70. Jurnal FISK, Vol. 1 No.

1 2020

THE EFFECT OF COOPERATIVE INTEGRATED

READING AND COMPOSITION (CIRC) MODEL ON
STUDENTS’ READING COMPREHENSION
Hotima Harahap, Ashari P.Swondo.
English Language Education Study Program Faculty of Social Science And Education
University of Potensi Utama
E-mail: Hotimahrp@gmail.com

ABSTRACT

This study used experimental research to know whether there is a significant influence on
the CIRC( cooperative integrated reading and composition) model, was eight grade at Madrasah
Tsanawiyah Yaspi Labuhan Deli as a sample which consisted of 60 students. The experiment and the
control class as a sample consisting of 30 students in each class. The data was obtained using pre-
test and post-test. To analyze the data, the researcher used SPSS Version 17.0 Windows. The results
obtained from the study were the experimental post-test class evenly of 72, 53 was mean of control
class of post-test, also results showed significance (2-tailed) 0.004 < 0.05.Circ model was
appropriate to improve students’ abilities in field of reading.

Keyword: Reading comprehension,CIRC model.

ABSTRAK

Penelitian ini menggunakan penelitian eksperimental dan untuk mengetahui apakah

terdapat pengaruh yang significant pada model CIRC. Sampel penelitian ini adalah kelas delapan
di Madrasah Tsanawiyah Yaspi Labuhan Deli, yang terdiri dari 60 siswa. Kelas Eksperimen dan
kelas kontrol sebagai sampel yang terdiri dari 30 siswa di setiap masing masing kelas. Data
diperoleh dengan menggunakan pre-test dan post-test. Untuk menganalisis data, peneliti
menggunakan SPSS Versi 17.0 Windows. Hasil yang diperoleh dari penelitian ini adalah rata-rata
kelas post-test eksperimental 72, sedangkan rata-rata post-test kelas kontrol adalah 53. Hasil
penelitian menunjukkan signifikansi (2-tailed) 0,004 < 0,05, model CIRC dapat membantu
kemampuan siswa dalam bidang membaca.

Kata kunci: Pemahaman membaca, model CIRC.

1. INTRODUCTION

Reading is a process where the people can learn , such as the introduction of words or symbols
to become spoken language.used of reading words using a dictionary Crawley and Mountain, 1995
in Dr. farida Rahim, M.Ed (2005:2).
The low ability to read on students' reading comprehension, where for to explain the discourse
given by the teacher with their own thought answers, students’ cannot be able to explain. And still
cannot understand the meaning of the discourse being read. Where students are less interested on
reading because they cannot read or mention English words correctly on average. CIRC is an
integrated composition of reading and writing in groups. The CIRC model is a special learning model
of language learning in order to read and discover the main ideas, main points, or themes of a
discourse. CIRC learning is developed by Stevans, Madden, Slavin, and Farnish in Aris Shoimin
(2016:51).
CIRC is helps students with reading problems,lack of availability of teachers in
teaching,teacher give motivate students in group.
 Hotima, The Effect Of Cooperative… 71

According to Slavin in Dr. Farida Rahim, M.Ed (2005:34). The results of the last 20 years
study identified that Cooperative Learning approaches can be used effectively at each grade level for
all subjects There are several methods found in cooperative learning including STAD, TAI, CIRC.
The cooperative learning approach that is more suitable for reading learning is the model of (CIRC).
CIRC is an integrated composition of writing in groups and reading . The CIRC model is a
special learning model of language learning in order to read and discover the main ideas, main points,
or themes of a discourse. CIRC learning is developed by Stevans, Madden, Slavin, and Farnish in
Aris Shoimin (2016:51).
Madden (2004) in Evi Andi Yani (2013:43). Many teachers use different teaching model to
helps students by providing motivation to students, teacher choose for used the CIRC model to teach
reading, where this CIRC model is an effective teaching model in reading.
According to Slavin in Delia Delviani, Dadan Djuanda, Nurdinah Hanifah (2016). CIRC
model is a group learning model devoted to learning to read and write. Cooperative model type CIRC
is a higher level of writing and reading learning in elementary school. This model students more able
to channel their learning activeness by group discussion and also support learning in determining the
main mind because the learning stages greatly facilitate students in understanding the material.
According to Aris Shoimin (2016: 51) CIRC is a learning model for to find the main
idea,subject matter also theme a oration. This method is learning in the beginning was a method
language specific learning. In line with its development, this method began to be applied in exact
subjects with the purpose of completing or solving problems together in a group.
According to Slavin in Dr. Farida Rahim, M.Ed (2005: 35). The main purpose CIRC
especially to help students to read comprehension.
According to Slavin in Hadiwinarto (2015) CIRC is model to helps students to understand
of the text.

Advantages of CIRC

According to Aris Shoimin Cooperative Integrated Reading and Composition model , there are 6
benefit of CIRC(2916:54) book include:

1. Circ helps students with reading problem.

2. Lack of availability of teachers in teaching.

3. Motivate students in group.

4. Students help each other friends who do not understand the material.

Previous study

This research is the results of research conducted CIRC model includes.

