Hasil penelitian menunjukkan bahwa strategi Cooperative Integrated Reading and Composition (CIRC) berperan positif dalam meningkatkan pemahaman membaca siswa kelas VIII SMPN 10 Metro. Berdasarkan hasil di atas dapat disimpulkan bahwa dengan menggunakan CIRC sebagai strategi alternatif untuk meningkatkan pemahaman membaca siswa di SMPN 10 Metro. Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan Cooperative Integrated Reading and Composition (CIRC) meningkatkan pemahaman membaca siswa di kelas Bahasa Inggris di SMPN 10 Metro.
Background of The Study
The average score is 57.5 the total number of students, it can be concluded that the reading score of the students in the eighth grade is still low. Another case about the students' reading comprehension in the eighth grade is: 1) the students are no more motivated to read in English text;. To minimize the problem above, the researcher is interested in finding out an effective way to teach English, especially in improving students' reading comprehension by using Cooperative Integrated Reading and Composition (CIRC).
Problem Identification
Problem Limitation
Problem Formulation
Objectives of the Study
Composition Strategy (CIRC) in the eighth grade of the 10 Metro secondary school in the academic year 2016/2017”. Overall, the objective of this research is to improve the reading comprehension of eighth grade students at SMPN 10 Metro; specifically, it is to find out whether Collaborative Integrated Reading and Composition (CIRC) can improve students' activities in English learning.
Benefit of The Study
Reading Comprehension
Comprehension has an important role in reading, because with it students can understand and interpret what the meaning of the text is. According to Anthony, Pearson and Raphael in Thomas S.C Farrell, reading is the process of constructing meaning through the dynamic interaction between the reader's existing knowledge, information suggested by written language, and the context of the reading situation.2. Furthermore, Tri Wiratno says that reading is absorbing the written text to understand the content3.
Douglas Brown states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies.8 This means that reading comprehension is efficiency of reading. Furthermore, in reading activities, students must have good reading comprehension to get information from the reading text. According to Kasihani (2007), reading comprehension is one of reading activities, the purpose of which is to get information from the text or passage being read.
Harris and Sipay (1980) in Ria state that reading comprehension is taught as a set of generalized knowledge acquisition skills that allow people to acquire and display information obtained as a result of reading printed language9. From the above quotations, the researcher can conclude that reading comprehension looks for the information suggested from the text or written language, the readers understand the overall meaning of the reading text selection. 9AntengRia, Bachelor thesis, The teaching of reading comprehension by using small group discussions, Unversitas Negeri Semarang, 2006, p.
From this part, the reader can get a glimpse of what will happen in the next part of the story.
Hadiwinarto argued that the CIRC learning model can improve students' learning motivation.36 It means that the CIRC learning process gives priority to cooperation that can develop skills to evaluate others' opinions, to express opinions, to practice patience in waiting in line, speaking skills, active listening skills, being asked. control ability and accuracy. According to Senemoglu, CIRC's strategy has been developed to support the traditionally used "skills-based reading groups" approach.37. This means they help each other do basic skill-building activities (such as oral reading, contextual guessing, asking summarizing questions, writing a story-based composition, revising-correcting the composition ).
Teams are rewarded for all reading and writing tasks based on the average performance of group members. Thus, equal variation for achievement, group support for achievement and performance, all basic components of cooperative learning ensure the realization of personal responsibility b. Effects of using the CIRC model in English. 37 Educational Research and Reviews Vol. CIRC consists of three main elements: activities related to the basics, direct instruction in reading comprehension, and integrated language arts and writing.
CIRC provides a structure for teachers to teach and students to learn, making all students more effective readers and writers. Although, also suggests some steps to implement CIRC so that students can actively participate in the education learning process. Students work together to read and find main ideas and main ideas. give idea for the discourse/clipping that is and they are written on paper.
