe and Gee,
1984: 24). While Anderson (1979: 384) says that the result of reading is the
comprehension of written material.
Smith & Robinson (1980: 205) define reading comprehension as the
understanding, evaluating, and utilizing of information and ideas through an
interaction between the reader and the author.
Reading comprehension skills are thinking skills that are applied prior to,
during, and after the visual scanning task by which written language is interpreted
into associated meaning, (Guszak, 1972: 49). So, reading comprehension skills is
an active process of thinking that depends not only on comprehension skills but
also the students’ experience and prior knowledge.
5. Facilitating Comprehension
Durkin states (1987: 379) that facilitating comprehension consists of:
a. Teaching New Vocabulary
When the readers do not know some words might not become their
comprehending the text. Therefore, children need to be taught the new vocabulary
so that they can comprehend the text better.
b. Providing Essential Background Information
The purpose of providing background information is to give the students
adequate preparation, because teaching new vocabulary might be not enough to
help the students to comprehend the text. Moreover, by giving adequate
background information is necessary to help the students who find problems with
new vocabulary.
c. Establishing purpose (s) For the Reading
The reason something is being read determines what constitutes not only
the essential background information but also adequate comprehension.
Therefore, the teachers need to tell the purpose (s) for the reading to facilitate
comprehension.
6. Basic Principles in Teaching Reading for Children
Moyle states that the basic principles on good reading program should
consider the point of view of the nature of literacy at the adult level and from the
child needs and abilities at any given stage of development (Moyle, 1972: 103).
Here are the principles that have to be considered in teaching reading:
1. Reading should form as natural as a unit of the child’s development as is
possible.
It is important to know that in order to achieve success in reading, the
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activity which appears natural to the child then any instruction given or attainment
expected should be firmly based on the child’s abilities and interest.
2. Reading as an integral part of other activities.
The child must be lead to an understanding that reading is useful and
important. Therefore, the teacher should create reading activities which are
interesting and can build curiosity so that the child will enjoy reading activities.
Moreover, the child also will realize that reading is an integral part of other
activities.
3. Reading instruction should be attractive to the child
The children love to talk and enjoy listening to stories. However, the
children often find difficulties in learning reading. One of the ways to reduce
difficulties in learning to read is that the teacher should create an interesting
reading instruction so that it can attract the child to read.
4. All reading should be meaningful
If the teacher expects the children comprehend what they read, then the
teacher must provide a reading passage which is meaningful to the children.
5. Word recognition skills can not be ignored.
Children can not recognize all the words they meet in the reading passage.
Therefore, they need to learn how to figure out the unfamiliar word.
6. Instruction should lead increasingly to independence in reading.
The more a child reads, the more he should be able to read without help. If
the teacher gives too much help in every reading activity, the child would
recognition techniques and in the basic skills of comprehension so that the child
can read independently when the assistance of teacher or friend is not available.
7. Every activity must be related to the whole scheme
All the reading activity that the students have should fit with the aims of
reading activity. If the teacher provides the activities that unrelated to the reading
lesson, the students will not achieve the goal of reading lesson.
8. Progress through the reading program must be kept under review
The teacher, particularly, if the class is large, will find difficulty to
measure the students’ progress in reading lesson. Therefore, in order to see the
progress of each student in class, the teacher should keep the detailed records in
every meeting of the reading by conducting some form of standardized test.
7. In-school motivators of reading behavior
According to Guszak (1972: 73), traditionally there are several specific
motivators, such as:
-Grades (designed to reward or punish ego)
-Promotion or retention (designed to threaten, reward punish)
-Symbols (such as gold stars to reward or punish ego)
-Praise and criticism (designed to verbally reward or punish ego)
Teachers should inform the children about how to get the praise, rewards,
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must do the reading activities in competition with other children in class. It will
motivate the children to do best in their reading activities (Guszak, 1972: 73).
8. Techniques for fostering motivation
Guszak begins the discussion by emphasizing that most children already
have self initiating and directing behaviors going for them. Furthermore he said
that it is our task to foster their full development by:
Building positive self-concepts
Assisting realistic goal-setting behaviors Establishing listening sets
Creating self-instructional attitudes Planning tangible rewards reinforcement.
(Guszak 1972: 74)
Buliding positive self-concepts
Children believe they cannot read. They experience a string of failures in
their reading instruction. We can correct much of the damage or prevent it in the
following ways:
1. Step 1/ Praise the children efforts and accomplishments generously, and
allow the opportunities to delay reinforcement as the child develops.
