Cooperative integrated reading and composition jurnal

THE USE OF COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) TO IMPROVE THE STUDENTS’ READING
COMPREHENSION AT SMP NEGERI 15 YOGYAKARTA
E-JOURNAL
Presented as Partial Fulfillment of the Requirements for the Attainment of the
Sarjana Pendidikan Degree in English Language Education
Chandra Setyasaputri
13202244007
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2017
THE USE OF COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) TO IMPROVE THE STUDENTS’ READING
COMPREHENSION AT SMP NEGERI 15 YOGYAKARTA
Chandra Setyasaputri, Sukarno
English Language Education Department, Faculty of Languages and Arts
Yogyakarta State University
[email protected]
Abstract
The objective of the study was to improve the eighth grade students’ reading
comprehension using cooperative integrated reading and composition techniques
(CIRC) at SMP Negeri 15 Yogyakarta.
This was an action research study which consisted of two cycles. The
researcher worked collaboratively with the English teacher, the students, and the
collaborator. The subjects of the study were 34 students of VIII H of SMP Negeri 15
Yogyakarta in the academic year of 2017/2018. The data were qualitative data and
quantitative data. The qualitative data were obtained by observing the teaching and
learning process, and interviewing the students, the teacher and the collaborator. The
data were in the form of field notes, interview transcripts and photographs.
Meanwhile, the quantitave data were collected through assessing the students’
reading comprehension by means of pre-test and post-test. The data validity was
obtained by applying democratic validity, outcome validity, process validity, catalytic
validity and dialogic validity.
The results of the study show that the use of cooperative integrated reading
and composition technique can improve the students’ reading comprehension. Using
the procedure of this technique, the students showed improvement in their
comprehension of the content of the texts, their understanding of the generic structure
of the text, their ability to find topics, main ideas and supporting details of the texts,
and their vocabulary mastery. The findings were also supported by the quantitative
data. The mean scores of the students’ reading comprehension tests showed
improvement 56,2 to 71,2.
Keywords : action research, cooperative learning, cooperative integrated reading
and composition
PENGGUNAAN COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) UNTUK MENINGKATKAN PEMAHAMAN
MEMBACA SISWA DI SMP NEGERI 15 YOGYAKARTA
Chandra Setyasaputri, Sukarno
Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni
Universitas Negeri Yogyakarta
[email protected]
Abstrak
Penelitian ini bertujuan untuk meningkatkan pemahaman siswa kelas VIII
dengan menggunakan teknik cooperative integrated reading and composition (CIRC)
di SMP Negeri 15 Yogyakarta.
Penelitian ini merupakan penelitian tindakan yang terdiri dari dua siklus.
Peneliti bekerja sama dengan guru bahasa Inggris, siswa, dan kolaborator. Subjek
penelitian adalah 34 siswa dari kelas VIII H SMP Negeri 15 Yogyakarta pada tahun
ajaran 2017/2018. Data yang digunakan adalah data kualitatif dan data kuantitatif.
Data kualitatif diperoleh dengan mengamati proses belajar mengajar, dan
mewawancarai siswa, guru, dan kolaborator. Data berupa catatan kelas, transkrip
wawancara, dan foto. Sementara itu, data kuantitatif dikumpulkan melalui penilaian
pemahaman bacaan siswa dengan cara menghitung rata-rata nilai ujian. Validitas
data diperoleh dengan menerapkan validitas demokrasi, validitas hasil, validitas
proses, validitas katalitik dan validitas dialogis.
Hasil penelitian menunjukkan bahwa penggunaan teknik cooperative
integrated reading and composition (CIRC) dapat meningkatkan pemahaman bacaan
siswa. Dengan menggunakan teknik ini, para siswa menunjukkan peningkatan
pemahaman mereka terhadap isi teks, struktur generik teks, kemampuan mereka
untuk menemukan topik, gagasan utama dan rincian pendukung teks, dan
penguasaan kosa kata mereka. Temuan ini juga didukung oleh data kuantitatif. Nilai
rata-rata tes pemahaman bacaan siswa menunjukkan perbaikan 56,2 sampai 71,2.
Kata Kunci : penelitian tindakan, cooperative learning, cooperative integrated
reading and composition
materials given that can attract the
INTRODUCTION
In Indonesia, English is not the
students’ interest in learning English.
However, based on the pre-
second language, but it is the foreign
language. It means that English is used
for
non-native
English
speakers
learning English in a country where
English is not commonly spoken in
Indonesia. Therefore
to
master
English, students need to learn English
in evey school level in Indonesia.
English as a subject matter in school
has four macro language skills. They
are listening, speaking, reading, and
writing. Students in secondary high
school levels should master these four
skills in order to be proficient in
liminary
Reading skill is one of the
limited
interview to the students and the
teacher of SMP negeri 15 Yogyakarta,
there are some problems faced by the
students. Reading comprehension is
one of the problems faced by the
students. Almost all of the students can
not comprehend the content of texts.
They find it difficult to determine the
important information from the text
such as the topic of the passage, main
ideas, and supporting details. This
problem needs to be solved because it
achievement which is still low.
