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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
ISSN 2337-7208
THE EFFECT OF COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) TECHNIQUE TOWARDS STUDENTS’
READING COMPREHENSION OF SMPN 21 PEKANBARU
*Adek Sriwahyuni, S.Pd
**Dr. Rugaiyah, M.Pd
**Johari Afrizal, S.Pd.,M.Ed
**Dosen FKIP Universitas Islam Riau
*Mahasiswi FKIP Universitas Islam Riau
ABSTRAK: Membaca merupakan salah satu keterampilan bahasa. Yang
memperlukan perhatian lebih baik lagi agar dapat berinteraksi dengan teks dan
memahaminya. Pembaca butuh beberapa teknik dalam memahami teks. Salah satunya
adalah Cooperative Integrated Reading and Composition (CIRC). CIRC adalah
sebuah pemahaman dimana dibuat oleh para ahli untuk mengajarkan aspek
membaca dan menulis. Penggunaan teknik ini dapat membantu siswa dalam
memahami sebuah teks yang diberikan oleh guru. Didalam penelitian ini penulis
menggunakan Cooperative Integrated Reading and Composition untuk mengatasi
kesulitan membaca siswa dalam teks naratif dan menemukan pengaruh
penggunaan dari teknik ini terhadap pemahaman membaca siswa. Penelitian ini
adalah penelitian eksperimen yang mana fokus pada pre-test – post test disain
grup kontrol. Penelitian ini dilakukan pada kelas 2 SMPN 21 Pekanbaru. Selain
itu, penelitian ini dimulai pada awal November sampai akhir November 2014.
Ada 80 siswa dalam penelitian ini, yang mana dibagi menjadi dua grup. VIII.7
sebagai grup eksperimental dan VIII.8 sebagai grup control. Bentuk dari tes nya
adalah essay dan objective yang mana pertanyaan nya berhubungan dengan
generic structure dari narrative text (Orientation, Complication, Resolution,
Theme). Selanjutnya, untuk mendapatkan data, penelitian ini menggunakan
beberapa instrument seperti tes, dokumentasi, dan media. Penelitian menemukan
bahwa Cooperative Integrated Reading and Composition memberikan pengaruh
kepada pemahaman membaca siswa, dengan hasil yang meningkat dari 60.20 di
pre-test menjadi 86.10 di post-test dalam grup eksperimental yang mana
mengggunakan Cooperative Integrated Reading and Composition dimana level
nya <0.05 di post-test. Berdasarkan temuan dan diskusi, dapat disimpulkan
bahwa penggunaan Cooperative Integrated Reading and Composition
memberikan pengaruh terhadap pemahaman membaca siswa.
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
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ABSTRACT: Reading is one of the four language skills. It is the skill that need
more attention from the students to have good interaction with the text in order to
get the meaning from the text. In reading, the reader needs some techniques. One
technique is Cooperative Integrated Reading and Composition (CIRC). CIRC is a
comprehensive program which is created specially by some experts to teach
reading and writing aspects. The use of this technique could help the students’ in
comprehending the subject matter presented by teachers. In this research, the
writer used Cooperative Integrated Reading and Composition to overcome
students’ problem in reading narrative text and to find out the effect of this
technique towards students’ reading comprehension. This research was an
experimental research which was focused on pre test - post test control group
design. The research was done at the eight grade students of SMPN 21
Pekanbaru. Moreover, it was started from the beginning of November up to the
end of November 2014. There were 80 students as the sample of this research,
which divided into two groups. Where class VIII.7 as experimental group and
VIII.8 as control group. The forms of the test were essay and objective tests which
the question related about the generic structure of narrative text (Orientation,
Complication, Resolution, and Theme). Furthermore, to obtain the valid and
reliable data, this research used some instruments such as tests, documentation
and media. The research finding was that the Cooperative Integrated Reading
and Composition Technique gave the significant effect on students’ reading
comprehension, by the different of the result of increasing mean score from 60.20
in pre test become 86.10 in post test for experimental group which was used
Cooperative Integrated Reading and Composition technique where the level of
significant <0.05 in post test. Based on the findings and discussion, it could be
concluded that using Cooperative Integrated Reading and Composition gave
significant effect to the students’ reading comprehension.