Praise is essential to the development of positive self concept.
2. Step 2/ Avoid criticism that reflects on the personality of the individual.
3. Step 3/ Criticism can be useful to the child if it focuses on what has to
be done and omits negative statements about the children.
Assisting realistic goal setting
According to Guszak, the affection and praise of teacher will not afford
sufficient satisfaction if the child does not get any challenge in the reading task,
(Guszak, 1972: 75). Therefore, the teacher should establish realistic short and long
term goal in reading activities as it is not an easy to do to predict how quickly
children will master certain skills.
Furthermore, according to Guszak, the short realistic goals are those the
child can attain in the short period which are guided by the teachers who assist
students in checking their progress in short interval. While long term goals in
reading are things like finishing given book, learning a list of words, etc, (Guszak,
1972: 75).
Planning tangible rewards reinforcement
Reinforcement is one of the ways to motivate students in classrooms.
However, sometimes praise and approval can not always be carried out in the
terms of both frequency and timing. Therefore, teachers should provide real
motivators to children. According to Guszak, the real motivators that can be used
in class are the use of tangible rewards or gifts.
Tangible rewards consist of two types; they are fixed rewards and
occasional rewards (Guszak, 1972: 78). Fixed rewards means the regularly
rewards that have value in the sense that they can be clearly seen as the rewards or
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teachers want to use fixed rewards as one of the reinforcements in class, the
teachers have to tell the students about the behaviors that the students have to
achieve in order to get the reward. So, the students know what they have to do in
order to obtain the reward.
Furthermore, fixed rewards also have negative results when the student (1)
can not complete the task and subsequently gain the reward, (2) is asked to
perform other behaviors without reward, or (3) performs the task and gains the
reward, but does not retain the behavior.
Different to fixed rewards, occasional rewards seem to be less meaningful
than fixed rewards but more useful and effective to sustain established behaviors.
Fixed rewards are more meaningful to students but it can be monotonous for the
students whereas the occasional rewards enable the students to maintain his
behavior for long periods of time. Besides, it can make the students not easily
pleased with what they have achieved
9. Cooperative Integrated Reading Composition
CIRC is a comprehensive program for teaching reading and writing in the
upper elementary level and middle grades (Slavin, 1995: 7). In the implementation
of CIRC, the students will work in pairs from two or more different reading
levels. Besides, in CIRC activities, the students work in their cooperative teams,
which are coordinated within with reading groups’ instruction, in order to meet
the objectives in such areas as reading comprehension, vocabulary, decoding, and
such as reading to one another, making prediction about how the story will end,
summarizing the story, responding to the story orally or in a written form,
practicing spelling and vocabulary mastery. Moreover, in teaching reading using
CIRC, the students are motivated to work with one another by the use of
cooperative reward structure.
Oral reading also becomes a part of CIRC because oral reading or reading
out loud has positive effects on the students’ comprehension skills. The oral
reading has positive effects because it increases their ability to interpret the text
automatically and therefore, focus more on comprehension. One objective of
CIRC program is to increase students’ opportunities to read aloud and receive
feedback on their reading. Students will get a chance to read aloud in their
teammate and the teammates will learn how to give feedback or how to respond to
one another’s reading.
a. Objective
In teaching reading using CIRC, the students are expected to achieve the
objective. One of the objectives of CIRC is to increase students’ comprehension
skills. As Slavin stated that a major objective of CIRC is to help students learn
broadly applicable reading comprehension skills in the cooperative teams (Slavin,
1995: 105).
In teaching reading using CIRC, the ways to improve the comprehension
skills are by teaching the students summarizing, questioning, clarifying, and
predicting skills. Moreover, during the follow up time, the students work in their
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problems, attempted solutions and final solution. Students in CIRC also make the
predictions about how the story will end if the story has not finished yet.
b. Program Elements
CIRC consists of three principal elements: basal-related activities, direct
instruction in reading comprehension, and integrated language arts and writing. In
all of these activities, students work in heterogeneous learning teams. All of those
activities are followed a regular cycle that involves teacher presentation, team
practice, independent practice, peer assessment, additional practices and testing.
The major components of CIRC are
1. Reading Groups
In the reading groups the students are assigned to two or three reading
groups according to their reading level, as determined by teachers. However,
instruction is given to the whole class.
2.Teams
In teams the students are assigned to pairs (or trials) within their reading
groups, and then pairs are assigned to teams composed of partnerships from two
reading group levels. As example, a team might be composed of two students
from the high reading group and two from the low group. Although the students
work in team, they will get the point based on their individual performances on all
quizzes, compositions and book reports, and these points form a team score.
