Siti Ansoriyah Universitas Negeri Jakarta
[email protected] 082122690692/0818820957
Abstrac. The objective of this research is to improve college students’ skill in writing short story through Cooperative Integrated Reading and Composition (CIRC). The action research method applied in this research is the Kemmis & Taggart method including a number of stages. The stages are: planning, action, observation, and reflection. The subject of the research was college student of Language and Literature Education at Universitas Negeri Jakarta. The data used in this research was collected from various resources. The method for data collection was through observation, interview and tests. Data was analyzed both qualitatively and quantitatively.
Result of phase 1 showed that students still had difficuties in writing short story. Phase 2 showed that students could not produce synchronized story, while phase 3 showed significant progress and ability to write short story.
The result of research during the three cycles showed improvement of average score in students’ writing skill through CIRC. Pretest score in writing skill was 67,42. At the end of the first cycle the average score was 76,25, the average score during the second cycle 79,81 and the average test score in the third cycle was 86,83. Based on the score of 86,83 gained in the third cycle, showed that the use of Cooperative Integrated Reading and Composition (CIRC) improved students’ skill in writing short story.
Keywords: improvement, writing short story, Cooperative Integrated Reading and Composition (CIRC).
I. INTRODUCTION
Language is a tool that enable someone to express his/her thoughts both verbally or literally. Dendy Sugono stated that language is used for thinking, expressing ideas and communication in human life. There are four skills in language learning. The four skills comprise of listening, speaking, reading and writing. (Dendy: 2009: 4)
Writing skill is considered the most difficult skill compared to the other three skills. As a skill which is expressive and productive, writing skill must be supported with complex language skills namely vocabulary, sentence structure, ability to express ideas in the form of sentences into a paragraph and essay. Writing in language learning, is an activity which emphasizes on process and result oriented.
Writing which emphasizes on process is related to all activites namely writing exercise, filling in the blanks, rearranging sentences, preparing outline, etc. While writing which is result oriented is always related to text production.
In this research writing skill used is writing composition.
Writing is an intuitive and creative process. It is called intuitive process as writer has to decide the topic, comparing facts, and organizing ideas to deliver the topic.
Writing is a creative process as it produces writing result and the quality of the writing depends solely on the writer’s creativity. De Porter and Hernacki (2002: 195) stated that effective writing process consists of seven stages namely (1) preparation stage, (2) rough drafting, (3) getting feedback from peers, (4) revision, (5) editing, (6) rewriting, (7) evaluation.
There are five competencies which determine the quality of writing, they are: (1) language use, ability to write correctly, (2) mechanical skill, using the right spelling and
marks, (3) treatment content, is the ability to develop ideas creatively, (4) stylistic skill, ability to arrange sentences and paragraph and use the language effectively, (5) judgement skill or writing based on objective, condition and situation.
(JB. Heaton, 1988: 135). Writing is a complex thinking process which has to be achieved in a creative process.
Writing is not an easy job but also not difficult. Writing requires ample knowledge in writng method, skill and interest in order to produce meaningful composition.
College student competency in writing is not satisfactory and requires enhancement. College student in faculty of letter and language education shows inadequate competency in writing. Students mostly have difficulty in determing idea for their writing. The other problem is to elaborate their knowledge and experence in a systematic composition. A composition should be solid with all the ideas and information is arranged in order, well organized, complete and in line with topic and objctive.
It can be observed that students still lack of competency in writing short stories. The students seem to have difficulty in determining the topic/theme. Students cannot develop the ideas and relate all the sentences into a systematic paragraph. Choice of words and usage of capital words are still serious problems for the students. The desired target of learning short story writing could not be achieved as most of the program still emphasizes on the result and put aside the process.
II. RESEARCH
This action research used both qualitative and quantitative approach. Qualitative approach is used to explain events occurred during research and result of the questionnaire, interview and observation. Quantitative approach is used to explain meaning of nmeric result. The
score given to the students before action is compared to score after action. The scores are then analyzed through chart and diagram to identify the impact of the action. This research uses Kemmis and Tagart model which reflects the research in circle consisting of four stages namely: Planning, acting, observing, dan reflecting. The research is implemented in cycles. When there is error in the cycle, it would be corrected in the following cycle. Based on procedure in the Kemmis and Taggart model, the research uses stages in every cycle.