Based on the situation above, it
skills that must be mastered because it
will lead people to understand the texts
written in English. However, teaching
reading for adolescent is different from
teaching reading for elementary of
kindergaten students because of the
differences of age and characteristics.
Therefore, the teacher should consider
teaching
and
gives impact on the students reading
English.
the
observation
technique
and
the
seemed that students needed a way to
comprehend an English text easily.
Dealing with that reality the researcher
believed that cooperative integrated
reading
and
technique
composition
was
appropriate
(CIRC)
to
be
implemented in the teaching and
learning process of reading.
Cooperative integrated reading
and
composition
is
the
part
of
cooperative learning which uses group
In addition to these stages, this
working to improve the students’
research also applied the stage of
reading comprehension. Slavin (1999)
reconnaissance
purposes that “a major objective of
implementation of the cyclical model.
CIRC is to use cooperative teams to
The
help students learn broadly applicable
consisted of qualitative data and
reading comprehension skills”. CIRC
quantitative data. The qualitative data
is developed to easy the students in
were
reading comprehension. CIRC uses a
observation and interview with the
group to make learning process easier.
students and the English teacher of
When one of the students is not
SMP Negeri 15 Yogyakarta. They
understand about the material, the
were in the forms of field notes,
other friends in the same group will
interview transcripts, and photographs.
explain it.
Meanwhile, quantitative data of this
data
the
in
data
prior
this
to
the
research
gathered
were
through
research were obtained from the tests
RESEARCH METHOD
conducted.
This research was an action
The researcher validated the
research (AR). This research was
data collection in this research in order
conducted on July-August 2017 in the
to ensure research findings. Croswell
first semester of SMP Negeri 15
(2008:169)
Yogyakarta.
this
refers to the meaningfulness and
research were 34 students of VIII H at
appropriatness of an instrument that
SMP Negeri 15 Yogyakarta. The
enables a researcher draw a correct
procedure of the research adopted the
conclusion from the sampel she is
cyclical model proposed by Kemmis
studying. According to Anderson et al.
and McTaggart in Burns (2010). Each
in Burns (1999 : 161-162), the five
cycle of this action research consisted
criterions of validity are democratic
of four stages namely planning, action,
validity, outcome validity, process
The
subject
of
and observation as well as reflection.
proposed
that
validity
validity, catalytic validity, and dialogic
was effective to give the students more
validity.
opportunities to interact with their
friends and join the reading learning
process optimally.
RESEARCH FINDINGS
The following tables are the
There were two cycles in this
changes happening in the reading
research. Each cycle consisted of two
learning process, from the pre-action
meetings. In addition, each cycle
condition, cycle 1, and cycle 2.
covered
by
planning,
actions,
observation, and reflection. During the
implementation of the actions in every
meeting, the researcher used CIRC
technique to improve students’ reading
comprehension.
Besides,
the
researcher also gave the students texts
and worksheets of today’s materials.
The
research
discussions
show
To strengthen the qualitative
findings
and
data, the result of the pre-test and post-
that
the
test were used. The following table
implementation of CIRC in the form of
shows students’ mean scores in the
discussion practices was successful to
pre-test and post-test.
improve
the
students’
reading
Pre-test
Post-test
comprehension because they worked
cooperatively with their friends in a
Gained
score
56,2
71,2
15
group so they shared ideas and
knowledge about the materials that
The result of the pre-test and
guided them to comprehend the texts.
post-test above showed the difference
Besides, they also had more chances in
between the result of pre-test and post-
reading the text seriously. Group work
test. The mean of the pre-test was 56,2.
Meanwhile, the mean of the post-test
was 71,2. It means that the mean of the
practices. The presentation of the
pretest improved from 56,2 to 71,2 in
groups
the post-test. In conclusion, the gained
interaction with their group members
score of the students’ comprehension
and between the students and the
was 15.
researcher.
improved
It
also
the
students’
improved
the
students’ confidence and participation
to be volunteers in presenting the
CONCLUSIONS AND
works.
SUGGESTIONS
In brief, based on the result of
From both cycle, the researcher
this research, CIRC can be used to
found that CIRC could improve the
teach reading by all English teachers
students’
comprehension.
since this technique can help the
Furthermore, it could improve the
students to comprehend the text easier
students’
with the use of group working.
reading
interaction
between
the
teacher and the students, and among
the students. The implementation of
CIRC activities such as reading aloud,
word meaning, doing the tasks, and
presenting
the
students’
works
improved the students’ involvement.
The use of CIRC in the form of group
discussion practices could improve
REFERENCES
Burns, A. 1999. Collaborative Action
Research for English Language
Teachers. Cambridge:
Cambridge University Press.
. 2010. Doing Action Research
in English Language Teaching:
A Guide for Practitioners. New
York: Routledge.
students’ reading comprehension of
descriptive
worked
friends
texts
because
cooperatively
to
obtain
students
with
their
comprehension.
Students said that they comprehended
the content of the descriptive texts
easily
through
group
discussion
Slavin, R. E. 1999. Cooperative
Learning: Theory, Research, and
Practice. Massachusetts: Allyn
and Bacon.
Anderson, N. 2003. Reading in Nunan,
D. (Ed). Practical English
Language Teaching. New
York:
Education.
McGraw-Hill