56 In summary, the implementation of CIRC could work to teach reading to
the fifth grade students of Kanisius Kintelan elementary school. However, the implementation of CIRC could obtain optimum result if the teachers considered
some aspects in teaching reading using CIRC.
B. The Influencing Factors in the Implementation of Teaching Reading Using CIRC
To find out the factors that influenced the implementation of teaching reading using CIRC, the researcher interviewed twenty one students. There were
seven questions used to find out the factors that influenced the implementation of teaching reading using CIRC.
1. Research Findings As the researcher has stated before, there were seven questions used in the
interview. However, the researcher would cluster the results of the interview into two points. The first point was the inhibiting factors in the implementation of
CIRC and the second point was the supporting factors in the implementation of CIRC.
a. The Inhibiting Factors that influenced the implementation of teaching reading using CIRC
Based on the results of the interviews, the researcher found three inhibiting factors in the implementation of teaching reading using CIRC. They were the
57 reading text, the students’ vocabulary limitation and the students’ performance in
the group that would be discussed as follows.
1 Reading Text
In teaching reading the teachers have to consider the reading selection. According to Wallace 2003:71, there are several points to be considered in
selecting the material. First, the text should present content which is familiar and interesting to the learners so that the students would be able to see reading as
useful, pleasant, or relevant to their lives. Second, the text should be appropriate to the learners’ language level. The appropriate reading selection would motivate
the students in reading Ward, 1980:2. In the implementation of teaching reading using CIRC, there was one text in lesson unit three which could be categorized as
a difficult text. The text was too long and too difficult to comprehend as there were many difficult words in the text.
There are several aspects to assess text difficulty according to Wallace. He states that the text would be considered as a difficult text if the text contains a
certain number of unknown words. He also states that students learn new words and the meaning through reading; the students do not learn words in order to read
Wallace 2003:76. The researcher agreed with Wallace statements that the texts were difficult if the texts consisted of many new words. The researcher found that
the students were difficult to comprehend the texts because they did not know most words in the reading text.
58 Moreover, the results of the interviews showed that most of the students
still found difficulties to comprehend the texts. As a consequence, the students did not enjoy reading the texts. Moreover, they felt lazy to do the tasks related to the
texts. Therefore, the teachers who wanted to teach reading had to consider the texts that would be used in learning activities.
2 Vocabulary Limitation
The students’ vocabulary limitation inhibited the implementation of CIRC in class. The students’ vocabulary mastery influenced some activities in class.
First, the students were difficult to comprehend the texts. Second, the students were difficult to make the end of the stories.
a. The students were difficult to comprehend the texts The students found a difficulty to comprehend the text because they did
not know the words in the text. According to Moyle 1972: 104, words recognition skills could not be ignored in teaching reading. Moreover, children
could not recognize all the words they meet in the reading passage. It means that the teacher should help the students the way to figure out the unfamiliar word.
In the implementation of CIRC the teacher helped the students to figure out the unfamiliar words in the stories by telling them the synonyms of the words
in English and in Indonesian. Besides, the teacher also gave some clues related to the words and then the students had to guess the teacher’s clues. Therefore, the
59 teacher had to spend more time to help the students to overcome their vocabulary
limitation. b. The students were difficult to make the end of the stories
Most of the students in the interviews said that they found a difficulty in making the end of the stories. In four time implementations of CIRC, the students
had to guess the end of the stories by making their own sentences based on the pictures. The students said that they found a difficulty in making the end of the
stories because they did not know the vocabulary used to make the sentences. Therefore, the students were so lazy when they had to make the end of the stories.
Moreover, some students did not want to do this activity. Dealing with this problem, the teacher tried to help the students by writing
on the whiteboard the vocabulary that might be used by the students or writing the vocabulary that were frequently asked by the students. However, that solution was
still not effective to motivate the students to make the end of the stories. Most of the students in the interview said that making the end of the stories was the
activity that they did not like in the learning activities.
3 Students performance in the group
Based on the results of the interviews, seventeen from twenty one students who were interviewed said that they found difficulties in their group. They said
that their friends could not cooperate in doing the group works. The members of the group were very noisy. They chatted with other members in the group. Some
60 students tried to remind them to stop chatting and asking them to do the group
works. However, they said that it did not work at all. Furthermore, some students just ignored their friends who were very
noisy. Some students chose to do the tasks individually by ignoring other students who were very noisy. Besides, there were also some students who said that they
preferred to do the task individually because their friends did not want to cooperate with the members in the group. In addition, the students did not want to
cooperate with the other members because they were not close to each other. Besides, the researcher also found that the members of the group did not want to
do the task because they relied on one student who was considered as a smart student in the group.
