Effect of Cooperative Integrated Reading Composition (CIRC) on
Reading Comprehension of High School Students in OKU Timur
Zulaikah
1
, Yeti Nur Fitriah
2
1
Education of English Program, STKIP Nurul Huda, Indonesia
Keywords: Reading Comprehension, and CIRC (Cooperative Integrated Reading Composition).
Abstract: The aim of this study to find out wheter there any significant or not difference between the students who are
taught by using CIRC and the students who are taught by using conventional method. The method of this
study use quasi experimental, because quasi experimental design refers to as compromise research, an
appropriate description when applied to much educational research. The writer used two classes like
experimental and control class. In experimental class, pre-test conducted to measure the students’ ability in
learning reading comprehension before treatment, and post-test conducted to know the progress of the
students’ achievement of reading comprehension mastery. The result of the analysis indicated of It could be
seen from t-obt of the posttest score in the experimental and control group was 8,909 at the significance level
α = 0.05 in two tailed test with df (n-2) = (63-2) = 61, Whereas, it could be seen based on the statistical
analysis the value of t-
obt
8,909 was higher than critical value of t-
t
2.000. From that analysis , concluded that
CIRC method was effective in reading comprehension to high school studentsin OKU Timur.
1 INTRODUCTION
English language is the first foreign language in our
country and it is learned by all students not only in
primary school but also in university level. The
reason why someone wanted to learn foreign
languages particularly English because they thought
it offers a chance for progress in their life. By
mastering English language, they would get a better
job than they just knew their national language. Now
days, since English has become one of the
international languages of communication English
has a special position in the global world.
Based on the statement above, it is a must for
Indonesian students to master their English subject as
well as possible, as stated in the curriculum 2006
which is “the aim of leaning English subject is to
develop communicative competence in spoken and
written form to achieve functional literacy.” People
need communicate in making interaction to other
people around them and also in doing daily activities.
With communicate, it can make people easy to use
language to share their idea or something that they
want to say. Therefore, the first thing that the students
have to increase their English. And English has four
basics English skill, such as: listening, reading,
speaking, and writing.
One of the skills will be discussed in this study is
reading. Reading is one of the skills that is learnt by
the students. Reading is the skill that very important
to get knowledge. It also helped the students to gain
information from the print page. According to Grabe
and Stoller (2002), reading is the ability to draw
meaning from the print page and interpret this
information appropriately. Reading involve not only
supply English sounds to the written words but also
understanding of what is written. It means that,
reading comprehension is the ability to understand
information which present in a written material.
The subject of study at high school students in
OKU Timur especially the eleventh-grade students,
the writer observed the situation in the class when the
student’s study was passive, and in the class were not
enthusiastic, slept, bored, etc. So, the interaction in
the class was low. Beside that many students can read
the text but don’t know to tell what they read
extemporaneously, because they just read as they
taught it acceptable.
The way to solve the student’s difficulties in
reading, the writer used the CIRC as the method.
According to Slavin (2010), Cooperative Integrated
Zulaikah, . and Nur Fitriah, Y.
Effect of Cooperative Integrated Reading Composition (CIRC) on Reading Comprehension of High School Students in OKU Timur.
DOI: 10.5220/0009996600002499
In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 115-120
ISBN: 978-989-758-575-3
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
115

Reading Comprehension (CIRC) was a
comprehensive program to teach reading, writing and
language arts at a higher grade at the elementary
level. In CIRC, students are assigning teams
composed of pairs of students from different reading
group. While the teacher was work with one reading
group, students in the others group were a work in the
pairs on the series of this theory will be enjoyable
activities, include reading to another group, making
portends about how narrative stories will come out,
writing responses to stories, summarizing stories to
one another, decoding and vocabulary and practicing
spelling.
Moreover, Rahvard (2010), CIRC is a
comprehensive program to teach reading, writing and
language arts at higher grade of elementary level.
CIRC development that is simultaneously focus on
curriculum and teaching methods in a trial to use
cooperative learning as a means to introduce the
latest technical training curriculum exercises derived
mainly from primary research on the practical of
reading lessons that emphasize group goals and
individual responsibility.
Based on the explanation above, the writer
interested in carrying out of study the used of
Cooperative Integrated Reading Composition
(CIRC) on reading comprehension to the students, So
the writers entitle “Effect of Cooperative Integrated
Reading Composition (CIRC) on Reading
Comprehension of high school students in OKU
Timur”. And the objective of this study is to find out
whether there any significant or not difference
between the students who are taught by using CIRC
and the students who are taught by using
conventional method of high school students in OKU
Timur.
