IMPROVING STUDENTS’ READING ABILITY AND INTEREST THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION
DOI:
https://doi.org/10.31851/ckmfnt70Keywords:
Reading comprehension, Reading interest, Cooperative Integrated Reading and Composition, Cooperative learning, Classroom action research, English reading instructionAbstract
This study aims to examine the improvement of students’ reading ability and reading interest through the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model. The research focuses on identifying whether cooperative learning activities can help students better understand reading texts and encourage them to participate more actively in classroom reading tasks. This research employed Classroom Action Research (CAR) based on the model proposed by Arikunto and involved 33 eleventh-grade students. Data were collected through reading comprehension tests, reading interest questionnaires using Likert-scale items, and classroom observation sheets. The research was conducted in two cycles consisting of planning, action, observation, and reflection stages. The findings indicate that the use of the CIRC learning model improved students’ reading comprehension and increased their interest in reading activities. Students showed better performance in identifying main ideas, understanding vocabulary, and interpreting reading texts, while classroom participation also improved during group discussions and cooperative learning tasks. The results of this study can be applied in English language teaching, particularly in reading instruction at senior high schools and vocational schools, where teachers may use the CIRC model as an alternative cooperative learning strategy to enhance students’ reading comprehension and engagement in learning. This study also provides practical evidence that integrating cooperative reading and writing activities through the CIRC model can simultaneously improve students’ comprehension skills and reading interest, contributing to more interactive and effective classroom learning
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