Learning the English language involves developing the four language skills, namely speaking, listening, writing and reading.1 The four talents are typically self-contained, but when used to communicate, language cannot be separated and requires balanced distribution and coordinated implementation. Cooperative Integrated Reading and Composition (CIRC) is a cooperative learning strategy that combines reading and writing and places students in small, collaborative groups of 4 to 6 people with a heterogeneous group structure.3 The Cooperative Integrated Reading and Composition Strategy (CIRC) is a comprehensive learning program to teach reading and writing to students at primary school, at a higher level and also at secondary school.
Research Question
The benefits of the CIRC learning model place more emphasis on the cognitive, psychomotor and affective aspects of students. It can be concluded that the CIRC learning strategy is a learning strategy that emphasizes students working together to perform well, effectively and efficiently, where learning success is achieved together, and not just individual skills.
Objective of the Research
Based on the above explanation, the researchers are interested in conducting a study titled "Effect of Collaborative Integrated Reading and Composing (CIRC) Strategy on Improving Students' Reading Comprehension in Eighth Grade MTs uhaidao, kab.
Significant of the Research
Based on the data analysis, the researcher concludes that the use of Cooperative Integrated Reading and Compilation (CIRC). 6 Susi pransiska, "Using Collaborative Integrated Reading and Composing (CIRC) Technique to Improve Students' Reading Ability and Reading Comprehension Achievements (Classroom Action Research on Eight Grade Students of MTs Pancasila Bengkulu in Skripsi Academic Year: Faculty of Tarbiyah and Tadris, IAIN Bengkulu, 2016 ).
Some pertinent ideas
Cooperative Integrated Reading and Composition (CIRC) Strategy a. Definition of Learning Strategy
According to Durukan, the CIRC strategy is one of the cooperative learning approaches aimed at improving language skills in reading, writing and other areas. CIRC is an integrated cooperative learning strategy for reading and writing where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts.
Reading
From the above statements, it can be concluded that reading is a process of finding meaning in the text. Silent reading is often practiced by a reader who wants to understand text in the reading process.
Narrative Text
When the mouse deer came near the river, a tiger came up to him and wanted to eat him. Of course the mouse deer got tired to escape, but the tiger ran faster and caught him. Because the tiger felt provoked, he declared that he would challenge the mouse-deer king.
Then the mouse led the tiger to the river and said, 'Now look at the water. You will see my king.” Foolishly the tiger looked into the river and surely saw another tiger in the water. Because of his too high self-pride, the tiger jumped into the water and wanted to fight.
After fighting with himself in the river, the tiger realized that he was fooled by the mouse deer.
Conseptual framework
Hypothesis
Research Location and Time
Population and Sample 1. Population
The researcher used a pre-experimental design in this research with one group pre-test and post-test, which is presented as follows:. For this design, the students are first given a pre-test, followed by treatment, and finally a post-test. The sample is part of the population, as a representative taken using a certain technique.42 This means that the sample must contain the same characteristics as the population because the sample must represent the entire population.
The researcher chose grade VIII based on the teacher's recommendation because the reading skills of the students in the class were low.
Research Instrument
Procedure of Collecting Data
In addition, the researcher asked some questions to the students about the narrative text as if they had ever told this story. Then the researchers selected one of the students from each group to read the results of their group work on the text in front of the class. Researchers gave narrative texts to each group, and each group was given the opportunity to read the text, discuss the meaning of the text, and write down the main ideas in the text.
In this fourth meeting, the researcher opened the class with greetings and a prayer, and then checked the attendance of the students. At this fifth meeting, the researcher opened the introductory lesson with greetings and a prayer, and then checked the presence of the students. In the sixth meeting, the researcher opened the class with greetings and a prayer, and then checked the presence of the students.
After applying the CIRC to teaching narrative reading, the researcher gave a posttest to the students to review the final grades and find out the differences in students' learning outcomes and scores before and after the treatment.
Technique of Data Analysis
Meanwhile, to analyze the differences in learning outcomes before and after the test, an analysis was conducted using a T-test with the following formula: This chapter presents research results and a discussion on the effect of a cooperative integrated reading and composition strategy (CIRC ) to improve students' reading comprehension.
Findings
The achievement of students reading comprehension
A pre-test was obtained to determine the students' reading comprehension level before the researcher treated the students; in this process, 20 students of the eighth grade of MT. After knowing the students' scores in the pretest, the researcher tracks the students' scores to find the mean score. This data shows that the reading comprehension of the students after the pre-test was still low because most of the students have a poor percentage.
The table above shows that the mean value of the pre-test is 55.5 and the standard deviation is 13.46. After knowing the scores of the students in the pre-test, the researcher follows the score of the students in the table to find the mean score. Once the researcher knew the total score and the post-test classification percentage, the researcher calculated the mean post-test score and standard deviation.
We can conclude that there was a significant difference between the pre-test and post-test scores of the students.
Discussion
The Improvement of Students’ Reading Comprehension
The researcher distributes the narrative text to each group to read and discuss the meaning of the text and then writes the main idea of the text. The researcher chose one of the group representatives to read the results of his group's work with the text in front of the class. In the third meeting on Monday, the researcher opened the class by greeting and praying before the learning process and then checking.
The researcher chose one of the group representatives to present the results of his group's work on the text to the class. At the fourth meeting on Monday, the researcher opened the class by greeting and praying before the learning process and then checking the students' attendance, the researcher explained back about the previous learning. The researcher then distributes the narrative text to each group entitled "The Proud Lion", after which each group reads and discusses the meaning of the text and then writes the main idea of the text.
Then the researcher distributes the narrative text to each group entitled "The Old Man and His Sons", after which each group reads and discusses the meaning of the text and then writes the main idea of the text.
Conclusion
Suggestion
Effects of collaborative integrated reading and composition (CIRC) technique on literacy skills, educational research and reviews. The Integrated Cooperative Reading Comprehension (CIRC): Impact on Seventh Grade Students' English Reading Comprehension Achievement', International Journal of Research in Humanities, Arts and Letters. Effectiveness of collaborative integrated reading and composition (CIRC) to improve writing in descriptive texts (an experimental study of eighth grade students of MTsN 2 Kudus in the academic year Thesis: Faculty of Language and Arts, Semarang State University).
Mustafa, faisal and Nanda Marlina Abdul Samad, 'Cooperative integrated reading and composition technique for improving the content and organization of writing', Studies in English Language and Education. Using Cooperative Integrated Reading and Composition Technique (CIRC) to Improve Students' Reading Skills and Comprehension (A Classroom Action Research on Grade 8 Students of MTs Pancasila Bengkulu in Skripsi Academic Year: Faculty of Tarbiyah and Tadris, IAIN Bengkulu) . 1995, Effects of a Cooperative Learning Approach to Reading and Writing on Academically Disabled and Non-Disabled Students, (The Elementary school Journal, Vol.95, No.3).
Nichols, "Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Instruction," Reading and Writing Quarterly.
APPENDINCES
A few months later, the queen was expecting a child and all the people in the kingdom were happy. But even though the princess was misbehaving, her parents loved her, and so did the people in the kingdom. The princess looked at the necklace. she screamed and threw the necklace to the ground, where it shattered.
In the same way, no harm will come to you as long as you remain united. One day the king invited all the ladies in the kingdom to go to a ball in the palace. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn't have enough money to take Snow White.
According to the text, before she ran away into the forest, why did Snow White live with her uncle and aunt. She asked sarmi to accompany her to go to the market to buy some food. She asked sarmi to accompany her to go to the market to buy some food.