3. Story-Related Activities
In these activities students use either novels or basal readers. Stories are
approximately twenty minutes each day. In these groups, teachers set a purpose of
reading, introduce new vocabulary, and discuss the story after students have read
it, and so on. The story discussions are structured to emphasize such skills as
making and supporting predictions and identifying the problem of narrative.
After teachers introduce the story, students are given a story packet, which
contains a series of activities for them to do in their teams when they are not
working with the teacher in a reading group. The sequence of activities is as
follows.
¾ Partner Reading
Students read the story silently and then take turns reading the story aloud
with their partner, alternating each paragraph. The other student who becomes the
listener will give correction to any errors the reader may make. The teacher
assesses students’ performance by circulating and listening in as students read to
each other.
¾ Story Grammar and Story-Related Writing
Students are given questions related to each story that emphasize the story
grammar- the structure that underlies all narratives. Halfway through the story,
they are instructed to stop reading and to identify the characters, the setting and
the problem in the story, and to predict how the problem in the story and to predict
how the problem will be resolved. At the end of the story students respond to the
story as a whole and write paragraphs on topic related to it (for example, they
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¾ Word Out Loud
Students are given a list of new or difficult words used in the story; they
must learn to read these words correctly in any order without hesitating or
stumbling. Students practice these word lists with their partner or other teammates
until they can read the words smoothly.
¾ Word Meaning
Students are given a list of new or difficult words that are new in their
speaking vocabularies and asked them to look up them up in the dictionary.
¾ Story Retell
After reading the story and discussing it in their reading groups, students
summarize the main points of the story to their partner.
¾ Spelling
Students evaluate one another on a list of spelling words each week and
then over the course of the week students help one another master the list. The
students use a “disappearing list” strategy, in which they make new lists of missed
words after each assessment until the list disappear. Then they go back to the full
list, repeating the process until no words are missed.
4. Partner Checking
As the students complete each of these activities, their partner checks what
activities to be completed, but they can go at their own rate and complete the
activities earlier if they wish, creating additional time for independent reading.
5. Tests
At the end of three class periods, students are given a comprehension test
on the story. Students are asked to write meaningful sentences for each vocabulary
word and asked to read the word list aloud to the teacher. In the test the students
are not allowed to help each other.
6. Direct Instruction in Reading Comprehension
Once a week, the students will receive direct instruction in specific reading
comprehension skills, like identifying main ideas, understanding causal relations,
and making inferences. The students work on reading comprehension after each
lesson. First, the students gain consensus on one set of worksheet items and then
assessing one another and discuss the problems that appeared.
7. Integrated Language Arts and Writing
This activity is emphasized on the writing process, and language
mechanics skills are introduced as specific aids to writing rather than as separate
topics.
8. Independent Reading and Book Reports
Students are asked to read a trade book of their choice for at least twenty
minutes every evening. Independent reading and book reports replace all other
homework in reading and language arts. The students will get bonus in this
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B. Theoretical Framework
Teaching reading is not an easy thing to do, especially for children. Moyle
(1972: 21-25) states that reading is above all to do with the language, because in
reading the readers meet all the components of the language such as vocabulary,
grammar, and even pronunciation. Moreover, Wallace states that (2003: 4) one of
the difficulties which young children may have is the ability to understand what
they read, as they still have limited knowledge of English, especially vocabulary
mastery. If teachers wish their children to read with understanding, the children
need to see a purpose in reading and gain enjoyment from reading from the
earliest moment of instruction.
One of the methods in teaching reading for children that might be used to
motivate the students in reading lesson is Cooperative Integrated Reading
Composition (CIRC). In this study, the writer would like to implement CIRC
through a set of reading instructional materials using CIRC to teach reading to the
fifth grade students. Therefore, CIRC will be the base theory that underlies the
study.
Based on Slavin (1995: 7), CIRC is comprehensive program for teaching
reading in the upper elementary level and middle grades. In the implementation of
CIRC, the students will work in pairs from two or more different reading levels.
Besides, in CIRC activities, the students will work in their cooperative teams,
which are coordinated within with reading groups’ instruction, in order to meet
the objectives in such areas as reading comprehension, vocabulary, decoding, and
interesting activities in their reading group such as reading to one another, making
prediction about how the story will end, summarizing the story, responding to the
story orally or in a written form, practicing spelling and vocabulary mastery.