III. DISCUSSION
Competency improvement in writing short story using Cooperative Integrated Reading and composition (CIRC) strategy Initial test showed the score of 71, 84 (good).
However, the breakdowns of the score for every substance showed 67,42 (fair). Based on the result, researcher intended to increase the score to very good category. The resarcher and collaborator use Cooperative Integrated Reading and composition (CIRC) strategy in order to improve students competency in writing short story.
On the first cycle, some students cannot develop their ideas while some students show ability in developing their ideas t some extent. Action on the first cycle show resut of the 27 students. The score increased to 76,25. The first cycle show that (1) The writing is still very simple (2) The content seems jumpy with some errors in punctuation marks; (3) The use of sentences are confusing, sentences are not effective, also errors in dictions; (4) Some students are still confused in developing ideas; (5) Suboptimum effectiveness in group cooperation is still pervasive, group members did not contribute equally. Basically the result was yet to be satisfactory.
The second cycle result showed effective cooperation among group members. Some process are still suboptimum due to inaccurate choice of words, describing the characters, and flow of the story. The score result of the 27 students showed improvement as they got the score of 79, 81.
The errors occurred as predicted by researcher were due to lack of comprehension in the concept of the short story. Consequently researcher proceed with the third cycle to determine the root cause whether lack of comprehension in the concept or improper discussion method.
On the third cycle, the progress is significant. The score was 8,7 (very good). The graph shows the competency is improving. The results are (1) The idea is well developed with flowing story according to topic; (2) the writing is more organized; (3) Errors in choice of words, spelling is less compared to previous cycle, the groups are working properly with equal responsibilities among group members; (4) increased self confidence to express ideas; (5). The score of the 27 students was 86,83 or satisfactory
Table I: Competency Improvement in Short Story Writing Based on Scoring Category
Fair Good Very Good
Skor Dasar 85, 18% 14,8%
Siklus I 100%
Siklus II 44,4% 55,5%
Siklus III 100%
Table 2: Competency Improvement Based on Intrinsik Aspect
Siklus Tem
a Tok
oh Alu
r Gaya
penceritaan Sudut
pandang Amanat Skor
Dasar 7,3 7,5 3,6 18,09 3,5 7,2
Siklus
I 8,3 8,09 4,1
2 20,83 4,22 8,1
Siklus
II 6,6 8,4 4,8 22,7 4,9 8,6
Siklus
III 8,7 8,8 5 26 5 8,8
Tabel 3: Competency Improvement in Writing Regarding Initial Structure, Mid Structure, End Structure, Language
Siklus Struktur
Awal Struktur
Tengah Struktur
Akhir Kebahasaan
Skor Dasar 4,2 7,4 4,5 3,7
Siklus I 4,62 8,48 4,8 4,53
Siklus II 4,1 9,6 4,2 4,1
Siklus III 4,8 9,8 4,8 4,8
IV. DISCUSSION
Based on action research using Cooperative Integrated Reading and composition (CIRC) strategy, there are some findings from the three cycles. The findings were based on qualitative data from observation in the first to third cycle.
On the initial test of first cycle, 23 students (85,8%) got fair score, 4 students (14,8 %) got good score. The final test of first cycle showed 27 students (100%) got good score.
On the second cycle, 12 students (44,4%) got good score and 15 students (55.5%) got very good score. On the third cycle, all 27 students (100%) got very good score.
Observation result with the use of CIRC in the three cycles are as follow:
1. Improvement in writing competency took place in very cycle. The result in the third cycle showed very good result for all students.
2. By using Cooperative Integrated Reading and composition (CIRC) students tend to cooperate well to achieve significant improvement in writing competency. The students showed excellent group work.
3. Students independence both individually and in group is getting better as they give feedback to their peers.
4. Motivation increases as they are comfortable working in group. They help each other and eventually they improve their competency together.
The action research showed that Cooperative Integrated Reading and composition (CIRC) strategy has positive impact in improving students competency in writing short story. Students comprehension improved regarding the concept of short story writing. The first cycle showed score of 76.25 compared to initial test of 67.42. Although the improvement is not significant but improvement really took place.
The second cycle show improvement as they got score of 79,81. While on the third cycle all the students got score of 86,83 which is satisfactory. Learning using Cooperative Integrated Reading and composition (CIRC) for writing can improve students ability in writing short story.
Not only writing, but also students’ capability in reading also improved significantly.
