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offered suggestion on the best way to teach, helped her to create students‟
motivation in learning language, and also gave big contribution in every step of the research. The teacher noted events happening in the teaching-learning
process. 4. Reflection
In this step, the researcher analyzes what have been going on in the classroom. If the researcher finds some difficulties unsolved during the
teaching learning process, the researcher prepares the replanning steps. The researcher reflects on these effects as the basis for further planning,
subsequent critically inform action and so on, through a succession of stages .
The researcher tries to formulate the conclusion of the previos steps. The result of the observation was analyzed and evaluated. From these, it can be
known whether the students‟ reading comprehension improved or not. The writer‟s reflection was done by discussing it with her collaborator. From the
result above, the next cycle can be resolved and designed.
E. The Technique of Collecting Data
The method of collecting the data was very urgent in the investigation. In this action research, to collect the data accurately, the researcher used some
techniques, they were: observation, interview, questionnaire, and test. 1. Observation technique
In this research, the researcher used an observation to collect the data. It is a technique of collecting data by closely watching and noticing class
events or happenings, or interaction, either as a participant in the class or as an observer of another teacher‟s observation. In this research, the researcher also
uses the real situation of the teaching and learning process. In this study, she observed the students activities while the teaching
learning process occured. This observation was also conducted by the collaborator. In this case, the collaborator also gave contribution in giving the
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ideas, opinions, and shared the experiences actively in all steps in the classroom action research.
2. Interview technique In this research, the researcher interviewed the students of class VIIIA
SMP Negeri 1 Matesih. The number of the students was 31. The researcher did not interview all the students but only some of them.
The researcher held the interview in two phases. The first phase was held before teaching reading using CIRC and the second phase was held after
teaching reading using CIRC. The purpose of the interview in the first phase wa
s to know the students‟ problems before teaching reading using CIRC and the purpose of the interview in the second phase wa
s to know the students‟ opinion about the implementation of teaching reading using CIRC.
Before interviewing the students, the writer arranged the interview guide. The interview guide was used to focus the topic of interview. The
researcher wrote the result of the interview as a transcript of the interview. 3. Questionnaire technique
Questionnaire is a written set of questions used to gain responses in non-face-to-face situations. In this research, the writer used questionnaire
twice. The first was in the preliminary study, and the second was after implementing CIRC in teaching reading.
4. Test technique In this study, the researcher used a
written test to measure the students‟ achievement in reading comprehension. The researcher gave a pre-test and a
post-test in order to know the students‟ reading comprehension before and
after being taught using Cooperative Integrated Reading and Composition. In this research, the researcher used the objective test type for both the pre-test
and the post-test. The result of the test was analyzed to know the students ‟
achievements in reading comprehension. The result can indicate whether the implementation of Cooperative Integrated Reading and Composition model
was effective or not.
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To get the instrument validation in reading comprehension test, the researcher used internal validity and reliability as stated in Ngadiso 2006: 1-
3. The formula is as follows:
1. Internal Validity
S
t
= n
x
2
S
t
= Standard deviation of the square root of the total of the
square of each deviation score divided by the number of the respondents.
2
X = the total of the square of each deviation score.
n = the number of the respondents.
r
n
=
t t
n
S X
X
qi Pi
r
n
= the validity of each item. X
n
= sum of correct answers within the row divided by sum of correct answers within column.
X
t = the average of the total correct answers.
S
t
= Standard deviation of the square root of the total of the square of each deviation score divided by the number of the respondents.
i
P
= the total of correct answers divided by the number of respondents.
i
P
= the total of incorrect answers divided by the number of respondents. 2.
Internal Reliability
r
kk
=
2
1 1
t
S pq
k k
r
kk =
internal reliability.
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k
= the total valid items.
pq = the sum of the multiplication of the proportion of the correct answers and the incorrect answers.
S
t
= Standard deviation of the square root of the total of the square of each deviation score divided by the number of the respondents.
F. The Technique of Analyzing Data
