THE EFFECT OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION OF SMPN 21 PEKANBARU

Adek Sriwahyuni, Dr.Rugaiyah M.Pd, Johari Afrizal

Abstract


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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