From the explanation of the steps of CIRC by some experts above, it can be concluded that the steps of CIRC should be included in the teacher's presentation, a group consisting of four or three students, giving a text that corresponds to the topic, working in a group with some tasks based on the text and the topic, discussion, presentation of the results of students' work, teacher's conclusion and conclusion. 38.
Action Hypothesis
Variable and Definition Operational Variable
Setting of the research
Object of the Study
Action Plan
The researcher helps students understand and remember the information they have read. 29. the researcher will write down the important things on the observation sheet to get accurate data for repair for the next cycle. d. Mahmud states that in this step the researcher tries to learn, see and consider the result or effect of the action based on some criteria.22.
In this step, the researcher and collaborator identified what the effect of the acting was, what needed to be fixed and what became an attention in the next acting job. The result of reflection was therefore a reference for the researcher to make a new plan in the next cycle. The researcher gives each group a different topic from the first cycle that is related to the recount text.
The researcher helps the students to predict what information the students will learn about the topic. The researcher will help students understand and remember the information they have read. The researcher and the collaborator identified how the effect of the play was, what thing needed to be repaired was, and what thing became an attention on the next play.
In addition, the researcher will reflect on the gameplay that will be performed and identify the result of the observation in the learning process.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
A post-test is given at the last meeting after the treatments have been completed to determine if the treatment has made any difference to the students. Improvement can be seen if the mean score of the pre-test is higher than the post-test. Observation will serve to collect data by directly observing the object that he examined.
In this observation, the researcher made some notes and checklist to check the students' activity and also the teacher's contribution to learning. The author used the documentation method to support and get detailed information about the history of SMPN 10 Metro, the number of teachers, official employer and organizational structure. This method is also used to collect the valid data about students' reading comprehension ability in pre-test and post-test.
In this study, the author used field notes to focus on a particular problem or learning behavior over a period of time.
Data Analysis Method
If from cycle 1 there are some students who are not successful, then we complete cycle 2.
The Indicator of Succes
Description of the Research
Interpretation 1. Cycle I1.Cycle I
After the pre-test was done, the researcher gave the treatment to the students in cycle I. From the result of the students' score in pre-test and post-test I, there was an improvement over the students' result score . After analyzing the students' score in the cycle I post-test, the researcher had to run the next cycle because only 12 students passed the test 44.44% and achieved a score ≤ 70.
From the result of the students' score on post-test II it could be concluded that there were improvement scores. Students' Scores in Pre-Test, Post-Test Cycle I and Post-Test Cycle II The English learning process was successful in Cycle I, but the average score of the students was low. Based on the result of pre-test, post-test I and post-test II, it was known that there was an improvement in the students' reading comprehension by CIRC score (cooperative integrated reading and writing).
It is supported by an improvement in student scores from pre-test to post-test I and from post-test I to post-test II. The result of the students' learning activities in cycle I and cycle II Data from the students' learning activities were obtained from all the students' learning activities on observation sheets. The students' attention to the teacher's explanation from the first meeting to the next improved.
The students who understood the material from the teacher improved from the first session to the next.
Discussion
Based on the data above, it can be concluded that the students felt comfortable and active with the learning process because most of the students showed good improvement in learning activities when collaborative integrated reading and composition were applied in learning process from cycle I to cycle II . We could see that there was an improvement on the average score and total of the students who passed the test from pre-test, post-test I to post-test II. From the explanation, the researcher concluded that the research was successful and that it can be stopped in cycle II because the indicator of success (70% of students have score ≥ 70) has been reached.
Conclusion
Suggestion
Brown, Douglas, H, Teaching by Principles an Interactive Approach to Language Pedagogy Second Edition, San Fransisco State University, 2000. Klinger Janette K., et all, Teaching reading to students with learning difficulties, The Guilford Press, New York, 2007. Ria Anteng, University Thesis, Teaching Reading Comprehension Using Small Group Discussion, Universitas Negeri Semarang, 2006.
