3 p.405. So, through CIRC, it is expected the students are able to improve their
reading skill. Through Cooperative Integrated Reading and Composition CIRC, the
students develop their reading skill since CIRC emphasizes on group working. Besides, according to the researcher’s opinion, it is better for the students to work in
group first, after that they must work individually. Working in group helps students who have low ability to comprehend the reading text, because the students who have
high ability will help them; they will share their opinion in the group. After all of the students improve their ability through working in group they will be given tasks
which are done individually. It is also based on the principle of CIRC; in the beginning the students work in group, then they work individually by summarizing a
novel or a book. Therefore, the researcher thinks that by integrating reading and writing using Cooperative Integrated Reading and Composition CIRC, the students
are able to improve their reading and writing skill. It is also stated by Pehrsson and Robinson 1985, “ An important way of helping youngsters realize and capitalize
on relationships between authors and readers is to develop reading and writing instruction as an integrated activity” p. 9.
B. Problem Formulation
This research aims to answer two problems, they are: 1. How are reading and writing materials, using Cooperative Integrated Reading
and Composition CIRC to teach reading for senior high school students,
designed? 2. What does the design of material look like?
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C. Problem Limitation
The research is limited to the design of the materials using Cooperative Integrated Reading and Composition CIRC for senior high school students. The
designed materials will present the reading skill using CIRC to help the students to strengthen their reading skill.
D. Objectives of the Study
The objectives of this research are: 1. To describe the process of designing the materials using CIRC for senior high
school students 2. To present the design of the materials
E. Benefits of the Study
1. for the teacher
The design of the materials will help the teacher provide reading materials to teach students in the classroom.
2. for the students
The materials will help the students strengthen their reading skill and attain greater achievement in another area of learning.
3. for the researcher
This research will help the researcher learn and know better on how to develop and design teaching and learning materials using Cooperative Integrated
Reading and Composition CIRC.
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F. Definition of Terms
There are several terms in this research. Those terms are as follows. 1. Cooperative Integrated Reading and Composition CIRC
According to Slavin 1995: 104, Cooperative Integrated Reading and Composition is a comprehension program for teaching reading and writing in the
upper elementary grades. Therefore, CIRC can be applied to teach students of grade X because they belong to upper elementary grades.
2. Reading skill According to Anderson 1999, reading is an activity of the readers which
combines their information from the text and their own background knowledge to understand the meaning. While skill is an ability to do something well especially
because you have learned and practiced it. Within this context, reading skill is an ability to combine information from the text and readers’ background knowledge to
understand the meaning. 3. Writing skill
According to Sokolik 2003, there are some definitions of writing. Writing is both physical and mental activity. It is physical activity when it is placing words
or ideas to some medium. It is mental activity when creating ideas, thinking about how to express them and organizing them into good statements. Therefore, writing is
when physical and mental activities are done simultaneously.
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter provides information and discusses the theories related to the study. Moreover, a theoretical framework is also included in this chapter to show
the relationship between the study and theories applied.
A. Theoretical Description
In the theoretical description, some theories which will be used as the guidance to design the materials in reading learning activities were discussed.
They are instructional design, educational research and development, CIRC, reading skill, cooperative learning, learners’ characteristic and KTSP.
1. Instructional Design
In this study the researcher uses Kemp’s Instructional Design. In the Kemp’s model, the design follows the system approach where the goal and
evaluation are used for adjustment and improvement. “System approach is the overall plan of the instructional design compiled in order” Kemp, 1977: 6.
According to Kemp, the instructional design plan is design to answer three basic questions, they are:
1. What must be learned? 2. What procedures and resources will work best to reach the desired learning
levels?
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