Considering the problems that appeared in the group, the researcher found that the objective of CIRC could not be achieved as what the researcher had stated
in part A of this chapter. In the implementation of CIRC, the students’ performance in the group became the factors that inhibited the process of teaching
reading using CIRC.
b. The supporting factors in the implementation of teaching reading using CIRC
Based on the results of the interviews, the researcher found two supporting factors in the implementation of teaching reading using CIRC. They were the
students’ interest and the students’ motivation that would be discussed as follows.
61
1 Students’ Interest
The students’ interest could give a big role for the success of learning activities. The students who did not enjoy the learning activities and did not have
any interest to the lesson would face failure. Thus, in teaching reading, the teacher should be able to raise the students’ interest in reading. As Burns
1984:46 states that one of the first and the most important tasks of reading readiness program is building an interest in reading.
In the implementation of CIRC, the students were given some activities before they came to the reading activity. The activities in the let’s get started part
that were intended to build the students’ interest to the topics of the lesson unit and to build interest to the reading activities. However, the results of the
interviews showed that most of the students did not enjoy the reading activities as the main activity of the lesson unit.
According to the results of the interviews, the researcher found that let’s get started
part was one of the parts of the materials that the students liked most. In lesson unit one, five students who became the respondents were interested to do
the activity in let’s get started part. The students said that the task was an easy to do so that the students enjoyed doing the task. In that activity, the students had to
complete the sentences with the words in the box. The picture of family tree also helped the students to do the task. The task was shown on the next page.
62
Let’s get started
A. Look at the cards below. They are your family members; can you mention who they are? Complete the sentences with the words in the box.
1. Mr. Rio and Monica are Robert’s and Linda’s…………….Mr. Rio is their………….and Monica
is their……… 2.
Mr. Rio is Monica’s …………….and Monica is Mr. Rio’s………………….. 3.
Linda is Robert’s…………and Robert is Linda’s……… 4.
Linda is Mr. Rio and Monica’s …………………….and Robert is their………………..
LET’S COOL DOWN C. Now answer the questions about your mother. Draw a picture of your mother too.
1. What is your mother’s name? ---------------------------------------------------------
2. What does she look like?
MY MOTHER
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----------------------------------------------- -----------------------------------------------
3. What can she do?
----------------------------------------------- -----------------------------------------------
In lesson unit two, the results of the interviews showed that most of the students enjoyed doing one of the activities in let’s get serious part. The students
were interested to find the jungle words in the box. The students enjoyed doing this task because it was a fun and an easy activity to do. Besides, there was one
student who was interested to crack the code by deciding whether the questions true or false.
64
While in lesson unit three, three from four respondents said that the task in the let’s get started
was the part they like most. In this activity the students had to match the pictures with the name of the appearances. The students enjoyed doing
this activity also because the students thought that the task was an easy activity to do. The task could be seen on the next page.
65
Moreover, there was only one student who enjoyed the drawing activity very much. In this task the students had to draw someone’s appearance based on
the descriptions in the story.
C. Draw the shoe maker and the banker face based on the appearances you read in the story.
In lesson unit four, three students were very interested in matching the pictures with the names of the feelings. Whereas, one student was interested in
doing the crossword and the other student was interested in arranging the picture into a good paragraph. The tasks were shown on the next page.
66
67
2 Student’s motivation
According to the results of the interviews, most of the students said that the handout materials CIRC materials were more interesting than the Students’
Task Based “LKS” materials. Some students said that they did not like to do the task in “LKS”. Whereas, another student said that they did not like to use “LKS”
because the activities that he had in class was boring if the teacher used “LKS”.
68 On the contrary, most of the students said that they enjoyed doing the
activities of CIRC materials. They said that the CIRC materials were more fun and more interesting than the materials in “LKS”.
As a result, the students were motivated to follow the learning activities in class. It was also supported by the result of the field notes that the students took
part actively in the learning activities, especially when the teacher asked the students to report their answer or to perform in front of the class. The students in
the group looked very enthusiastic when the teacher discussed the tasks. Every group wanted to be the best group in every lesson unit.