In the end of the class the best reading group will obtain reward from the
teachers. The competition atmosphere can motivate the students to like reading.
Moreover, by teaching and implementing reading materials design using CIRC to
the elementary students, hopefully the students’ reading comprehension skills will
increase. CIRC might be one of the methods to teach reading to be more
26
CHAPTER III METHODOLOGY
This chapter in this research discusses: (A) Research Method; (B)
Research Participants; (C) Research Instruments; (D) Data Gathering Technique;
(E) Data Analysis Technique; (F) Research Procedure.
A. Research Method
The method of this study was qualitative research, which meant that the
data would be presented in explanation and description. Sprinthall (1991: 102)
defined that a qualitative research methodology as a methodology used to
systematically gather data and the data will be purely descriptive. The research
would be a qualitative descriptive research. According to Cohen and Manion, the
descriptive research is concerned with processes that are going on (Cohen &
Manion, 2000: 169). Therefore, qualitative descriptive research was suitable in
this research because the researcher wanted to provide detailed description about
the implementation of reading materials design using CIRC.
To be exact, this qualitative study was a survey. Survey study is defined
as a process of collecting information from a group of people in order to describe
some aspects or characteristics (Frankael & Wallen, 1993: 343). This survey
study was aimed to find out the implementation of Cooperative Integrated
Reading Composition (CIRC) method to teach reading to the fifth grade students
Moreover, the survey in this research was done by teaching and
implementing the reading instructional materials design using the Cooperative
Integrated Reading Composition (CIRC), conducting observations and interviews.
The researcher would involve or participate in this survey research since in this
survey study the researcher would teach and implement the CIRC by herself.
Therefore, the researcher asked observer partner to observe the process of the
implementation of CIRC. The observer partner would carry out the observation
based on the provided observation checklists. Besides, the results of the
observations also would be reported in the form of field notes.
B. Research Participants
The subjects of the research were the fifth grade students of Kanisius Kintelan Elementary School. The fifth grade students were in the semester II during the 2008/2009 academic year. The researcher chose the fifth grade students
considering that the Cooperative Integrated Reading Compositions (CIRC) is a
comprehensive program for teaching reading in the upper and middle elementary
grades (Slavin, 1995). Another reason why the researcher chose the fifth grade
students because in this stage the children develop the capacity of productive
work, cooperative with others and pride in doing things well (Erikson, 1987: 17).
Besides, the researcher chose the fifth grade students as the research participants
rather than sixth grade students because the sixth grade students would focus their
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C. Research Instruments
In conducting this research there were four instruments that would be used
to gather the data, namely: observation checklist, field notes, video recording, and
interview.
1. Observation Checklist
The first instrument was the observation checklist. Best and Khan defines
observation checklist as a list of items which contains of items or categories
analyzed (Best and Khan, 1986). Moreover, he states that checklist is used to
systemize the observation records. In this research, the observations were chosen
in order to see the process of the implementation of reading instructional materials
using CIRC. So, the observation checklist was used to find out the answer of the
first research question.
Moreover, the researcher prepared the observation checklist to be filled out
by the observer partner as the researcher would implement the reading
instructional materials design using CIRC by herself. The observation checklist
was prepared in order to guarantee that the observer partner would record all the
aspects that the researcher wanted to be observed.
The observer partner would observe the process of the implementation of
the reading instructional materials design using CIRC for four times. The observer
partner did the observation by sitting at the back without causing any distraction
to the teaching-learning process.
Field-notes, according to Moleong (1989: 90) are notes which are used by
the observer when someone is observing, interviewing or noticing certain
moments. Field notes were used in this research in order to answer the first
problem in this research. Moreover, field notes were used to give detail
description of what had happened during the implementation of CIRC to teach
reading to the fifth grade students.
Bodgan and Biklen (1985: 85) state that field notes consist of two
materials, namely: descriptive and reflective part. In the descriptive part includes
the background of the observation, people, action and conversation. The reflective
part consists of the observer’s comments, arguments and ideas. Therefore, the
researcher would prepare the field notes sheet which was made based on the
requirements in making field notes. The field notes would be done by the observer
partner to give additional data to answer the first problem in the problem
formulation.
3. Video Recording
Video recording, according to Bodgan (1982: 104) is one of the methods
to obtain data in qualitative research. Moreover, he states that the visual record
taken from video can help the researcher to remember and help manage the data.