1. From the result of Husni Mubarok, Nina Sofiana, research (2017). This research examines
motivate on students using the CIRC model 78.68 is a total ,also, using the model commonly
used by teachers before with the total 70.29,we can see used the CIRC model more effective
in improving students reading skill.
2. From the result of Hadiwinarto, Novianti (2015). This research show that CIRC technique on
students reading skills was 65.58, whereas the previous result before using the CIRC model
there was 50.00. so we can see, that, the CIRC model more effective to improve the ability of
junior high school students.
72. Jurnal FISK, Vol. 1 No. 1 2020

2. RESEARCH METHODOLOGY

Description of Data

This research was carried out in experimental design using a quantitative approach. In the
experimental class, by using two different learning models taught in each class by being given a pre-
test- post-test for each class

The population and Sample

This research the population was the 8th Madrasah Tsanawiyah Yaspi Labuhan Deli was about
162 students, there are five classes, each class VIII A – VIII D consists of 30 students for class VIII
E consist of 42 students. The researcher divided becomes two class as the samples, namely the
experimental class were C and control class were D. Which consisting was 30 students in each class.
So the total of samples score was 60 students. Purposive sampling is a technique where the writer
used to determine class.

The writer used the model Cooperative integrated reading and composition to observe the effect
of CIRC on Reading Comprehension by using a reading comprehension test. The experiment class
was taught by CIRC model was VIII C. There was pre-test and post-test to this research sample. The
treatment was carried out after giving of pre-test, the experimental group also the control group, were
taught the same material but different instruments. There are steps to do learning model CIRC as
follow:

1. Form a group whose members are 4 or 5 heterogeneous students.

2. Topic / clipping matching was divided in learning and teaching process.
3. Discourse or clipping giving to students, if students can work together or group for to know
what the main idea of the text material.
4. Student also teacher discuss the result of their collaboration in front of the class.
5. Closing.

3. RESEARCH FINDING AND DISCUSSION

Description of Data

This research was applied to the eighth grade students at Madrasah Tsanawiyah Yaspi
Labuhan Deli in the 2018/2019 Academic Year. VIII C the researcher chose as the experimental class
and VIII D as control class. To teach experimental class was given a test with applied the Cooperative
Integrated Reading and Composition (CIRC), teacher used conversional model in the control class
and then, given the same test in the experimental class. The researcher conducted a pre-test in both
classes and carried out treatment using the CIRC learning model for the experimental class and
control class which was taught without the Cooperative Integrated Reading and Composition (CIRC)
learning model with the narrative text, to get reading comprehension score using a different method
, so researcher given a post-test

Table 1. The total value in experimental class

No Student’s Initial Pre-test (t1) Post-test (t2) Gained (d)

Name Score)

1. NAA 45 65 20

2. NAY 55 85 30
 Hotima, The Effect Of Cooperative… 73

3. NAS 30 90 60

4. NFH 35 65 30

5. NH 40 75 35

6. NIR 20 85 65

7. NR 45 70 25

8. NN 55 70 15

9. NS 45 55 10

10. NSA 65 80 15

11. NSB 55 65 10

12. NSI 30 80 50

13. PA 55 90 35

14. PAMR 25 60 35

15. PH 45 60 15

16. PUK 20 60 40

17. S 40 50 10

18. SA 40 55 15

19. SF 30 70 40

20. OOV 35 75 40

21. S 55 85 30

22. SN 30 90 60

23. SNZ 50 80 30

24. SP 20 85 65

25. SR 40 80 50
74. Jurnal FISK, Vol. 1 No. 1 2020

26. SRR 40 65 25

27. SS 40 75 35

28. SMP 40 60 10

29 SM 65 70 5

30 Z 55 75 20

Total 1245 2170 925

Mean Score 41 72 31

Based on table 1 above, the total score in the experimental pre-test class was 1245 and the
total post-test was 2170. The lowest and highest total value Pre-test in the experimental class was 20
and 65, 50 and 90 total value of post-test was the. Therefore, it can be concluded that the post-test
score is higher than the pre-test value.

Table 2. The Score of Pre- test and Post-test in Control Class

No Student’s Initial Pre-test (t1) Post-test (t2) Gained (d)

Name total

1. MA 25 35 10

2. MAA 60 55 5

3. MAI 25 45 20

4. MAR 40 35 5

5. MF 50 55 5

6. MRH 30 60 30

7. R 40 45 5

8. RA 60 65 5

9. RD 40 55 15

10. RY 40 55 15

11. RAD 35 50 15
 Hotima, The Effect Of Cooperative… 75

12. RAY 60 45 15

13. RAZ 35 55 15

14. RAP 45 50 5

15. RAL 55 45 15

16. RH 25 70 45

17. RH 30 65 35

18. RIP 50 65 15

19. RM 35 70 35

20. RP 30 50 20

21. RR 45 35 10

22. RRD 20 50 30

23. RRP 40 70 30

24. RS 25 45 20

25. S 60 50 10

26. S 45 40 5

27. SB 20 60 40

28. SKS 35 35 0

29 SZ 45 65 20

30 Z 55 75 20

Total 1200 1595 515

Mean Score 40 53 17

The table 2 above, the total value in the Control class 1200 & 1595. The lowest and highest
scores in the control class were 20 and 60, while in the post-test column 35 and 75. Therefore, it can
be concluded the post-test total is higher than the pre-test total.
76. Jurnal FISK, Vol. 1 No. 1 2020