2 RESEARCH METHOD
According to Arikunto (2006), study is the way that
used by writer in collecting the data in the study. In
this study, the writer used quantitative research.
Quantitative research has two methods commonly
used namely survey and experimental method.
Cohen (2005) classified experimental method into
three design; pre-experimental, quasi experimental,
and true experimental. Here the writer chosen quasi
experimental, because quasi experimental design
refers to as compromise research, an appropriate
description when applied to much educational
research.
The design incriminates experimental and control
class. The experimental class that has given a
treatment and control class used conventional
method. The population of this study was all of the
eleventh grade of high school students in OKU
Timur. So, the numbers of populations were 130
students. It could be seen in table 1
Table 1: Population of study.
No Class Number
1. XI. IPA 2 32
2. XI. IPS 1 31
3. XI. IPA 1 33
4. XI. IPS 2 34
Total 130
The technique used purposive sampling. Reasons
for using purposive sampling : Often many
restrictions prevent writer from taking samples
randomly. So if using random sampling, will make it
difficult for writer. By using purposive sampling, it
is expected that the sample criteria obtained really fit
with the study that will be done.The sample of this
study consist of 63 students. Could be seen in the
following table 2.
Table 2: Sample of the Study.
No. Class
Group
Number of
Sample
1. XI. IPA2 Experimental 32
2. XI. IPS1 Control 31
Total 63
3 RESULT AND DISCUSSION
There has related previous study was written by
Madhu Gupta and Jyoti Ahuja Entitles “cooperative
integrated reading composition (CIRC): Impact on
Reading Comprehension Achievment in English
between Seventh Graders”. The aim of their study
was to establish the effect of the Cooperative
Learning Approach-Cooperative Integrated Reading
Composition (CIRC) on the Reading Comprehension
Achievement in English. Then, they explained that
acquisition Reading Comprehension achievement
value in English of experimental group and control
group different from value of experimental group.
This study conclude that students who are taught
English through co-operative learning strategy CIRC
was more benefit in their Reading Comprehension
achievement than the students who were through by
using conventional method of teaching.
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In this faction, the writer explains the findings of
the study that was already done. In this findings
section, the writer explained the result of the study.
3.1 The Result of Pre-Test and Post
Test in the Experimental Group
Pretest was given to the students in experimental
group to know the students achievement before the
students were taught by using CIRC strategy. After
The writer gave 6 times for treatment to the students
in teaching reading comprehension by using CIRC
strategy, the writer gave the students posttest which
was intended to know how far the students’ progress
in their reading comprehension. In the pretest and
posttest the sample of the students were 32 students.
The data of the frequency of the students’ score for
pretest and posttest of experimental group could be
seen in table 3 to 4.
Based on the Table 3, mode of the pre-test score
in experimental group was 5.20, median was 5.20,
the lowest score of was 2.80 and the highest score
was 6.40, and mean of the score was 4.92, with
standard deviation was .858.
Meanwhile, based on table 3 on posttest in
Experimental group and chart 2, mode of the posttest
score in experimental group was 7.20, median was
7.20, the lowest score of was 5.60, and the highest
score was 8.80, and mean of the score was 7.15 with
standard deviation was .69. Next, the writer
interpreted the students’ score into distribution table
as presented in Table 4.
Based on the Table 4 above of pre-test in the
experimental group, it was obtained that there was
nobody (0%) student who got excellent, very good
level of competency, good level of competency and
students who got moderate level of competency, 17
(53,125%) students who got enough level of
competency, 9 (18,75%) students who got low level
of competency and the last 6 (18,75%) student who
got poor level of competency.
Table 3: Frequency of the pre-test and post-test score in the experimental group.
Pretest of Experimental group Posttest of Experimental group
Freq Perc VP CP Freq Perc VP CP
Valid
2.8 1 3.1 3.1 3.1 5.6 2 6.2 6.2 6.2
3.2 1 3.1 3.1 6.2 6 1 3.1 3.1 9.4
3.6 1 3.1 3.1 9.4 6.4 3 9.4 9.4 18.8
4 3 9.4 9.4 18.8 6.8 4 12.5 12.5 31.2
4.4 5 15.6 15.6 34.4 7.2 12 37.5 37.5 68.8
4.8 4 12.5 12.5 46.9 7.6 5 15.6 15.6 84.4
5.2 7 21.9 21.9 68.8 8 4 12.5 12.5 96.9
5.6 5 15.6 15.6 84.4 8.8 1 3.1 3.1 100.0
Total 32 100,0 100,0
Total
32 100.0 100.0
Table 4: The distribution score of pre-test and post-test in the experimental group.
