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SUMMARY

The Effect of Using Cooperative Integrated Reading and Composition (CIRC)
Model on the Eighth Year Students’ Reading Comprehension and Writing
Achievement at SMPN Sukorambi Jember; Nikmatus Sholikhah, 070210401120;
2012: 52 pages; English Department; Faculty of Teacher Training and Education,
Jember University.
Key words: Cooperative Integrated Reading and Composition Method, Reading
Comprehension, Writing Achievement.

English becomes the most important language since it is still regarded as the
international language. In mastering English, every learner should master its four
language skills (listening, speaking, reading, and writing) and its three language
components (grammar, vocabulary, pronunciation). As one of the four English
language skills, reading keeps important role in mastering the language. As a part of
four language skills, reading should not be separated from the other skills. One of
them is writing. One of the teaching methods that can be applied in teaching reading
and writing is Cooperative Integrated Reading and Composition (henceforth - CIRC)
method.
This research was an experimental aimed at investigating whether or not there
was a significant effect of using CIRC method on both the eighth year students’
reading comprehension and student’s writing achievement at SMPN Sukorambi
Jember in the 2011/2012 academic year. This research was categorized as quasiexperimental research which applied nonequivalent-groups post-test only design due
to the absence of subject randomization. The research area was SMPN Sukorambi
Jember which was chosen purposively. The population was the eighth year students
of SMPN Sukorambi Jember which consisted of five classes. The research
respondents were class C and class D. The treatment was held three times on each
class. The primary data of this research was collected from the reading
xiv

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comprehension posttest and the writing achievement posttest. The primary data
collected were analyzed using independent sample t-test formula.
Based on the calculation of the reading posttest, the mean score of the
experimental group was higher than that of the control group (72.875 > 65.732). The
t-test analysis was lower than 0.05 (0.004 < 0.05). The research results proved that
there was a significant effect of using CIRC model on the eighth year students’
reading comprehension achievement at SMPN Sukorambi Jember in the 2011/2012
academic year. Furthermore, based on the calculation of the writing posttest, the
mean score of the experimental group was higher than that of the control group
(42.00 > 35.39). The t-test analysis was also lower than 0.05 (0.010 < 0.05). The
calculation proved that there was a significant effect of using CIRC model on the
eighth year students’ writing achievement at SMPN Sukorambi Jember in the
2011/2012 academic year. Therefore, it is suggested that the English teacher to use
CIRC method as alternative teaching method in teaching reading and writing.

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