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
ISSN 2337-7208
Therefore, to overcome the
problems above, the teacher could
implement some technique to arouse
students’ interest in reading. The
techniques could help the readers’
understanding and comprehension. One
of the techniques which could help
students’ reading comprehension was
Cooperative Integrated Reading and
Comprehension
(CIRC).
CIRC
technique is comprehensive program
which was created specially by some
experts to teach reading and writing
aspects. According to Institutes of
Education Science states that A
Cooperative Integrated Reading and
Composition is a comprehensive
reading and writing program for
students. It included story related
activities, direct instruction in reading
comprehension, and integrated reading
and language arts activities. Pairs of
students (grouped either by across
ability levels) read to each other, predict
how stories will end, summarize stories,
write responses, and practices spelling,
decoding and vocabulary. It enables the
students to understand the text by paired
with other students. This CIRC
technique was “Cooperative Integrated
Reading and Composition was a schoolbased program that targets reading,
writing, and language arts. Each student
is paired with another student and then
assigned to a group of students at the
same or different reading level. The
reason why the researcher used CIRC
technique was the researcher had an
assumption that it may be useful to help
the student’s ability in comprehending
INTRODUCTION
English is one of international
languages. English is used by most of
countries in the world to communicate,
to interact, and to deal from one country
to other countries. English is very
needed by people in globalization era
now
in
education,
information,
communication, government, law, etc.
There are four skills of English that
should be mastered by someone who
wants to be master of English. They are
listening, speaking, reading and writing
skills. All these skills are important one
each other. So, four of English skill
should be learned well.
In this research, the researcher
only focused on reading aspects in
narrative text because the researcher
wanted to know the student’s ability in
comprehending
English
reading
narrative text to students of SMPN 21
Pekanbaru. The writer saw that
students’ score for English especially in
reading could not reach the passing
grade for almost 70% where the passing
grade (KKM) for this school is 75. It
could be proven from the daily test and
final exam test score. Besides, the
researcher also took some statements
from some experts that reading aspect or
reading comprehension was very
important to the learners to get some
information in a text which is written in
English writing system. In fact that most
of the English learner always find
difficulties to identify the meaning of
English text writing system and also the
students have lack of vocabularies.
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
an English reading text. Besides, this
study also took an experimental research
as research method because the
researcher wanted to find out effect of
this technique.
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also must be entertaining. It means that,
when the students read the text, they are
not bored. Teacher is not only has good
quality in teaching but also must have
the ability to know what the students
want in learning reading. Especially in
this research, the writer used narrative
text. The topics which used by the
writer must be interesting and
entertaining.
LITERATURE
The Nature of Reading
Reading has been called as a
process of decoding a particular writing
system into a language or a process of
getting meaning from written material.
Reading is an enjoyable activity when it
is carried out effectively. The students
should be motivated to acquire this skill
and they should and they should also
read a lot of any kind of information in
order to increase their knowledge.
Harmer (1998:68) stated that: “Reading
is a useful for other purpose too: any
exposure to English (provide students
understand it more or less) is good thing
for language students. At the very least,
some of the language sticks in their
minds as part of process of language
acquisition, and, if the reading text is
especially interesting and engaging,
acquisition is likely to be even more
successful.”
It can be inferred from the
meaning of the reading above that
reading is the main reason of why
students learn the language. The writer
also can conclude from the statement
above that the choice of the topic is one
of importance to make the students
interested in reading. So, teacher must
know the ability of the students or what
the students want in learning. The topic
The Purpose of Reading
Reading is an activity with a
purpose. A person may read in order to
gain information or verify existing
knowledge, or in order to critique a
writes ideas or writing style. A person
may also read for enjoyment of the
language being read. The purposes for
reading guide the reader’s selection of
texts.
