IMPROVING THE READING COMPREHENSION ABILITY BY APPLYING THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC PDF

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International Journal of Mechanical Engineering and Technology (IJMET) Volume 10, Issue 03, March 2019, pp. 828–836, Article ID: IJMET_10_03_086 Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=3 ISSN Print: 0976-6340 and ISSN Online: 0976-6359 © IAEME Pub...

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International Journal of Mechanical Engineering and Technology (IJMET) Volume 10, Issue 03, March 2019, pp. 828–836, Article ID: IJMET_10_03_086 Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=3 ISSN Print: 0976-6340 and ISSN Online: 0976-6359 © IAEME Publication

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IMPROVING THE READING COMPREHENSION ABILITY BY APPLYING THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) Martono Martono FKIP Universitas Tanjungpura Pontianak Eva Purwanti FKIP Universitas Tanjungpura Pontianak M. Syukri FKIP Universitas Tanjungpura Pontianak Soeharto Soeharto University of Szeged Muh Barid Nizarudin Wajdi STAI Miftahul Ula Nganjuk ABSTRACT Reading comprehension is a very important skill to support the student learning process and is very useful when they are working on test questions. Apart from the importance of understanding reading skills, there are still many students who have not been able to master this skill well. This research is classroom action research (CAR) by applying the Cooperative Integrated Reading and Composition (CIRC) learning model because it has been proven to improve the students' reading comprehension skills. This study was carried out with 2 cycles to find out how the implementation and evaluation of learning to read comprehension of the CIRC type cooperative model that can improve comprehension reading skills in class VII A students of SMP Negeri 1 Singkawang. The results of this study were analyzed by quantitative and qualitative analysis. The results of this study cannot be generalized to other subjects. The research results suggest further implementation of the CIRC model into different subjects and problems.. Key words: CIRC, Reading Comprehension, Improving.

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Cite this Article: Martono Martono, Eva Purwanti, M. Syukri, Soeharto Soeharto, Muh Barid Nizarudin Wajdi, Improving the Reading Comprehension Ability by Applying the Cooperative Integrated Reading and Composition (CIRC), International Journal of Mechanical Engineering and Technology 10(3), 2019, pp. 828–836. http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=3

1. INTRODUCTION Reading is one of four very important English language skills. Not only for the needs of learning, everyday subject matters, reading skills are tested in both formative and national exams[1]. Even at the junior and senior high school level, most of the questions given in the national exam are about reading discourse texts. Students will fail the exam if they do not have proficiency for reading skills. Because of this, reading skills are very important for students. But the reality is still found the students who have difficulty understanding the text of the discourse. This happened in Singkawang 1 Public Middle School class VII A. The facts on the ground showed that there were still many students who had difficulty in the process of reading comprehension. Many students have not been able to answer questions that are in accordance with the content of the discourse, determine the main ideas, and conclude the reading, so the learning outcomes are not good. The teacher factor is also one of the determinants of the failure of teaching and learning activities. The teacher does not use reading methods that are of the interest to the students in reading comprehension learning. If there is no serious attention, the above facts can harm the students concerned. They will experience difficulties in completing the tasks given by the teacher, which cannot be separated from reading activities. The competency standards for reading skills are understanding the written discourse through intensive reading activities and reading scans. The basic competence is finding the main ideas in the reading text. The indicators to be achieved are, (1) able to express the main ideas in each paragraph in a reading text, (2) able to conclude the contents of the reading based on the main sentence in one paragraph. The minimum completeness criteria (KKM) of indicator is above 69. The KKM is set at the beginning of the school year. Criteria for determining the determination of the KKM pay attention to (1) complexity (difficulty and complexity), (2) carrying capacity, including availability of personnel, education facilities and infrastructure that are badly needed, school management, concern of school stakeholders, (3) student intake namely average ability student. The results of the pretest implementation showed that only 7 people were complete (22.58%) of the 31 students in answering questions, determining the main points and concluding the reading in one paragraph. The remaining 24 students have not yet completed (77.42%). Based on the observations, this is because the students have not found the right way to get the information. One way to overcome the above problem is to apply a learning model that can provide a pleasant learning experience and be able to improve students' reading skills. Teacher's accuracy in determining the learning model becomes increasingly important, because learning is a complex process in which involves various dynamic elements. By using the right model, readers can understand what is being read, even though the reader has difficulty reading. The accuracy in using the learning model affects the reading process. To overcome the problems that occur in Singkawang Junior High School 1, class action research (PTK) is carried out by applying Cooperative Integrated Reading and Composition (CIRC) model learning, which is an alternative model that can be used to improve

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comprehension reading skills.. CIRC learning model is a cooperative learning that conditions students learning in groups and the teacher provides material for students to understand, then students rearrange the understanding of the material that has been discussed with the group then poured in its own sentence.