V. CONCLUSION
Implementation of Cooperative Integrated Reading and composition (CIRC) strategy is useful in improving students competency in writing and reading. The students became more active in the group and they cooperate very well with their peers. They give feedback and help their peers to achieve their common goal.
Students who got difficulty in developing ideas becoming more competent in developing ideas. They are involved in comfortable sistuation as they work together in groups. They become more confident and receive feedback from their peers. Problems which are commonly facedby students in writing could be gradually eliminated.
Before the action research the students got only 67,42, which indicated fair competency in writing short story.
Various errors in writing aspects were found in students’
writing result.
The researcher identified the problems and offer solution with the use of Cooperative Integrated Reading and composition (CIRC) strategy. Every cycle consists of four meetings with test at the fourth meeting. In groups, implementation of Cooperative Integrated Reading and composition (CIRC) startegy is implemented as part of learning process.
The average score of every aspect, theme was scored 8,3 (high), character was scored 8,09 (high), flow of story was scored 4,12 (medium), story telling style was scored 20,83 (medium), point of view was scored 4,22 (high), message was scored 8,1 (medium), language structure was scored 4,53 (high), initial structure was scored 4,62 (high), mid structure was scored 8,48 (medium) final structure was scored 4,8 (high). The average score in the first cycle was 76,25 % (good).
From the first cycle, students activity was still suboptimum. In general, there has been an increase in the six writing aspects by using Cooperative Integrated Reading and composition (CIRC) strategy. Flow of story, pont of view and message were still not optimum due to lack of students ideas and intuition. Another obstacle was poor time management. Students seemed to be in a hurry in doing their writing and to end the story. That is why researcher and collaborator needs to conduct further revision and proceed to next cycle.
In the second cycle, the score was as follow: topic was scored 6,6, character aspect was scored 8,4, flow of story was scored 4,8, style of story telling was scored 22,7, point of view aspect was scored 4,9. Message aspect was scored 8,6, language element was scored 4,1, initial structure was scored 4,1, core aspect was scored 9,6, and the final structure was scored 4,2. From these scores in second cycle, the score was noted to be fluctuated compared to to the first cycle. In the first cycle students write their very own story using their own ideas, while in the second cycle there was a
discussion using Cooperative Integrated Reading and composition (CIRC) strategy and students were asked to analyze their peers writing and identify the most dominant aspect in their friends writing.
The errors occurred as predicted by the researcher was caused by absence of analysis prior to writing. Students did not comprehed the concept and aspect in writing short story. The discussion was also not properly performed. The researcher decided to proceed with the third cycle. The third cycle is to measure whether fluctuating score was due to lack of comprehension in writing aspect and writing concept.
The stage also use Cooperative Integrated Reading and composition (CIRC) strategy.
There has been an increase in second cycle compared to the first cycle. In the third cycle, topic aspect was scored 8,7 (high), character aspect was scored 8,8 (high), flow of story was scored 5 (high), story telling style was scored 26 (high), aspect of point of view was scored 5 (high). Message aspect was scored 8,8 (high), language aspect was scored 4,8 (high), core structure was scored 4,8 (high), In general the students got high scores for all aspects in short story writing.
The average score for the third cycle was 86,83, which indicated significant increase of competency through the use of Cooperative Integrated Reading and composition (CIRC) strategy.
Based on the data elaborated, in general there has been a significant improvement of competency in short story writing with the use of Cooperative Integrated Reading and composition (CIRC) strategy. The result from the third cycle was considered optimum as students got averae score of 86,83. The scoring was based on scoring procedure issued by Universitas Negeri Jakarta. Researcher and collaborator has provided students with inputs, instruction and feedack.
Implementation of Cooperative Integrated Reading and composition (CIRC) startegy was running well. In terms of discussion activities, the use of Cooperative Integrated Reading and composition (CIRC) has resulted in improvement of discussion quality as students gave feedbacks and correction to their peers. Activities and exercises Cooperative Integrated Reading and composition (CIRC) strategy has enabled students to self evaluate their writing when they create sentences, create flow of the story, and use punctuation marks. However, there were some constraints faced by the students namely short of ideas, and improper choice of words. However these were minimized through discussion, feedbacks among peers, and cross correction. In general students gave good impression in the use of Cooperative Integrated Reading and composition (CIRC) strategy.
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