THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE STUDENTS’ ABILITY IN COMPOSING NARRATIVE WRITING (A Classroom Action Research at the Eighth Grade Students of MTs Negeri Kudus in the Academic Year of 2010/2011) THESIS Submitted in Partial Fulfillment of the Requirement for Gaining the Degree of Bachelor in English Language Education By: ULYA HIMAWATI Student’s Number: 063411011 EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO SEMARANG 2011
Transcript
THE USE OF COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) METHOD TO IMPROVE
STUDENTS’ ABILITY IN COMPOSING NARRATIVE WRITING
(A Classroom Action Research at the Eighth Grade Students of
MTs Negeri Kudus in the Academic Year of 2010/2011)
THESIS
Submitted in Partial Fulfillment of the Requirement for Gaining
the Degree of Bachelor in English Language Education
By:
ULYA HIMAWATI
Student’s Number: 063411011
EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO
SEMARANG
2011
ii
ADVISOR APPROVAL
Dear Sir,
Dean of Faculty of Tarbiyah
State Institute for Islamic Studies
(IAIN Walisongo Semarang)
Assalamu’alaikum Wr. Wb.
After correcting it to whatever extent necessary, we state that the final project
belongs to student as bellow:
Name : Ulya Himawati
Reg. Number : 063411011
Department : English
Title : “The Use of Cooperative Integrated Reading and
Composition to Improve Students’ Ability in
Composing Narrative Writing (A Classroom Action
Research with Eight Grades of MTs Negeri Kudus in
the Academic Year 2010/2011)”.
Is ready to be submitted to join last examination.
a. Narrative Text ............................................................ 9
xi
b. Writing ....................................................................... 12
B. Cooperative Integrated Reading And Composition
(CIRC) Method in Teaching Narrative Writing for Junior
High School ............................................................................ 23
C. Previous Researches … .......................................................... 24
CHAPTER III METHOD OF INVESTIGATION
A. Research Design … ................................................................ 27
B. Participants ............................................................................. 29
C. Setting of The Study .............................................................. 30
D. Variables .............................................................................. 30
E. Technique of Data Collection ................................................ 30
F. Technique of Data Analysis ................................................... 32
G. Research Procedure ............................................................... 35
CHAPTER IV DESCRIPTION OF RESEARCH AND DISCUSSION
A. Description of Research ......................................................... 41
B. Limitation of This Study …. .................................................. 61
CHAPTER V CONCLUSION
A. Conclusion…. ........................................................................ 62
B. Suggestion ............................................................................. 63
REFERENCES
APPENDICES
xii
LIST OF TABLES
Table 1 The Results of Pre-Cycle ..................................................................... 42
Table 2 The Results of First Cycle .................................................................... 46
Table 3 Observation Schema of First Cycle ...................................................... 49
Table 4 The Results of Second Cycle ............................................................... 52
Table 5 Observation Schema of Second Cycle .................................................. 55
Table 6 The Results of Third Cycle .................................................................. 58
Table 7 Observation Schema of Third Cycle ..................................................... 61
xiii
LIST OF APPENDICES
Appendix 1. Students List
Appendix 2. Lesson Plan for 1st Cycle
Appendix 3. Lesson Plan for 2nd
Cycle
Appendix 4. Lesson Plan for 3rd Cycle
Appendix 5. Evaluation Test Of Pre Cycle
Appendix 6. Evaluation Test of 1st Cycle
Appendix 7. Evaluation Test of 2nd
cycle
Appendix 8. Evaluation Test of 3rd Cycle
Appendix 9. Answer of Pre Cycle
Appendix 10. Answer of First Cycle
Appendix 11. Answer of Second Cycle
Appendix 12. Answer of Third Cycle
Certificates
Curriculum Vitae
1
CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE STUDY
A language is considered as a system to communicate with other
people by using sounds, symbols and words to express a meaning, idea or
thought. Language can be expressed through many forms, primarily through
oral and written communications as well as using expressions through body
language.
As an international language, English is spoken in many international
events and it is used as a medium for information on education, science,
technology, culture, etc. Realizing the importance of language, Indonesian
government considers English as the first foreign language and it is one of the
compulsory subjects to be taught in the Junior High School in Indonesia.
Although English has been taught as the first foreign language but the result it
less than what is expected. It is based on the fact that university student,
thought they have studied English since they were elementary school, still
have difficulties in understanding books written in English. Where as books of
economics, politics, educations, etc. are mostly written in English.