In this research, the researcher used video recording to provide additional data
which would be used to answer the first question listed in the problem
formulation. The researcher would take notes based on the visual record of the
30
4. Interview
In conducting this research, particularly in answering the first and the
second problem, the researcher would use the interview as the instrument. The
interview was conducted after the researcher implemented one lesson unit. It
means that the interview was conducted four times. Before conducting the
interview, the researcher explained the aim of the interview to the students who
had been chosen as the respondents. The researcher chose five to six students for
each interview. In every interview, the students were chosen based on their
English proficiency level. Among those five to six students, there were low,
medium and high English proficiency levels. The researcher decided to choose the
students based on their English proficiency level in order to get rich data.
The interview would be a guided interview. Therefore, the researcher
prepared the list of questions to be used in the interviews. The list of the interview
questions were attached in appendices.
Furthermore, the interview would be conducted more or less five to ten
minutes. The guided interview would be recorded using MP4. Besides, the
researcher also took notes during conducting the interviews. The interviews were
used to answer the first and the second problem of the study.
D. Data Gathering Technique
In conducting the research, the researcher would implement CIRC using a
set of reading instructional materials designed by Santi Dyah Ikasari (Ikasari,
instructional materials using CIRC. In implementing the reading materials design,
the researcher wanted to describe the implementation of CIRC. The researcher did
not intend to evaluate the materials design. The materials were used as means to
find out the answer of the research questions.
The researcher would teach four times by herself. Therefore, the
researcher asked a partner to observe the implementation of teaching reading
using CIRC. The observer partner would observe based on the observation
checklists to guarantee that the observer partner would record all the aspects that
the researcher wanted to be observed. However, in order to support the data, the
observer partner was allowed to add comments for each item in the observation
checklists. Besides, the observer partner was allowed to give general comment to
the process of implementing reading materials using CIRC.
The second instrument that would be used to gather the data was field
notes. The field notes was made by the observer partner to give a description of
what had happened during the implementation of reading instructional materials
using CIRC. The field notes were made four times as there were four times of
implementation. Furthermore, in order to support the data from observation
checklist and field notes, the researcher would record the teaching learning
process using video recording. Video recording was needed in order to provide
additional data to the implementation of CIRC. The researcher realizes that video
recording has limitation in providing data so that the researcher would use the
32
The researcher would watch the video and then would take notes based on what
the video captured.
The last instrument which was used to obtain the data was the interview.
The interview was used in order to find out the answer of the first and the second
research question. The interview was conducted after the researcher implemented
one lesson unit. It means that the interview was conducted four times. The
researcher conducted interview to the all fifth grade students. There were five to
six students for each interview. Furthermore, the researcher used guided interview
which would be recorded using MP4.
E. Data Analysis Technique
In this research, the researcher used several steps in analyzing the data.
First, the researcher would analyze the instruments that were used to attain the
answer of the first research question. Second, the researcher would analyze the
instrument which was used to attain the answer of the second research question in
this study. In analyzing the instruments that were used to answer the first research
question, there were several steps taken. The first process in analyzing the data
was the data reduction.
According to Miles and Huberman (1985), they state that in qualitative
research the data analysis is done under three activities: data reduction, data
display and conclusion drawing. Data reduction refers to the process of selecting,
focusing, simplifying, abstracting and transforming the data that appears in the
following points. First, the results of the field notes were reduced because not all
the data in the field notes were necessarily relating to the research. Only the
important data which was useful to the research was taken. Second, the comments
that were added by the observer partner in the observation checklist also would be
selected to enrich the data from the field notes.
Based on Wiersma (1969: 217), the process of data reduction was the part
of coding. He states that coding is the process of organizing data and obtaining
data reduction. Moreover, he states that coding is the process of deciding on more
category systems and then organized the data (Wiersma, 1969: 217). So, after the
researcher conducted data reduction, the researcher organized the results of data
reduction into some categories.
The categorization process was done in the following points. First, the
researcher made the categories of the data. The categories were made based on
the principles of CIRC. The categories consisted of: Words Out Loud,
related activities, related writing. Words Out Loud coded as (WOL),
Story-related activities coded as (SR), Story-Story-related writing coded as (SrW).
After made the categories, the researcher did the coding process to the
results of the field notes. Then, the researcher clustered the same code of the data
into its category. Then, the researcher would do the same steps for the results of
the observer’s comments in the observation checklists. Next, the researcher
synthesized the results of the coding process of the field notes and the observation
34
Before conducting the coding process to the results of the interviews, there
were several steps taken. First, the researcher listened to the recording several
times. Second, the researcher made the transcripts based on the results of the
interviews. Third, the researcher would cluster the results of the interviews which
were used to answer the first research question in this study. Fourth, the researcher
conducted the data reduction since there would be some unnecessary answers.
