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teaching and learning process in the first Cycle, the writer knows how far the effectiveness of the technique used in teaching.
Before the teaching and learning process, the students arranged the seat position for every group. So that, at first, the class situation rather crowded. Then,
they sat at their group. Based on the observation, the class atmosphere changed from passive into active situation. They did not feel sleepy or bored again. The
students‟ self confidence increased in the this cycle. It can proved that some of the students began to have more courage to read the text. There were many students
could not pronounce the word in the text correctly. So that the researcher had to correct it. The feeling of shyness was reduced in the group work. The students
became very enthusiastic and active in doing the task. There were some students who wanted to ask and answer the question but their speaking dominated in
mother tongue. The CIRC made the students know each other well and work together in group. They help each other. Sitting in group made them more relax.
By Using CIRC, most of the students could enjoyed reading the text and participated in all activities. In generally using CIRC in reading class run well.
4. Reflection of Cycle 1
Having implemented Cycle 1, the researcher and the collaborator did reflection of the teaching and learning reading using Cooperative Integrated
Reading and Composition CIRC. The result of the reflection was used to revise the planning of Cycle 2. There were some important aspects noted from cycle 1,
they were as follows:
a. The Result of Cycle 1
First, the result of the test showed that there was an improvement of the students‟ reading comprehension. The improvement can be recognized by
comparing the students‟ average score of the pre-test and the students‟ average
score of the post- test of Cycle 1. The students‟ average score of the pre-test was
54.54 and the students‟ average score of the post-test of Cycle 1 was 67.96. There
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was an improvement of the students‟ average score in reading from 54.54 to 67.96. It means that the students achievement improved.
Second, there were 31 students who joined Post-test 1. Based on the post- test scores, it can be seen that 8 students 25.80 were fair, 20 students 64.51
were good, and 3 students 9.67 were very good. Meanwhile, the students‟ average score was in the good category 67.96. According to the criteria of
succes of the school passing grade, the post-test of Cycle 1 can be categorized successful if the students in Class VIIIA obtain the score in good or very good
category. Based on the result of Post-test 1, it can be said that the acivities in Cycle 1 were unsuccessful and the teaching and learning process in reading
comprehension using CIRC must be continued to Cycle 2. The result of Post-test 1 in Cycle 1, can be seen in Appendix 11.c.
Third, based on the skill of reading in Cycle 1. The average score of: detail information was 74.51 ; main idea of paragraph was 69.35 ; language
feature was 63.70 ; vocabulary was 70.43 ; referent was 66.12; author‟s
purpose was 75.80 ; and generic structure was 55.64 . From the result of reading above, the researcher concluded that the students were successful in
underst anding: detail information, main idea, vocabulary, referent, and author‟s
purpose, but they unsuccessful in language feature and generic structure. Fourth, the result of the computation using non-independent test was t
o
= 11.24, while the t-table at level significance
α = 0.05 with n-1 30 was 2.048. It could be said that t
o
t
t
. I t meant that the students‟ achievement increased
significantly. Fifth, there were some strengths and weaknesses results in Cycle 1.
There were some strengths result in applying Cooperative Integrated Reading and Composition, namely: most students were motivated to read English text,
although they made mistakes in pronouncing some words; they can work together and learn from each other; the students‟ reading comprehension was improved
particularly in finding detail information, main idea, vocabulary, referent, and author purpose. There were some weaknesses that arise in Cycle 1, namely: some
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students could not pronunce the words well; lack control of the teacher in group work; it needed a lot of time for preparing; the situation in the class rather
crowded; there were some students who wanted to ask and answer the question but their speaking was dominated in their mother tongue; the students also
unsuccessful in understanding language feature and generic structure.
b. Recommendation