Score
interval
Level of
competency
Pre-test in the experimental group Post-test in the experimental group
Score Score
Frequency Percentage (%) Frequency Percentage (%)
91-100 Excellent 0 0 % 0 0 %
81-90 Very Good 0 0 % 2 6,25%
71-80 Good 0 0% 16 50%
61-70 Moderate 0 0 % 19 59,37%
51-60 Enough 17 53,125% 3 9,37%
41-50 Low 9 28,125% 0 0 %
0-40 Poor 6 18,75% 0 0 %
Total (N) 32 100 % 32 100%
Meanwhile, based on Table 7 of post-test in the
experimental group it was found that there were 2
(6,25%) students who got very good level of
competency, there were 16 (50%) students who got
good level of competency, there were 19 (59,37%)
students who got moderate level of competency. For
Effect of Cooperative Integrated Reading Composition (CIRC) on Reading Comprehension of High School Students in OKU Timur
117

the level of competency of excellent, enough, low,
and poor were nobody got it.
In addition, the following table is the descriptive
statistics of pre-test and post-test in the experimental
group that used to get information about number of
samples, range, minimum score, maximum score,
sum, mean, standard deviation (SD), variance,
skewness and kurtosis. It could be seen in Table 5.
Table 5: Descriptive statistics of pretest and posttest in the experimental group.
N Range
Mini
mum
Maxi
mum
Sum
Mean
Std.
Devia
tion
Varianc
e
Skewness Kurtosis
Statist
ic
Statist
ic
Statisti
c
Statist
ic
Statistic
Statist
ic
Std.
Error
Statist
ic
Statistic
Statist
ic
Std.
Error
Statis
tic
Std.
Error
Pre-test score
experimental
group
32 3,60 2,80 6,40
157,60
4
,9250 ,15180 ,85873 ,737 -,560 ,414 ,003 ,809
Post-tests
experimental
group
32 3,20 5,60 8,80
228,80
7,15 ,12280 ,69468 ,483 -,308 ,414 ,723 ,809
Valid N
(listwise)
32
Table 6: Frequency of the pre-test and post-test score in the control group.
Pre-test of control group Post-test of control group
Freq Perc VP CP Freq Perc VP CP
Valid
3.2 1 3.1 3.2 3.2 3.2 1 3.2 3.2 3.2
3.6 1 3.1 3.2 6.5 4 1 3.2 3.2 6.5
3.8 1 3.1 3.2 9.7 4.4 1 3.2 3.2 9.7
4 1 3.1 3.2 12.9 4.8 5 16.1 16.1 25.8
4.4 3 9.4 9.7 22.6 5.2 6 19.4 19.4 45.2
4.8 9 28.1 29.0 51.6 5.6 4 12.9 12.9 58.1
5.2 6 18.8 19.4 71.0 6 9 29.0 29.0 87.1
5.6 8 25.0 25.8 96.8 6.4 3 9.7 9.7 96.8
6 1 3.1 3.2 100.0 6.8 1 3.2 3.2 100.0
Total 31 96.9 100.0 Total 31 100.0 100.0
Table 7: The distribution score of pretest and posttest in the control group.
Score
interval
Level of
competency
Pre-test in the control group Post-test in the control group
Score Score
Frequency Percentage (%) Frequency Percentage (%)
91-100 Excellent 0 0% 0 0 %
81-90 Very Good 0 0% 0 0%
71-80 Good 0 0% 0 0%
61-70 Moderate 0 0% 4 12,90%
51-60 Enough 15 48,38% 19 61,29%
41-50 Low 9 29,03% 6 19,35%
0-40 Poor 4 12,90% 2 6,45 %
Total(N) 31 100 % 31 100%
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Table 8: Descriptive statistics of pre-test and post-test in the control group.
N Range
Mini
mum
Maxi
mum
Sum Mean
Std.
Deviat
ion
Varia
nce
Skewness Kurtosis
Stat
istic
Statist
ic
Statist
ic
Statist
ic
Statistic Statistic
Std.
Error
Statist
ic
Statist
ic
Statist
ic
Std.
Error
Statist
ic
Std.