2. Discussions Based on the results of the interviews, the researcher found the factors that
influenced the implementation of teaching reading using CIRC. There were three inhibiting factors and two supporting factors in the implementation of teaching
reading using CIRC. The first inhibiting factor was the reading text. The students had difficulties to comprehend the texts. In the implementation of CIRC, the
researcher found that there was one text in lesson unit three which was very difficult for the fifth grade students. The text was not appropriate for the students’
language level. The text was too long and full with difficult words. Therefore, the teacher who wanted to select a text should consider the aspects in selecting the
text. According to Wallace 2003: 71, the text should present content which is familiar and interesting to the learners. Besides he states that the text also should
be appropriate to the learners’ language level.
69 In the implementation of CIRC, the researcher thought that from four
lesson units, only the text in unit three could be categorized as an uninteresting and a difficult text. Therefore, the teachers also should consider the variety in
presenting reading selection. Ward 1980: 2 states that variety is a key to success in presenting reading selection.
Moreover, according to the results of the field notes, the researcher found that most of the students still had difficulties to comprehend the text in lesson unit
one, two and four. It was caused by the students’ vocabulary limitation. The students’ vocabulary limitation was the second inhibiting factors in the
implementation of CIRC. In the implementation of CIRC it was found that the students’ vocabulary
mastery influenced some learning activities in class. First, the students found it difficult to comprehend the text because of their vocabulary limitation. Second,
the students found it difficult to make the end of the stories. As a result, the students felt lazy to make the end of the stories. Therefore this activity could not
be done optimally in class. Considering to the students’ vocabulary limitation, the teacher introduced
the new words to the students before they came to the reading activity. As Durkin states that the new vocabulary might become their obstacle in comprehending the
text so that children need to be taught the new vocabulary. Moreover, by teaching new vocabulary to students, it would help the students to comprehend the text
better Durkin, 1987: 379. However, the fact showed that the student’s still found difficulties when they dealing with the texts.
70 Furthermore, the researcher also found that students’ performance in the
group also influenced the implementation of CIRC. The students found difficulties in their group. The members in the group could not cooperate to do the tasks.
They did not help each other in understanding the text or in doing the tasks. The members of the group were very noisy. They chatted with other members in the
group. Moreover, some students decided to do the task individually because the group members did not want to cooperate. Based on this fact, it could be
concluded that the students’ performance in the group could not help the other members to achieve the objective of CIRC. After four times implementation of
CIRC, the students’ comprehension skill could not increase. Throughout CIRC, the students were expected to achieve better result together with their friends. As
Slavin states that a major objective of CIRC is to help students learn broadly applicable reading comprehension skills in the cooperative teams Slavin, 1995:
105. Based on the results of the interviews, the researcher found the supporting
factors in the implementation of CIRC. There were two supporting factors, they were categorized into: the students’ interest and the students’ motivation.
According to the results of the interviews, the researcher found that the students did not like the main activity of CIRC which was the reading activity. From
twenty one respondents, no one interested in the reading activities. They felt more interested to do the activities in the let’s get started part. They were also interested
in doing the activities that considered as fun activities, like: finding the jungle words, drawing a picture and filling the crosswords. After four times
71 implementing CIRC, the researcher found that the students still were not
interested to the reading activities. They looked more enthusiastic in doing the tasks in the lets’ get started or let’s get cool down or the tasks in let’s get serious
part but not the reading activities. In the implementation of teaching reading using CIRC materials, the
researcher found that the students were motivated to follow the lesson because the students considered that the CIRC materials were more interesting than the Task
Based Students’ materials “LKS”. Moreover, the students said that the CIRC materials were easier and more fun to do. So, based on the results of the interview,
it was found that both the rewards that the students would get and the learning materials could motivate the students to follow the lesson. However, the students’
motivation to join the lesson still could not fulfill the objective of CIRC. The students still could not enjoy the reading activities so that they could not increase
their comprehension skills. So, it could be concluded that in the implementation of teaching reading
using CIRC, there were inhibiting and supporting factors that influenced the implementation of CIRC. There were three inhibiting factors in the
implementation of teaching reading using CIRC. They were the reading text, the students’ vocabulary limitation and the students’ performance in the group. While,
there were two supporting factors in the implementation of teaching reading using CIRC. They were the students’ interest and the students’ motivation. The
inhibiting factors gave bigger influenced so that the implementation of CIRC could not obtain optimum result.
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CHAPTER V CONLUSIONS AND SUGGESTIONS