The teaching of English includes four skills: listening, speaking,
reading, and writing. Writing skill is regarded as the most important one
comparing with the other. English writing is not different with Indonesian
writing; Widarso said that the principal of writing uses right language, clear
idea and directional describing.1 But there are some regulations that make
them different. Different language organizes idea differently. We have to learn
how to organize information in English so that we can write effective
composition because “Organization is the key to good writing.”2 We also
make writing as if it can communicate with the readers, based on Bram’s
1 Widarso Winubroto, Kiat Menulis dalam Bahasa Inggris, (Yogyakarta : Kanisius,1992), p.1
2 Karen Blanchard, and Christine Root, Ready To Write A First Composition Text, (NewYork: Addision Wesley Longman, 1995), p.1
2
statement that to write interesting, enjoyable paragraph, we first should master
what the topic. When we deal with writing, we make the best the use of
sentence to express our messages. When we write, we intend to interact with
our readers using written language. Our principal purpose is to make our
readers understanding. 3
Students not only use writing skills but also they have to collaborate
with another skill when they write. They write predominantly to augment their
learning of grammar and vocabulary of the language. It because of the nature
of the writing process and also the need for accuracy in writing, the mental
processes that students go through when writing differ significantly from the
way the approach discussion or other kinds of spoken communication. When
writing, students have more time to think than they do in oral activities. They
can go through what they know in their mind and even consult dictionaries,
grammar books, or other reference material to help them. Since here students
are writing help them better. “Writing has always been used as a mean of
reinforcing language that been taught.”4 Student can also be asked to write
paragraphs or longer composition or might be asked to write a story about
something that happened as a good way of having them practice past tense. In
Islam, writing considered as one of important skills. Angel Gabriel conveyed a
revelation from Allah SWT to Prophet Muhammad SAW related to writing
skill. It was stated in the holy Qur’an sura al-‘Alaq verse 4-5:
“Who taught by the pen. Taught man what he did not know”.5
“The word “Qalam” in verse 4 of sura al-‘Alaq has meaning of the
tool to write (pen). It means that pen is used to write, and the result of using
pen is written text”.6
3 Barli Bram, Write Well Improving Writing Skill, (Yogyakarta: Kanisius, 1995), p.254 Jeremy Harmer, How to Teach Writing, (England: Longman, 2004), p. 325 Mahmud Y Zayid, An English Translation of the Meaning of the Qur’an,(Beirut: Dar al-
Choura, 1980) p.457.6M. Quraish Shihab, Tafsir al-Qur’an al-Karim atas Surat-surat Pendek Berdasarkan
Based on those verses, Allah SWT explained that He taught human
being by pen (qalam). Discovery of pen and writing are the greatest gifts from
God. By writing, one generation can transfer their knowledge to the next
generations. It shows that the tool of writing and writing itself have important
role.7
Based on KTSP (Kurikulum Tingkat Satuan Pendidikan) that learning
English aims to develop students' competence to communicate in English both
orally and written. Writing ability for students refer to the competence of
mastering the Genre, understanding and producing some kind of texts. One of
the texts is Narrative. In fact, students find difficulties in digging their ideas
and formulate them with sufficient vocabulary to construct the text as the
generic structure and language feature. In the reality, the teacher has found the
students’ problem by looking at the students’ achievement to write a narrative
text.
Cooperative learning method has been researched and used in a wide
variety of subjects, Writing in the elementary school curriculum had been
conspicuously lacking in this research. This research describes the rational,
development, and evaluation of Cooperative Integrated Reading and
Composition (CIRC), a comprehensive program for teaching reading, writing,
and language art. Although CIRC has clearly supported more than one skill in
learning English, beside to know the students’ ability and problem in writing a
narrative text, the researcher uses this method develop skill in writing.
Furthermore, the researcher wants to take the research about The Use
of Cooperative Integrated Reading and Composition (CIRC) Method to
Improve Students’ Ability in Composing Narrative Writing: A Classroom
Action Research with 8th Grade, MTs Negeri Kudus in the Academic Year of
2010/2011.
The characteristic of students MTs Negeri Kudus are different. Some
of students are interesting to study English. And other students are still
confused and difficult to understand English, especially writing. Because of
7Ibid, p.99.
4
students bore with method that give the teacher. Beside that, students feel that
writing is lesson that difficult, because they must to have many ideas to make
paragraph.