Test of Normality

The normality of data could be seen using the Kolmogorov-Smirnov normal test with a
Significant 5% level. The calculation process used computer assistance SPSS version 17.0 for
Windows. This normality test was carried out on the students' pre-test and post-test scores, in the
experimental and control classes. The Experimental class is the class given treatment using the
CIRC learning model, and the control class is the treated class without using the CIRC model. The
criteria used are if the value is > 0.05 then the research data is normally distributed, if the value is
< 0.05, the research data is not normally distributed. We can see the table below.

Table 3. The Result of pre-test of Normality

kolmogorov-Smirnova Shapiro-wilk

Statistic df Sig. Statistic df Sig.

Experiment .125 30 .200* .953 30 .198
Control .100 30 .200* .944 30 .115

Table 4. The Result of post-test of Normality

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
*
Experiment .116 30 .200 .955 30 .233

Control .114 30 .200* .951 30 .175

Based on the table above, we can see in the Shapiro-Wilk column and the Kolmogorov-
Smirnov column. Table 3 and table 4 can be read that the level of notable of the experimental class
data was 0.200 > 0.05, and the control class data was 0.200 > 0.05. And the results from the Shapiro-
Wilk column can be read that the level of significance of the data in the pre-test of experimental class
is 0.198 > 0.05 and the value in the post-test treatment class is 0.233 > 0.05. And the level of notable
of the data in the pre-test control class were 0.115 > 0.05 and the value in the post-test control class
was 0.175 > 0.05. was the value of experiment class, so, the conclusion of the data are normality
distributed.

Test Homogeneity

The entire calculation process is done by program SPSS version 17.0 the criteria used are
result that are said to be homogeneous if the result of the test are higher than of value 0.05, we can
see this table below.
 Hotima, The Effect Of Cooperative… 77

Table 5. The Result of Homogeneity (Pre- Test )

Levene Statistic df1 df2 Sig.

.142 1 58 .708

Table 6. The Result of Homogeneity ( Post-test)

Levene Statistic df1 df2 Sig.

.011 1 58 .916

Based on the table above, we seen from result of the value of levene in both classes , 142
with sig 0,708 and 011 with sig 0,916, from the result we can see the result higher than the alpha
level 0.05, than, we conclude that this research is worth continuing.

Table 7. Result of independent sample test

t-test for Equality of Means

Mean Std.Error
Sig. (2-tailed) Difference Difference

Post-test Equal variances assumed .004 14.500 4.771

Equal variances not assumed .004 14.500 4.771

Based on the table above, independent samples test for EV of mean

‘know the total value sig (2-tailed) 0.004 < 0.05 so, it could be concluded CIRC has a
significantly effect on students’ reading comprehension in class VIII C Madrasah Tsanawiyah Yaspi.

4. CONCLUSION

The result of the research conducted, we can see there are notable differences between
students taught using the CIRC model and students taught without the CIRC model. The total value
of reading narrative texts in English, for the experimental class pre-test, 53.50 and post-test is 70.83
and the pre-test control class 38.00 and post-test class control of 56.33. experimental class is higher
than the control group.

Then, concluded become that CIRC has sway on students reading comprehension rather than
learning without using the CIRC learning model. This can be show from the t-test of independent tobs
> ttable or we can see the value sig (2-tailed) 0.05, which were obtained tobs > t-table with df 58, tobs
3.039 > t-table 2.002, that means Ha is fulfilled while Ho is rejected. Which were obtained sig 2-tailed
at 0.004 < 0.05.
78. Jurnal FISK, Vol. 1 No. 1 2020

5. SUGESSTION

Based on the conclusions above, there are some counsel to improve students' understanding in
teaching reading especially in narrative texts to get better results. the researcher mentions a number
of suggestions as follows:

1. For the teachers

Researcher recommends using the CIRC strategy in reading narrative texts, an alternative
way for teachers, for (SMP) junior high school teachers for motivate students’ fun in learning
English.
2. For Students
To improve reading comprehension in solving problems. Students can increase motivation
and interest in learning to read, especially in narrative texts and using the CIRC model.
3. For Other Researchers
Using the CIRC model as a model in teaching it is expected that the learning process can
enable researchers to make improvements in implementing the CIRC model in other fields.

ACKNOWLEDGEMENT

Alhamdulillah First and foremost, the researcher praise and thank Allah SWT, for the Grace,
Guidance, Honor, and Compassion given to the researcher so that researcher finally completed
thesis. During the process of this research the writer realizes that in the completion of this research
there are various encouragement and help from various parties. researcher would like to say thank
you, to University of potensi utama and Ashari P. Swondo, S.Pd., M.Hum as an Advisor who guides
during writing this research.

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