Pengaruh Model Pembelajaran Cooperative Integrated Reading and Composition terhadap Kemampuan Membaca Pemahaman Teks Narasi Peserta Didik Kelas V SDN Karangrejo 03

Abstract

This research aims to examine the effect of the Cooperative Integrated Reading and Composition (CIRC) learning model on elementary school students’ reading comprehension of narrative texts. The study was motivated by the low level of students’ understanding in comprehending narrative reading materials, which requires an effective and interactive learning model. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The subjects of the study consisted of two classes: an experimental class that received instruction using the CIRC model and a control class that was taught using conventional methods. The data were collected through reading comprehension tests administered before (pretest) and after (posttest) the treatment. The results showed that the average posttest score of the experimental class was 82.95, which was higher than the control class score of 71.55. Furthermore, the results of the Independent Sample t-test indicated that the calculated t-value (tvalue = 4.49) was greater than the t-table value (tₜₐᵦₗₑ = 2.02), and the significance value (Sig. 2-tailed) was 0.000, which is lower than 0.05. This indicates that there is a statistically significant difference between the two groups.] Based on these findings, it can be concluded that the CIRC learning model has a significant positive effect on students’ reading comprehension of narrative texts. Therefore, the CIRC model is recommended as an effective instructional strategy to improve reading comprehension skills in elementary school students.