The researcher hopes by using cooperative integrated reading and
composition for teaching writing, students will be more motivated, relaxed
and interested so that they can develop their writing on past form. And other
hand, students will be more to have ideas that supporting writing, especially
narrative text.
B. REASON FOR CHOOSING THE TOPIC
These are the following reasons why the researcher chooses this
research topic:
1. Writing is the most important skill in language because it represents our
thought, feeling and people understanding about what we write, especially
in narrative text.
2. The researcher wants to know the students’ ability in writing a narrative
text. Most students get difficulties to write a narrative text. The last, the
study can develop the researcher’s knowledge and experience in teaching
writing to the students.
3. To improve students’ ability to understand reading and apply it effectively
to their writing, so they can write clear, well organized essays effectively
edit their writing for any problems in content, grammar, organization,
vocabulary, and mechanic.
C. DEFINITION OF KEY TERM
1. Cooperative Integrated Reading and Composition (CIRC)
Cooperative integrated reading and composition (CIRC) is a
comprehensive reading and writing program that includes story-related
5
activities, direct instruction in reading comprehension, and integrated
reading and language arts activities.8
In this study CIRC method is a teaching method that be used to
improve students’ ability in composing narrative writing in order to make
classroom situation more interesting.
2. Narrative text
“Narrative text is a literary text that tells a story to entertain or give
view of life”.9 It is a kind of genre which social function to retell past
events. For example is story about legend, folk tales, mysteries, and etc.
3. Writing
“Writing is the representation of language in a textual medium by a
set of signs or symbols (known as a writing system)”.10At the sentence
level, these include control of content, format, sentence structure,
vocabulary, punctuation, spelling, and letter formation. Beyond the
sentence, the researcher must be able to structure and integrate information
into cohesive and coherent paragraph and texts.11
It is one of the four language skills. It has been characterized as
written language. It means that writing is a way to produce language that
comes from our thought. It can be written on a paper, computer or other
electronic media.
D. RESEARCH QUESTIONS
These are the following question related to the research:
1. How is CIRC implemented to facilitate students in composing narrative
writing at 8th grade of MTs Negeri Kudus?
2. To What extent can CIRC be used to facilitate students in composing
narrative text at 8th grade of MTs Negeri Kudus?
8 http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.9Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan,
1997), p.16810Wikipedia, “Writing”, http://en.wikipedia.org/wiki/Narrative, February 22, 201111 David Nunan, Designing Tasks for the Communicating Classroom, (Cambridge:
sentence structure, and accuracy of supportive textual material
such as quotations, example and the like.29
We are almost impossible to write a perfect paragraph on
the first try. The first try is called the first draft. Perhaps the order
26 Karen Blanchard and Christine Root, op.cit., p.43.27Barli Bram, op.cit., p. 5.28Ibid.29Jack C. Richards and Willy A. Renandya, Methodology and Language Teaching, (USA:
Cambridge University Press, 2000), p.318.
17
of information is not clear or the discourse marker is
wrong. The way to revise and improve the first draft is called
editing.
e) Publishing
“Publishing refers to putting the writing in a final finished
format where it can be shared with others. Publishing can be a
great motivator for young learners”.30
Process writing in the classroom is highly structured as it
necessitates the orderly teaching of process skills, and thus it may
not, at least initially, give way to a free variation of writing stages
cited earlier. Teacher often plan appropriate classroom activities
that support the learning of specific writing skills at every stage.
And to encourage process writing, teachers can model the selection
of topics or the writing process it self.
4) Requirements of Good Writing
Good writing in any language involves knowledge the
convention of written discourse in culture as well as the ability to
choose the precise words that convey one’s meaning. To write an
interesting text and good paragraph, we should know what a
paragraph is. “A paragraph is a group of sentences which contain
relevant information one main or central idea”.31
A good paragraph normally focuses only on one idea that is
expressed in the topic sentence. Topic sentence is important to
express an idea. Function of the idea is to control the content of
paragraph. A paragraph basically consist of three parts, those are
introduction, body and conclusion.
In writing a good paragraph, we should concern to three
things. They are:
a) Unity/ Cohesion
30Caroline T. Linse, op.cit., p. 109.31Barli Bram, op.cit., p.13.