Error
Pre-test
group
control 31 2,80 3,20 6,0 153,00 4,9355
,1185
5
,6600
7
,436
-,831 ,421 494 ,821
Post-test
group
control 31 3,60 3,20 6,80 169,20 5.4581
,1394
9
,7766
5
,603
-834 ,421 1.053 ,821
Valid N (listwise) 31
3.2 The Result of Pre-test and
Post-test Score in the Control
Group
Before the writer conducted the research in the
control group, the writer gave a pretest to the
student to know the students’ reading
comprehension. And after the writer gave
treatment by using conventional strategy, the
writer gave a posttest to know how far the students’
mastery in reading comprehension. In the pretest
and posttest of control group sample of the students
were 31 students. The data of the frequency of the
students’ score for pretest and posttest of control
group could be seen in Table 6.
From the Table 6 of pretest in the control group
and Chart 3, mode of the pre-test score in control
group was 4,80, median was 4,80, the lowest score
was 3,20 and the highest score was 6,00.
Meanwhile, mean of the score was 4,93 with
standard deviation was .66.
Furthermore, from the Table 9 of posttest in the
control group and Chart 4, mode of the post-test
score in control group was 6, median was 5.6, the
minimum score was 3.20 and the maximum score
was 6.80. Meanwhile, mean of the score was 5.45
with standard deviation was .77. Then, the writer
interpreted the students’ score into distribution table
as presented in Table 7
Based on the distribution score on table 7 above,
it was found that criteria of pre-test in the control
group, there was nobody (0%) in an excellent and
very good level of competency, good level of
competency, in a moderate level of competency, 15
students (48,38%) were in an enough level of
competency, 9 students (29,03%) were in a low
level of competency and there were 4 students
(12,90%) in a poor level of competency.
Besides, Table 7 of post-test in the control group
it was found that there were 4 students (12,90%)
who got moderate level of competency, and the last
there were 19 students (61,29%) who got enough
level of competency. 6 (19,35%) who got low level,
2 (6,45%) who got poor level. For the level of
competency of excellent, and very good were not
students got it.
Moreover, the following table is the descriptive
statistics of pre-test and post-test in the
experimental group that used to get information
about number of samples, range, minimum score,
maximum score, sum, mean, standard deviation
(SD), variance, skewness and kurtosis. It could be
seen in Table 8.
Table 9: Independent t-test.
Levene's test
for equality of
variances
t-test for Equality of Means
F Sig. T Df
Sig.
(2tailed)
Mean
Differenc e
Std. Error
Difference
95%
Confidence Interval of
the Difference
Lower Upper
post test
scores in
the control
and Experi
mental
Group
Equal
variances
assumed
,79
6
,37
6
8,9
90
61 ,000 1.71694 1,9099
1.3350
3
2.0988
4
Equal
variances not
assumed
8,9
83
60,597 ,000 1,71694 1,9114
1,3346
8
2.0991
9
Effect of Cooperative Integrated Reading Composition (CIRC) on Reading Comprehension of High School Students in OKU Timur
119

According to the Table 8, the calculation of
Levene Statistic by using SPSS 16, it was found that
the value of sig was 0.376. it was higher than value
of sig (0.05). So, it meant that the sample taken from
experimental and control group were homogeneous.
The Independent t-test is the most commonly
used method to evaluate the differences in mean
between the two groups, to find out whether or not
there was any significant difference in reading
ability, the writer compared the result of the posttest
in control group and experimental group by using
Independent t-test. The result of the SPSS 16
calculation was described as follows:
Therefore, based on Table 9 of Independent ttest
the value of t-obt = 8,909 is higher than t-t = 2.000.
And the value of sig (2-tailed) = 0.001 less than the
value significance level (0.05). Finally, the writer
concluded that alternative hypothesis (Ha) of this
study was accepted and null hypothesis (H0) of this
study was rejected.
4 CONCLUSIONS
Based on the findings above, it could be interpreted
that reading comprehension by using CIRC was
effect. It could be seen from t-obt of the posttest score
in the experimental and control group was 8,909 at
the significance level α = 0.05 in two tailed test with
df (n-2) = (63-2) = 61, Whereas, it could be seen
based on the statistical analysis the value of t-
obt
8,909 was higher than critical value of t-
t
2.000.
Therefore, Null Hypothesis was rejected and
Alternative Hypothesis (Ha) was accepted. It meant
that there was the influence between students who
were taught by using CIRC and students who were
not taught by using CIRC.
ACKNOWLEDGEMENTS
The writer thanks to STKIP Nurul Huda for giving us
the opportunity to encourage and facilitate the writer
to complete this research. Thanks also to the head
master of high school students in OKU Timur who
has given the writer permission to conduct the
research at that school. Lastly, the writer thanks to the
teachers who helped us in this research by facilitating
us with their students as the research subject.
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