Article Sidebar

Download
PDF
Statistic
Read Counter : 137 Download : 90

Main Article Content

Abstract

This study examines the effect of the Cooperative Integrated Reading and Composition (CIRC) method and students’ learning activeness on the reading comprehension of seventh-grade students at SMPN 3 Rantau Bayur. Using a quantitative experimental design, two groups were involved: an experimental group taught with CIRC and a control group taught using conventional methods. Students in each group were further classified into high and low learning activeness categories. Data were collected through pre-tests and post-tests for reading comprehension, and learning activeness was assessed through observation checklists. The results, analyzed using Two-Way ANOVA, indicated that: (1) the CIRC method significantly improved students’ reading comprehension, (2) learning activeness had a significant positive effect on reading comprehension, and (3) there was no significant interaction between the teaching method and learning activeness. These findings suggest that both CIRC and learning activeness independently contribute to better reading comprehension, making CIRC an effective strategy for enhancing reading skills in junior high school students.

Keywords

CIRC Cooperative Learning Learning Activeness Reading Comprehension

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Dwi Wahyuni, A., Yukamana, H., & Mulyadi, M. (2025). Cooperative Integrated Reading and Composition (CIRC) and Learning Activeness: Their Effect on Students’ Reading Comprehension in Junior High School. FOSTER: Journal of English Language Teaching, 6(3), 241-253. https://doi.org/10.24256/foster-jelt.v6i3.278
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. A Hasyim, U. A. F., Sari, Y. A., & Puspita, N. (2020). Applying of Cooperative Integrated Reading and Composition (CIRC) Strategy on Students’ Reading Comprehension. Anglophile Journal, 1(1), 41. https://doi.org/10.51278/anglophile.v1i1.80
  2. Aini, N. (2025). the Effect of Using Cooperative Integrated Reading and Composition (Circ) Technique on Secondary School Students’ Reading Comprehension. Journal of English Teaching and Learning, 3(2), 62–72. https://doi.org/10.62734/jetling.v3i2.592
  3. Alderson, J. C. (2000). Assessing Reading. Cambridge University Press.
  4. Andrade, H., & du, Y. (2007). Student responses to criteriareferenced self-assessment. Assessment and Evaluation in Higher Education, 32(2), 159–181. https://doi.org/10.1080/02602930600801928
  5. Asrifan, A., Octaberlina, L. R., & Anriani, A. (2021). The Cooperative Integrated Reading and Composition (CIRC) Strategy in Teaching Reading Comprehension. 2(4), 1147–1152. https://doi.org/10.14293/S2199-1006.1.SOR-.PPMY3FC.v1
  6. Berliana, A., Forsia, L., & -, P. (2025). the Effect of Cooperative Integrated Reading and Composition (Circ) and Think-Pair-Share (Tps) Models on Reading Comprehension of Narrative Text. Premise: Journal of English Education, 14(1), 70. https://doi.org/10.24127/pj.v14i1.11153
  7. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:Principles,Policy&Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  8. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
  9. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman.
  10. Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121–134. https://doi.org/10.1111/j.1540-4781.1989.tb02534.x
  11. Cline, F., Johnstone, C., & King, T. (2006). Focus group reactions to three definitions of reading (as originally developed in support of NARAP goal 1). Minneapolis: National Center on Educational Outcomes, University of Minnesota.
  12. Cohen, A. D. (1998). Strategies in learning and using a second language. Longman.
  13. Crystal, D. (2000). English as a global language (2nd ed.). Cambridge University Press.
  14. Farris, P. J. (2004). Language arts: Process, product, and assessment for diverse classrooms. McGraw-Hill.
  15. Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
  16. Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Longman.
  17. Grellet, F. (2004). Developing reading skills: A practical guide to reading comprehension exercises (2nd ed.). Cambridge University Press.
