The aim of this research was to implement the influence of using Cooperative Integrated Reading and Composition (CIRC) technique on the student's reading comprehension at The Eighth Graders of Junior High School 2 Metro. It means that the influence of using the Cooperative Integrated Reading and Composition (Circ) Technique on the student's reading comprehension in the eighth graders of junior high school 2 Metro in the academic year. Tujuan peresanikan ini adalah untuk mengimplementasikan tekhnik cooperative integration reading and composting (CIRC) and analyze the influence on the persuasiveness of the reading of the students of SMP Negeri 2 Metro.
Tes ini digunakan untuk mengetahui apakah teknik Collaborative Integrated Reading and Composition (CIRC) sudah tepat dan dapat digunakan siswa untuk memahami teks bacaan. Artinya, teknik Collaborative Integrated Reading and Composition (CIRC) berpengaruh terhadap kemampuan membaca pemahaman siswa kelas VIII SMP Negeri 2 Metro tahun pelajaran. Secara khusus, saya ingin mengucapkan terima kasih yang sebesar-besarnya kepada-Nya yang selalu menyertai saya dalam terwujudnya skripsi universitas ini yang berjudul “Pengaruh Penggunaan Teknik Integrated Reading and Collaborative Composition (CIRC) terhadap Pemahaman Membaca Mahasiswa di siswa kelas VIII SMP Negeri 2 Metro Tahun Pelajaran.
INTRODUCTION
- Problem identification
- Problem limitation
- Problem formulation
- Objective and Benefit of the Study
- Objective of study
- Benefit of the Study
Cooperative Integrated Reading and Composition is one of the ways to teach reading comprehension through group work. Based on the above explanation, the researcher is interested in applying cooperative integrated reading and composition technique to help students' reading comprehension. By using this technique, the students of Junior High School 2 Metro will hopefully be motivated as they have determined the reading goal which is realized by using "Cooperative Integrated Reading and Composition". Therefore, the researcher proposes a study entitled: "THE INFLUENCE OF.
This research will discuss the significance of using Cooperative Integrated Reading and Composition (CIRC) technique on students' reading comprehension. To know, is there any positive and significant influence of using Cooperative Integrated Reading and Composition technique on students' reading comprehension on eighth grade student at Ungdomsskole 2 Metro. The researcher hopes that the result of the study can provide an information to the English teachers about the use of Cooperative Integrated Reading and Composition in reading education.
REVIEW OF THE RELATED THEORIES
- Concept of reading comprehension ability
- Concept of cooperative integrated reading and compotion (CIRC)
- Theoretical Framewor and Paradigm
- Hypotesis Formulation
CIRC can help students study reading skills, especially understanding the text to find the main idea. This group divided heterogeneous by virtue of the ability of the students, which can be determined by the teacher. Students can share the information in the text to check their understanding of the material.
After the students read the text with their group, the teacher gives the group a worksheet to practice their skills. After the group reads the text, students can share text information to check their understanding of the material. There is no positive impact of the use of the collaborative integrated reading and composition (CIRC) technique on the reading comprehension of students in the eighth grade of Junior High School 2 Metro.
RESEARCH METHODOLOGY
- Population, Sampele and Sampling Technique
- Population
- Sample and Sampling technique
- The Operational Devinition of Variable
- Data Colecting Method
- Test
- Documentation
- Research Instrument
- Data Analysis Technique
The population of this study consisted of the eighth grade students of Junior High School 2 Metro in Academic Year of. In this study, the students can easily understand the text by using Cooperative Integrated Reading and Composition. Dependent variable of this study is the reading comprehension of the students in the 8th grade of Junior High School 2 Metro in academic year.
Effectiveness of integrated collaborative reading and composition technique and reading comprehension of 2 Metro Middle School eighth graders in the academic year. In order to investigate whether there is any positive and significant influence of integrated reading technique and collaborative composition on reading comprehension in the eighth grade of 2 Metro High School in the academic year, the researcher analyzes the data using t-test. The number of students of Junior High School 2 Metro is 656 people who can be identified as follows;.
Preparation of the table to prove whether there is an impact of the integrated reading and composition technique in collaboration on the reading comprehension of students in the eighth grade of SMP N 2 METRO. The above table illustrates that the mean of pre-test X1 and post-test X2 score was 23.333 and it's standard deviation was 7.350 with mean standard error was 1.342, observed was 17.388 with degree of freedom was 29 in 95% confidence interval of difference. From the above value, it can be concluded that there is a positive and significant impact of the use of the technique of integrated reading and collaborative composition in the understanding of reading of students in the eighth grade of SMP N 2 METRO in the academic year.
This can be seen from the results of the students' pre- and post-tests. There is a positive and significant influence of the Cooperative Integrated Reading and Composition technique on the pupils' reading comprehension in the eighth grade in SMP N 2 METRO in the academic year. This means that there was a positive and significant influence of Cooperative Integrated Reading and Composition technique on students' reading comprehension at the eighth grade level in SMP N 2 METRO in the academic year.
It can be proven that there is a positive and significant influence of the use of Cooperative Integrated Reading and Composition (CIRC) on the students' reading comprehension at the eighth grade of Junior High School 2 Metro in academic year.