Fifth, the researcher synthesized the data and then made categorization based on
the results of the interviews. Next, the researcher presented the results of the
interviews in the form of paragraph.
After the researcher synthesized the results of the observation checklist,
field notes and interviews, the researcher watched the results of video recording to
see the process of the implementation of CIRC through reading instructional
materials design to teach reading to the fifth grade students. Then, the researcher
took notes based on the results of video recording to give additional data from
field notes and observation checklist.
The next step in analyzing the data was triangulation which was done for
instance, by comparing the data from the observation checklist, field notes,
interviews, and video recording. According to Patton (2002: 556) triangulation is
a technique to combine different data collection method to overcome the bias data
that comes from single-methods, single observer, and single instrument.
Since, the researcher used three instruments to answer the first research
question in this study, triangulation was chosen as a technique to analyze the data.
checklist, field notes and interviews to complement each other. Furthermore, the
researcher used one of the types of triangulation which was called as triangulation
of qualitative data sources ( Patton 2002: 559) to check out the consistency of
information derived at different times and by means different instruments within
qualitative methods. Through triangulation, the researcher would check whether
there were any differences data between the instruments that were used in this
research or not. As the triangulation data within qualitative methods may not lead
to a single, totally consistent picture, (Patton, 2002: 560). If there were any
differences data, the researcher then would analyze why the differences appear.
After comparing, combining and checking the data consistency through
triangulation, the researcher then presented the data in the descriptive form. The
result of triangulation presented integrated in the one descriptive illustration in the
form of paragraph. In this step, the researcher would conclude the process of
implementation CIRC to teach reading to the fifth grade students of Kanisius Kintelan Elementary School.
Then, in order to find the answer of the second research question, the
researcher analyzed the results of the interviews. The researcher would cluster the
answers of the interviews which were used to answer the second problem. Then,
the researcher synthesized the data and made categorization based on the results
of the interviews. The last step was presenting the results of the interviews in the
36
F. Research Procedure
There were several procedures in attaining the objective of the research.
The researcher would conduct class observation before implementing CIRC in
order to know the students’ characteristics. Then, the researcher would implement
CIRC using a set of reading instructional materials design to see how CIRC was
implemented. In implementing the reading materials design, the researcher wanted
to describe the implementation of CIRC. The researcher did not intend to evaluate
the materials design. The materials design was used as means to find out the
answer of the research questions.
The researcher would implement CIRC by herself. Therefore, the
researcher asked a partner to observe the implementation of CIRC based on the
provided observation checklist. The observation was conducted four times as the
researcher would teach reading using CIRC four times. Moreover, in the
observations, the observer partner would make field notes based on what had
happened during the implementation of reading instructional materials. The
implementation processes were recorded using video camera to answer and give
additional data to the first research question listed in problem formulation.
In order to obtain the answer of the second research question, the
researcher conducted interviews to twenty two fifth grade students of Kanisius Kintelan elementary school. The interview was conducted after the researcher implemented one lesson unit. There were five to six students for each interview.
The interview was conducted after the researcher implemented one lesson unit. It
After obtaining the data, the researcher employed three steps of data
analysis technique. They were data reduction, coding and triangulation. The first
step was data reduction. The researcher conducted data reduction for the results of
the field notes and observation checklist. Then, the researcher conducted coding
process to the results of the field notes and observation checklist by giving
categories based on CIRC principles. Next, the researcher clustered the same code
into its category. Then, the researcher would employ the same process to results of
the interviews. However, there were several steps taken before conducting data
reduction and coding to the results of the interviews. First, the researcher listened
to the results of the interviews several times. Second, the researcher made the
transcripts of the interviews. Third, the researcher clustered the results of the
interviews which were used to answer the first and second research question in
this study.
Then, the researcher watched the results of video recording to give
additional data to see the process of the implementation of CIRC. Next, the
researcher used triangulation as the technique to analyze the data which gathered
through observation checklists, field notes, and interviews. Then, the researcher
would combine and compare and check the data consistency from those three
instruments. The result of triangulation presented integrated in the one descriptive
illustration in the form of paragraph. In this step, the researcher concluded the
process of the implementation of CIRC.
Then, the researcher would analyze the results of the interviews which
38
results of the interviews which were used to answer the second research question.
Then, the researcher presented the results of the interviews in the form of
paragraph to find out the factors that influenced the implementation of reading