The purpose for reading also
determines the appropriate approach to
reading comprehension. A person who
needs to know whether she can afford to
eat at a particular restaurant needs to
recognize the name of every appetizer
listed. A person reading poetry for the
enjoyment needs to recognize the words
the poet uses the ways they are put
together, but does not need to know the
vocabulary that is used, understand the
facts and cause-effect sequences that are
presented, and recognize ideas that are
presented as hypotheses and givens.
According
to
Grace
Stovall
Bukart(1998) stated that: “Reading
research show that good readers has
some criteria that are read extensively,
integrate information in the text with
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
existing knowledge, have a flexible
reading style, depending on what there
are reading, are motivated, rely on
different skills interacting ; perceptual
processing, phonemic processing, recall,
read for a purpose, reading serves a
function.” To comprehend the words,
sentences or text everyone has different
style, skill, and technique. Not all people
have same technique to comprehend the
text. Good readers indicate the way in
acquiring information integrated with
their background knowledge of what
they read. Besides, it can infer that
different reader has different motivation
depend on their purpose in reading.
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activity to understand a written text
means
extracting
the
require
information from it as efficient as
possible. To do this, there are two ways
students should do. First, a good reader
will quickly reject the irrelevant
information and find what the reader is
looking for. Secondly, it is enough to
understand the gist of the text only but
more detailed information is necessary.
Moreover, in comprehending a
text, usually the readers have to get
through reading process which includes
the reader’s background knowledge.
This statement is supported by Aulls
(1982:52) reading comprehension is the
activity to associate the knowledge that
the readers already get to the meaning in
the text, absorb them, the adapt the prior
knowledge.
Reading Comprehension
Reading comprehension is most
likely to occur when students are
reading what they want to read. It is an
activity that is sharing of mind between
the writer and the reader. It means that
reading with comprehension is not only
understanding the words in a sentence,
but also understanding what short of
writings are going through the writer’s
mind when he/writers the words. This
idea is supported by Fraida Dubin
(1982)
stated
that
reading
comprehension
is
not
only
understanding the words of the
sentence, but also understanding the
writer’s mind about the text he has
made. In other words it is not reaction to
the text, but interaction between the
writer and reader mediated through the
text.
In addition, Grellet (1981) stated
that reading comprehension is an
The Components of Reading
Comprehension
In reading comprehension, many
factors or strategies should be done by
the students. However in this reading
comprehension, the writer only will
discusses five components that are
appropriate with junior high school
curriculum, they are:
1. Finding main idea
Main idea of paragraph tells the
reader what the author’s want the
readers to know about the topic, the
most essential skills that will help
the reader. Reading comprehension
is finding the main idea tells the
readers something about the topic. It
is located in the beginning in middle
or in the last paragraph.
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
2. Finding factual information
Warriner (1968:849) stated that it
was necessary to learn facts, name,
dates, places, and definition. It
required to the readers to read
specific details such as person,
places, time, and events it is usually
appear with WH question.
3. Finding supporting idea
Supporting ides places after main
idea, it supports the main idea
statement Pollock et, al (1961:5).
4. Finding the meaning of vocabulary
To find the meaning of vocabulary
can be done by the reader’s by
guessing it in context. Pollock et, al
(1961:2) stated that that was not
effective if we found the meaning of
tag vocabulary learning comes from
through the words origin and basic
meaning, its structure and its
function in the context.
5. Identify referents
In order to avoid repeated words or
phrases, the author use reference
word and being able to identify the
words or phrases to which they refer
will help the reader understand the
reading passage.
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vocabulary, it can make the students
understand and comprehend the text. If
the students lack of vocabularies, it will
make the students difficult to
comprehend the text. Therefore, the
students must know the meaning of each
word, to make them easier in getting
information in the text and add their
knowledge especially to know the
meaning in new words.
METHOD
The design of this research was
an experimental research which referred
to The Pretest-Posttest Control Group
Design (Gay L.R, 2000 : 392) where the
design required at least two groups.
