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B. Theoretical Framework
Teaching reading is not an easy thing to do, especially for children. Moyle 1972: 21-25 states that reading is above all to do with the language, because in
reading the readers meet all the components of the language such as vocabulary, grammar, and even pronunciation. Moreover, Wallace states that 2003: 4 one of
the difficulties which young children may have is the ability to understand what they read, as they still have limited knowledge of English, especially vocabulary
mastery. If teachers wish their children to read with understanding, the children need to see a purpose in reading and gain enjoyment from reading from the
earliest moment of instruction. One of the methods in teaching reading for children that might be used to
motivate the students in reading lesson is Cooperative Integrated Reading Composition CIRC. In this study, the writer would like to implement CIRC
through a set of reading instructional materials using CIRC to teach reading to the fifth grade students. Therefore, CIRC will be the base theory that underlies the
study. Based on Slavin 1995: 7, CIRC is comprehensive program for teaching
reading in the upper elementary level and middle grades. In the implementation of CIRC, the students will work in pairs from two or more different reading levels.
Besides, in CIRC activities, the students will work in their cooperative teams, which are coordinated within with reading groups’ instruction, in order to meet
the objectives in such areas as reading comprehension, vocabulary, decoding, and spelling. Furthermore, in teaching reading using CIRC, the students will have
25 interesting activities in their reading group such as reading to one another, making
prediction about how the story will end, summarizing the story, responding to the story orally or in a written form, practicing spelling and vocabulary mastery.
In the end of the class the best reading group will obtain reward from the teachers. The competition atmosphere can motivate the students to like reading.
Moreover, by teaching and implementing reading materials design using CIRC to the elementary students, hopefully the students’ reading comprehension skills will
increase. CIRC might be one of the methods to teach reading to be more interesting.
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CHAPTER III METHODOLOGY
This chapter in this research discusses: A Research Method; B Research Participants; C Research Instruments; D Data Gathering Technique;
E Data Analysis Technique; F Research Procedure.
A. Research Method
The method of this study was qualitative research, which meant that the data would be presented in explanation and description. Sprinthall 1991: 102
defined that a qualitative research methodology as a methodology used to systematically gather data and the data will be purely descriptive. The research
would be a qualitative descriptive research. According to Cohen and Manion, the descriptive research is concerned with processes that are going on Cohen
Manion, 2000: 169. Therefore, qualitative descriptive research was suitable in this research because the researcher wanted to provide detailed description about
the implementation of reading materials design using CIRC.
To be exact, this qualitative study was a survey. Survey study is defined as a process of collecting information from a group of people in order to describe
some aspects or characteristics Frankael Wallen, 1993: 343. This survey study was aimed to find out the implementation of Cooperative Integrated
Reading Composition CIRC method to teach reading to the fifth grade students of Kanisius Kintelan Elementary School.
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