The Effectiveness Of Cooperative Integrated Reading And Composition (Circ) Method In Teaching Reading Skill Viewed From Students’ Interest (An Experimental Research At The Tenth Grade Of Sman 8 Pontianak In The Academic Year Of 2012/2013)

Oleh :
Desi Sri Astuti - S89110803 - Sekolah Pascasarjana

This research aims at finding out whether: (1) CIRC Method is more effective than Direct Instruction Method to teach reading skill ; (2) the students who have high interest have better reading skill than those who have low interest; and (3) there is an interaction between teaching methods and students‘ interest for teaching reading skill. This experimental study was conducted at SMAN 8 Pontianak in the Academic Year of 2012/2013. The population of the research is the tenth grade students in the Academic Year of 2012/2013. The samples were two classes. In taking the sample, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low interest). Then, the techniques which were used to collect the data were questionnaire for gaining the data of the students‘ interest and multiple choice test for obtaining the data of the students‘ reading skill. The two instruments were tried out to get valid and reliable items. The data were analyzed using multifactor analysis of ANOVA 2x2 and tukey test. Data analysis reveals research findings as follows: (1) CIRC Method is significantly different from Direct Instruction Method to teach reading skill because Fo>Ft and qo between columns (C1 and C2) > qt and CIRC Method is more effective than Direct Instruction Method to teach reading skill because the mean of C1> C2; (2) The reading skill of the students who have high interest is significantly different from that of those who have low interest because Fo>Ft and qo between rows (R1 and R2) >qt and the students who have high interest have better reading skill than those who have low interest because the mean of R1> R2; and (3) There is an interaction between teaching methods and students‘ interest for teaching reading skill because Fo>Ft: (a) for the students who have high interest, CIRC Method is significantly different from Direct Instruction Method to teach reading skill because qo between cells (A1B1 and A2B1) > qt and CIRC Method is more effective than Direct Instruction Method to teach reading skill because the mean of A1B1> A2B1; and (b) for the students who have low interest, Direct Instruction Method is significantly different from CIRC Method to teach reading skill because qo between cells (A2B2 and A1B2) >qt and Direct Instruction Method is more effective than CIRC Method to teach reading skill for the students who have low interest because the mean of A2B2 > A1B2 . Based on the findings, it can be concluded that in general CIRC Method is more effective than Direct Instruction Method to teach reading skill. For the students who have high interest, CIRC is more effective than Direct Instruction Method to teach reading skill but for the students who have low interest, Direct Instruction Method is more effective than CIRC Method to teach reading skill. The effectiveness of the method depends on the degree of the students‘ interest.