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Other finding: Students’ positive responses using CIRC in reading class.

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b. CIRC makes the students active.

The research findings showed that the use of CIRC technique made the students active. Each group consisted of four students. The group member were taken from mix level high, average, and low level. It was easier to comprehend a text by discussing with teammates. The high and average level students motivated the low level students to become active. Slavin 2005:24 states that in CIRC reading, students are taught in reading groups then return to mixed ability team to work on a series of cognitively engaging activities, such as reading to one another reading partner, making predictions about the text, summarizing text stories, and vocabulary. Arends 2004: 356 also states that within CIRC, the students discuss the material to be learned with each other, help, and assist each other to understand it, and encourage each other to work hard.

c. CIRC can help the students develop their skills in reading

The research findings showed that the use of CIRC technique can help the students develop their skills in reading. The students who discussed in groups would interact each other. They would take and give in developing their reading skill. The high level students would guide the low level students or the low level learn from the average and the average learn from the high level students. They would learn from others directly or indirectly. CIRC reading and CIRC writing provide a structure for teachers to teach and students to learn will helps all students become more efective readers and writers. http:www.ed.gov pubsEPTW eptw4eptw4c.html.

d. Other finding: Students’ positive responses using CIRC in reading class.

At the end of research, the researcher gave out the questionnaire to the students to find out the students‟ responses using CIRC in reading class. This finding is described in Appendix 19.b. Almost of the students agree that CIRC makes the class enjoyable, the class situation interesting, and motivate the students in studying reading. commit to user

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

Before implementing Cooperative Integrated Reading and Composition CIRC, the students were passive. The writer found out that there were gaps among the students. Only some students had good achievements and were active to follow the teaching-learning process and the others were passive. Most of them were sleepy, bored, and not enthusiastic to follow the teaching and learning process. So, the interaction in the class was low. As the result the students ‟ reading comprehension was low. It was indicated by the low scores of reading comprehension. The average score was 60.77. However, after the researcher conducted a research in teaching reading using CIRC technique, it can be seen that their interaction and their reading scores improved. It can be seen from their participation in the class. They became more active, paid attention to the lesson, discussed their problems with their friend and teacher, tried to response when the teacher asked or taught. They could discuss and share ideas with their friends and their teacher. They could help each other and create good atmosphere among them. By using CIRC technique, the interaction in the class and their reading scores was improved. The result of the test was improved. The means of the scores from the pre-test and the post-test improved from cycle to cycle. The average score increased from 54.54 in pre-test, 67.96 in post-test Cycle 1, and 77.87 in post-test Cycle 2. From the result above, it can be proved that CIRC can improve the students‟ reading comprehension ability. There were some strengths and weaknesses when CIRC was applied. The strengths of CIRC were as follows: students more active; the classroom was enjoyable and interesting; students could work together and share ideas with their friends; and also enhance the students‟ motivation in studying reading text. There were also some weaknesses when CIRC was applied, suchh as: CIRC needed a lot of time to prepare at the beginning; the situation in the classroom were rather

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