RESULT OF THE RESEARCH
The Brief Of Junior High School 2 Metro
Siswa menulis dengan tulisan tangan yang rapi beberapa teks deskriptif tentang orang, hewan, dan benda, dengan sangat singkat dan sederhana. Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk menemukan fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda. Tugas menganalisis dan memproduksi teks deskriptif tentang orang, hewan, benda nyata di lingkungan sekitar. penilaian yang bertujuan untuk memberikan umpan balik yang lebih cepat).
Siswa membandingkan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci) dan unsur kebahasaan dari beberapa teks deskriptif tentang orang, binatang, benda yang telah dikumpulkan dari berbagai sumber tersebut di atas. Siswa menulis beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, binatang, benda yang ada dalam kehidupan siswa di rumah, kelas, sekolah, dll. Bahasa Indonesia untuk pengalaman belajar memahami dan menghasilkan teks deskriptif tentang orang, binatang, benda, termasuk kemudahan dan kesulitannya.
Siswa mendiskusikan masalah yang dihadapi dalam membuat teks deskriptif tentang orang, binatang, benda dan menuliskannya dalam jurnal akademik sederhana dalam bahasa Indonesia. Materi utama: Teks deskriptif pendek dan sederhana tentang orang, hewan, dan benda Alokasi waktu: 6 x 40 menit. Bersama guru, siswa mengamati fungsi sosial, struktur, dan unsur kebahasaan teks deskriptif sederhana yang diberikan oleh guru.
Di bawah bimbingan guru, siswa mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam teks deskriptif. Siswa mendengarkan penjelasan guru tentang tujuan, struktur, dan unsur kebahasaan dalam teks deskriptif sederhana. Siswa secara aktif berlatih menemukan ide pokok, informasi spesifik, dan informasi rinci dari teks deskriptif pada lembar kegiatan yang disediakan oleh guru.
Siswa menyampaikan laporan hasil pengerjaan struktur, unsur kebahasaan, gagasan pokok, informasi spesifik dan informasi detail dari teks deskriptif. Siswa mendengarkan penjelasan teman satu kelompok ketika mengalami kesulitan berlatih menemukan ide pokok, informasi spesifik dan informasi detail dari teks deskriptif. Siswa aktif berdiskusi dalam kelompok ide pokok, informasi spesifik dan informasi rinci dari teks deskriptif pada lembar kegiatan yang disediakan oleh guru.
Siswa mendengarkan penjelasan guru tentang tujuan, struktur dan unsur kebahasaan dalam teks deskriptif sederhana. Siswa secara aktif mendiskusikan ide pokok, informasi spesifik, dan informasi rinci dari teks deskriptif pada lembar kegiatan yang disediakan oleh guru.
The Condition of Teacher And Employe of Junior High School 2
The Organitation Structure of Junior High School 2 Metro
The Students Quantity of Junior High School 2 Metro
Infrastructure
Pre-Test Result
Based on the above data, it can be determined that the highest score was 80 and the lowest score was 25. The default value of English in SMPN 2 Metro was 75, so the students who passed the test were those who scored more than 75, it was only 6 students or 20%.
Post-Test Result
Based on the above data, it can be concluded that the highest score was 95 and the lowest score was 60. Based on the frequency distribution of the above table, it can be concluded that 30 students as a research sample can be allocated. From the table above, it can be seen that the students who passed the test were the students who scored more than 75, there were 21 students or 70%.
Hypothesis Testing
Siswa membaca dengan lebih cermat semua teks deskriptif yang dikumpulkan tentang orang, hewan, dan benda, mengenali dan menyebutkan: nama orang, hewan, benda. objek yang dijelaskan - tindakan orang,. kosakata, tata bahasa, pengucapan, tekanan kata, ejaan, tanda baca yang digunakan. Siswa bekerja sama meniru contoh-contoh yang ada untuk membuat teks deskriptif yang sangat pendek dan sederhana tentang orang, binatang, dan benda. mencapai berbagai fungsi sosial. Siswa mendapatkan umpan balik dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan.
Sebutkan tindakan dari atau terkait dengan orang, hewan, benda, yang semuanya sesuai dengan fungsi sosial yang ingin Anda capai. Selama pembelajaran, siswa mendengarkan dan memberikan penjelasan ketika mereka kesulitan menemukan ide pokok, informasi spesifik, dan informasi rinci dari teks deskriptif sederhana. Siswa bertanya-tanya apa teknik yang tepat untuk lebih mudah memahami dan menemukan informasi dalam teks deskriptif.
Siswa mendengarkan penjelasan guru tentang tujuan, struktur dan unsur kebahasaan dalam teks deskriptif dan teknik yang tepat, sehingga mudah untuk memahami informasi apa yang terkandung dalam teks tersebut. Siswa menyampaikan laporan hasil diskusi kelompok saat membahas struktur, unsur kebahasaan, gagasan utama, informasi spesifik, dan informasi detail dari teks deskriptif. Ketika belajar dalam kelompok, siswa saling mendengarkan dan memberikan penjelasan dari teman sebayanya ketika mereka kesulitan menemukan ide pokok, informasi spesifik, dan informasi rinci dari teks deskriptif sederhana.