There were two variables in this
research, first the effect of CIRC
technicque as independent variable,
while
the
students’
reading
comprehension as dependent variable.
The population of this research
is all of the eight grade of SMPN 21
Pekanbaru in Academic 2014/2015.
There are 400 in ten classes.
The writer used a formed by
random assignment. The writer took two
classes in this research after doing the
lotery, the writer got class VIII7 (40
students) as an experimental group and
VIII.8 (40 students) as a control group as
the sample of this research.
Instrument of this research is
reading test in form objective and essay.
There are 20 questions where 10
questions for objectives and 10
questions for essay. The test consists of
narrative text.
All of Reading components
mentioned above will be used in this
research. When the students do reading
activity, they must know what the main
idea, find the factual information, and
find the supporting idea. The
importance one is finding the meaning
of the words because the key when
reading activity is the mastery of
vocabularies. If the students have much
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
Chart 2. Students’ Improvement of
Mean Score from Pre Test and Post
Test Experimental Group.
FINDING AND DISCUSSION
After calculating mean score
pre-test and post-test in control and
experimental group, now we can see the
progress of students result in reading
comprehension in narrative text by
using Cooperative Integrated Reading
and Composition.
The progress of the students’ score can
be seen in the following table :
Table 1. The Improvement of
Students’ Reading Comprehension in
Comprehending Reading Texts
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
Mean Score
Pre-Test
2408
(60.20)
2410
(60.25)
Post-Test
3444
(86.10)
2426
(60.65)
Pre Test
Experiment
60.20
Post Test
Experiment
86.10
Improvement
25.9
After teaching the experimental
group by applied CIRC technique, the
post test was conducted for both groups,
the mean score of experimental group
was 86.10 and control group was 60.65.
It can be seen that experimental group
got the increase means in post test for
25.9 points and control group was 0.4
points. It means that experimental group
which taught by CIRC show positive
effect in comprehending reading text.
From the table 1 above, the
writer showed the result of reading
comprehension in pre-test and post-test
of the experimental group and control
group. From the data can be seen that
the result of the experimental group
increased 1036 with the mean score was
25.9. Then, in control group increased
16 with the mean score is 0.4. It means
that there is increase of students reading
comprehension after being taught by
Group
Experiment
al Group
Control
Group
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CONCLUSSION
The result of this research was
taken from quantitative data. It can be
seen that there was significant
improvement from the pre-test score
(60.20) to (86.10) as post-test score for
experimental group, and also the
calculation of tobserved was greater than
ttable (30.12>2.70). Moreover, it can be
seen that there was positive effect in
students’
reading
comprehension
especially in comprehending text after
taught by CIRC technique.
The location of the research is at
SMPN 21 Pekanbaru which is located
Improvement
1036
(25.9)
16
(0.4)
using Cooperative Integrated Reading
and Composition Technique. The
progress explain that teaching reading
using CIRC Technique can develop the
students’ reading comprehension.
Beside table above, we can see
the percentage of the students’ increase
in reading narrative text in the figure or
chart as follow:
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
on Jl. Arengka - Pekanbaru, with the
target population of this research was
the eight grade students’ of SMPN 21
Pekanbaru in academic year 2014/2015.
Exactly, the writer took 80 students’ as
the sample.
Having analyzed the data
presented in the previous chapter, the
conclusion can be drawn as follow: To
see students’ reading comprehension by
CIRC technique in teaching reading, the
eight grade students’ of SMPN 21
Pekanbaru made remarkable progress.
It can be seen from students’ scores of
post-test, the experimental group mean
score was 86.10.
ISSN 2337-7208
teaching which can improve the
students’ achievement in learning
English especially for reading. So that
the students will not feel bore when
teacher teaching in the class.
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SUGGESTION
Dealing with the result of this
research, some suggestions were offered
as follows: It is expected that English
Teachers can use CIRC Technique in
teaching reading which can increase the
students’ comprehension in reading. It is
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active to find out some techniques of
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Jurnal Kependidikan DISCOVERY Vol. 3 No.1 April 2015
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