2. LITERATURE REVIEW According to Finocchiaro & Bonomo (1973)[3], reading is the process of picking and understanding the meaning contained in written language. Juel & Leavell (1988) means that reading is a process of recognizing words and combining the meaning of words in sentences and reading structures. The end result of the reading process is that someone is able to make the essence of the reading. According to McDonald (1976), reading is a complex series of responses, including cognitive responses, attitudes and manipulation. Reading can be divided into several subskills, which include: sensory, perception, sequencing, experience, thinking, learning, association, affective, and constructive. According to him, reading activity can occur if some of the sub-skills are carried out together in an integrated whole. Reading ability according to Burn, Roe, & Ross (1996) depends on several determinants of which are: 

Sensory, it is the aspect of the ability to see and absorb written symbols;

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Perceptual, it is the ability to capture and interpret what is seen as a symbol or word;

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Sequence, it is the ability to follow the order patterns, logic, and grammar of the text;

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Association, it is the ability to introduce the relationship between symbols and sounds and the words presented;

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Eksperential, it is the ability to connect words with the experience that has been owned to give kara meaning;

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Learning, it is the ability to remember what has been learned and connect with ideas and facts that have just been learned;

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Thinking, it is conceptual ability in making inferences and evaluating the material being studied;

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Affective, that is, aspects relating to readers' interest in reading.

Reading is a process carried out by the reader to build the meaning of a message conveyed through writing. In this process, the reader integrates information or messages in writing with the knowledge or experience already possessed. Messages or meanings obtained from the results of understanding reading vary, can be in the form of information, knowledge, even expressions of feeling, pleasure, or sadness. This depends on the type of text that is read, such as books, magazines, journals, newspapers, or novels. Based on these explanations, it is clear that in understanding a text there is a need for various skills and sub-skills. All of these skills and sub-skills work simultaneously, not individually. Therefore, one cannot understand one aspect alone as underlying the idea without understanding the other aspects such as the meaning of words, sentence structure, and supporting ideas, it would prove that the skills of reading is a skill the language can not stand on its own. M. B. Finocchiaro (1986)[8] argues that there are three factors that influence a person to understand reading, those are intellectual ability, broad knowledge, reading strategies. Intellectual ability can be used to relate the facts in the reading, so that the reader can draw

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conclusions relating to the content of the reading correctly. The extensive knowledge is needed to help interpret the information in the reading. The use of appropriate and affective strategies in understanding reading can affect reading comprehension. Rubin (1993) defines that reading comprehension is a complex thought process to build a number of knowledge. Building a number of knowledge can be literal, interpretive, critical, and creative. According to Syafi’ie (1999), literal understanding is an understanding of what the writer said or mentioned in the reading text. This understanding is obtained by understanding the meaning of words, sentences and paragraphs in the context of the reading as it is. interpretative understanding must be preceded by a literal understanding whose activities are: drawing conclusions, making generalizations, understanding causal relationships, making comparisons, finding new relationships between the facts mentioned in the reading. Critical reading is a reading that aims to provide an assessment of a reading text by involving itself as well as possible into the reading text. This critical reading expert is seen as a separate type of reading. According to Burn et al. (1996), critical reading is evaluating the written material, namely comparing ideas included in the material with known standards and drawing conclusions about accuracy, and suitability. The critical readers must be able to read actively, ask questions, examine the facts, and rely on judgments / decisions until they consider all material. The creative reading is the level of reading comprehension at the highest level. Readers at this level must think critically and must use their imagination According to Slavin, Lake, Chambers, Cheung, & Davis (2009) the cooperative learning type of CIRC includes one cooperative learning model which is an integrated cooperative teaching of reading and writing. In terms of language it is defined as a cooperative learning model that integrates a reading thoroughly and then composes it into important parts. The CIRC (Cooperative Integrated Reading and Composition) learning model is defined as one type of cooperative learning model that is specifically designed for reading comprehension learning. The students learn the subject matter and work individually in small heterogeneous groups. The students check each other's work with their friends and help other friends learn lesson material and do assignments. Group scores are based on the number of task units that can be completed and the accuracy of the work. In the CIRC learning model or integrated learning, each student is responsible for group assignments. Each group member brings out ideas to understand a concept and complete a task, thus forming an old understanding and learning experience. In Learning CIRC, students are placed in small heterogeneous groups, consisting of 4 or 5 students. This group is not distinguished by gender, ethnicity, or level of intelligence of students. So in this group there should be students who are smart, moderate or weak, and each student feels suitable with each other.