  18. Handayani, H., T, S., Hanafi, M., L, L., & Hermansyah, S. (2022). Improving Reading Comprehension Through Cooperative Integrate Reading And Compotition (Circ) Method. La Ogi : English Language Journal, 8(2), 156–161. https://doi.org/10.55678/loj.v8i2.685
  19. Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
  20. Indriani Hasibuan, & Afnita Afnita. (2023). Pengaruh Model Pembelajaran Kooperatif Tipe CIRC (Cooperative Integrated Reading And Composition) Terhadap Keterampilan Membaca Teks Persuasi Siswa Kelas VIII SMP Negeri 3 Pariaman. Jurnal Bintang Pendidikan Indonesia, 1(2), 229–237. https://doi.org/10.55606/jubpi.v1i2.1411
  21. Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
  22. Majdi, Z., Khalili Sabet, M., & Mahdavi-Zafarghandi, A. (2025). Exploring the effect of using active learning strategies on Iranian intermediate female EFL learners reading comprehension: a mixed methods study. Frontiers in Education, 10(May). https://doi.org/10.3389/feduc.2025.1539722
  23. Marince, Pramuniati, I., & Sitompul, J. (2019). Pengembangan Media Pembelajaran Pemahaman Membaca Bahasa Prancis Setara A2 Berbasis Techno Pedagogical And Content Knowledge (Tpack). Media Didaktika, 5(1), 1–8. http://www.e-jurnal.unisda.ac.id/Index.Php/Didaktika/Article/View/1798%0A
  24. Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
  25. Nur, R. (2021). Implementing Cooperative Integrated Reading and Composition (CIRC) Method to Enhance the Reading Comprehension of Indonesian EFL Learner. Journal of English Language Teaching and Applied Linguistics, 3(11), 52–64. https://doi.org/10.32996/jeltal.2021.3.11.7
  26. Nuttall, C. (1996). Teaching reading skills in a foreign language. Heinemann.
  27. Othman, A., & Ahmed, A. (2024). An Investigation of Cooperative Learning Strategies in Improving Students ’ Comprehension Skills in the Context of English as a Foreign Language ( EFL ). 10(2), 1–16. https://doi.org/10.5296/elr.v10i2.22096
  28. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
  29. Pang, E. S. (2013). Teaching reading. Paris: International Academy of Education & International Bureau of Education.
  30. Prasetia, A., Dwiniasih, D., & Pradeska, N. B. (2024). Implementing Sq3R To Improve Reading Comprehension Among High School Students in Indonesia. Academic Journal Perspective : Education, Language, and Literature, 12(2), 110–117. https://doi.org/10.33603/perspective.v12i2.9892
  31. Rahma, R. (2024). Teaching reading in digital era : Exploring Indonesian in- service teachers ’ perceptions and challenges. 16(4).
  32. Safitri, D. (2025). Penerapan Model Pembelajaran Cooperative Integrated Reading and Composition ( CIRC ) dalam Meningkatkan Keterampilan Membaca Pemahaman Siswa Kelas V SD Negeri 130 / VI Sungai Manau III. 11(3), 3622–3631.
  33. Sari, M. C., & Nababan, E. B. (2024). Penerapan Metode Cooperative Integrated Reading and Composition (Circ) Dalam Meningkatkan Kemampuan Membaca Pemahaman Siswa Pada Mata Pelajaran Bahasa Indonesia. Jurnal Basataka (JBT), 7(1), 290–302.
  34. Sharan, S. (2012). Handbook of cooperative learning. Greenwood Press.
  35. Simarmata, E. J. (2023). Improving Students’ Reading Comprehension by Using Cooperative Integrated Reading and Composition (CIRC) Technique. Journal on Education, 6(1), 2432–2440. https://doi.org/10.31004/joe.v6i1.3265
  36. Sintia, A., & Ramadhan, S. (2023). Pengaruh Model Pembelajaran Kooperatif Tipe CIRC terhadap Keterampilan Membaca Pemahaman Teks Deskripsi Siswa Kelas VII SMP Negeri 1 Painan. Jurnal Pendidikan, 32(2), 339–346. https://doi.org/10.32585/jp.v32i2.4126
  37. Slavin, R. E. (2005). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.
  38. Smith, F. (2005). Understanding reading: A psycholinguistic analysis of reading and learning to read (6th ed.). Lawrence Erlbaum.
  39. Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22(4), 433–454. https://doi.org/10.2307/747699
  40. Tarigan, H. G. (2008). Membaca sebagai suatu keterampilan berbahasa. Bandung: Angkasa.
  41. Tarigan, H. G. (2014). Membaca sebagai suatu keterampilan berbahasa (Rev. ed.). Bandung: Angkasa.
  42. Tran, Q., Verezub, E., & Fisher, R. (2025). Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions. Teaching and Learning Inquiry, 13, 1–44. https://doi.org/10.20343/teachlearninqu.13.13