3. METHOD The research method used in this study is Classroom Action Research (CAR). PTK is practical research intended to improve classroom learning. This research is one of the efforts of teachers or practitioners in the form of various activities carried out to improve and or improve the quality of learning in the classroom[12]–[14] Classroom action research is research conducted by the teacher in his own class by (1) planning, (2) implementing, and (3) reflecting the actions in a collaborative and participatory manner with the aim of improving his performance as a teacher, so that student learning outcomes can improve. This action research was carried out through several procedures using

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Kurt Lewin's design. The main concept of classroom action research according to Kurt Lewin in Kusumah (2009) consists of four components, namely: planning, acting, observing, and reflecting. The teacher whose invited to collaborate is two Indonesian teachers

4. RESULT AND DISCUSSION The results of observations in cycle I include several things, the first is the observation of the teacher activities in carrying out learning. The implementation of learning activities in this first cycle has not been carried out optimally. There are several aspects that the teacher has not done, those are: 1) The teacher does not explain in detail the complete steps of integrated reading and composition cooperative learning., 2) The teacher has not explained in detail the material related to learning, 3) The teacher does not motivate students to ask questions if they encounter difficulties, 4) Teachers do not give guidance and direction to all groups at the time of the task group, 5) Teacher gives student's motivation is less in response to the results of the working groups that perform in front of the class, 6) Teachers don't manage time efficiently and effectively and 7) Teachers do not do a reflection of learning by engaging students. The second is the observation of student activities in the implementation of learning activities. During the learning process, not all activities can be carried out according to the plan, some of which are: 1) Students did not fully understand the CIRC learning steps, 2) When the teacher explained the material, some children did not listen carefully to the teacher's explanation., 3) There were still students who looked out of the classroom, 4) When there is a question and answer between the teacher and students about the text shown through the LCD, some students still look passive and shy to answer the teacher's questions, 5) Students do not focus on recording work orders that are displayed on the LCD, 6) Some students appear passive in their group , 7) The discussion was not run smoothly in the group, because students were engrossed in their respective discourses, 8) Some students did not hold discussions when they experienced difficulties, 9) The teacher did not carry out the learning according to the time allocation determined and students could not take advantage of the available time and 10) Teachers and students have not concluded the learning material. Researcher's observations of students' attitudes in cycle I can be seen in the following table. Table 1 The Percentage of Average Attitudes of Students in Following Learning Reading comprehension Through CIRC Cycle 1 Learning Model The number of students 31 Students

Student Attitude Category Very Active 7 Students (22,58%)

Active enough

Less active

3 Students (9,68%)

16 Students (51,61%)

Active 5 Students (16,13%)

Inactiv e -

Category of students belonging to learning 31 Students (100%)

The results of observations of Learning Implementation in cycle 2 are two things. The first is about the activities of teachers implementing learning. The implementation of learning activities in the second cycle has begun to increase compared to cycle one even though there are some activities that have not been maximally seen. As for things that have not been carried out optimally, such as 1) The teacher does not give the opportunity to all groups to report as a whole the results of group work in front of the class, 2) The teacher has not discussed the overall difficulties experienced by students in carrying out tasks, and 3) The teacher does not give motivation to students who look silent (passive).

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The second is about student activities towards the implementation of learning activities. During the learning process, there are still activities that do not work according to the planned scenario. Some activities were not carried out well in cycle 2, namely: 1) Some students still seemed passive in their group, so the discussion did not run smoothly in the group, possibly because they had to readjust to the new group; 2) In the question and answer activity only a few groups responded; 3) There are still students who are in their group doing individual tasks; and 4) Still seen students ashamed and hesitant to express their opinions in group discussions. The Researcher's observations on students' attitudes can be seen in the following table. Table 2 The Average Attitudes of Students Following Reading Learning understanding Cycle 2 Student Attitude Category

Number of Students

Very Active

Active

31 Students

10 Students (32,26%)

12 Students (38,71%)

Active Enough 5 Students (16,13%)

Less Active 4 Students (12,90%)

Not active -

Category of students belonging to learning 31 Students (100%)

4.2. Learning Outcomes The Learning Outcomes include an assessment of student learning outcomes reading comprehension using the Cooperative Integrated Reading and Composition (CIRC) model covering the results of tests per group and individual, and process assessment. In cycle 1, the results of reading group understanding can be seen in the following table. Table 3 The Acquisition of Reading comprehension scores in cycle 1 group Group I II III IV V VI VII VIII Total

Earnings Score 9 9 10 13 13 13 12 10 89

Ideal Score 15 15 15 15 15 15 15 15 120

Percentage

Description

60% 60% 66% 86% 86% 86% 80% 66% 74%

As for the results of the reading comprehension of the individual in cycle 1 can be seen in appendix 1. When viewed from the results of the evaluations undertaken (appendix 1), turns on this first cycle of the achievement of the learning results indicators the first 75% of the students answered correctly, 25% of students are still answered wrong. The second indicator, to determine the main idea is still not good. 60% only answered correctly, 40% answered incorrectly, the third indicator, to make a conclusion was also not good, the answer correctly was only 50%, 50% answered incorrectly. Classically the average value obtained by students is 62.58. The results show that it is still below the minimum set. Students who have ...