18
The unity is synonymous with oneness. It means oneness to
express the ideas in one paragraph. All sentences in a paragraph
should state on the one thing in the topic sentence: all of the
sentences stick together.
b) Coherence
Coherence also plays important role in writing. It plays
crucial role in making a paragraph read well. Every coherence
paragraph contains smoothly-connected ideas. To achieve
coherence, the researcher needs to use some transitions, such as
however, although, finally, and nevertheless.32
c) Completeness
A good paragraph contains enough detail information to
explain and prove statements of a topic sentence.33
In writing, cohesion, coherence, and completeness are very
important. Because, its step of good writing. When one of them is
nothing, so what we write, it is not perfect. The reader does not
understand your write.
Writing skill is complex and difficult to be taught since in
this case writing does not only mean putting down graphic from on
a piece of paper. It involves at least five components. They are:
(1) Content : the substance of writing, the ideas expressed.
(2) Form : the organization of content.
(3) Grammar : the employment of grammatical form and syntactic
pattern
(4) Vocabulary : the choice of structure and lexical items to give a
particular tone or flavor to the writing. It is also called style.
(5) Mechanic : the use of graphic conventions of the language.34
5) Writing for Junior High School
32Ibid, p.20-21.33Otong Setiawan Djuharie, Paragraph Writing, (Bandung: Yrama Widya, 2009), p.69.34Burhan Nurgiyantoro, Penilaian dalam Pengajaran Bahasa dan Sastra, (Yogyakarta:
PPFE Yogyakarta, 2001), p. 306.
19
Writing as one of the four skills has always formed part of
the syllabus in the teaching of English. “Writing has always been
used as a means of reinforcing language that has been taught”.35 In
other words, writing is a good way for students who learn English.
They can put their idea on paper by paying attention on grammar
rule and vocabulary.
Allah states in the glorious Al-Qur’an sura Al-Qalam verse
1:
.
“Nun [These letters (Nun, etc.) are one of the miracles of the
Qur’an, and none but Allah (alone) knows their meanings]. By the
pen and by that which the writers are writing”.36
From the verse above, the researcher conclude that writing
has important role in human life. People must know how to write by
using pen. Because writing is important, human being needs to learn
how to write correctly. They can learn writing since childhood or in
junior high school.
One of the important things in education system is
Curriculum. KTSP is curriculum that is arranged and improved
based on UU No. 22 year 2003 about National Education System
chapter 36 verses 1 and 2.37 KTSP has full authority and
responsibility in deciding curriculum. It gives school and its
education a big portion to develop equality of education based on
potential, perspective, and need for each school.
KTSP in National Standard Education (SNP is Section 1,
verse 15) explained that School based curriculum (KTSP) is an
35Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p.31-32.
36 Mahmud Y Zayid, An English Translation of the Meaning of the Qur an,(Beirut: Daral-Choura, 1980) p. 457.
37 Mulyasa, E., Kurikulum Tingkat Satuan Pendidikan Sebuah Panduan Praktis,(Bandung: PT Remaja Rosdakarya, 2006), P. 20.
20
operational curriculum that is arranged and performed by each level
educational institution. KTSP is practiced by school level by
considering and based on standard of competences and basic
competence that is developed by National Standard Educational
Department (BSNP).38
Standard of competence that are used as follow:
a) Listening
§ Understanding meaning of short transactional and
interpersonal dialog to interact with surrounding
environment.
§ Understanding meaning of spoken text functional and short
monolog in form of narrative and recount text to interact with
surrounding environment.
b) Speaking
§ Expressing meaning of short of dialog transactional and short
of spoken interpersonal to interact with surrounding
environment.
§ Expressing meaning in short of dialog transactional and short
of spoken interpersonal to interact with surrounding
environment.
c) Reading
§ Understanding meaning in short essay in form of narrative
and recount to interact with surrounding environment.
d) Writing
§ Expressing meaning in text of write functional and short
essay in form of recount and narrative to interact with
surrounding environment.39
38 Mulyasa, E, http://www.dhanay.co.cc/2009/11/ktsp-kurikulum-tingkat-satuan.html.retreived on April 22, 2011, 12.06 am.
39Wiyono, http:/Swiyono, wordpress.com/2010/06/05/download rpp-ktsp-smp-up-date-juni-2010/ retrieved on Sunday, April 24, 2011, 10.40 pm.
terms of its social purpose; also the level of context dealing with social
purpose.43
The genres which should be taught in junior high school are
procedure, descriptive, recount and narrative. In this research, the researcher
is using narrative text. “It tells a story using spoken or written language”.44
The researcher is using narrative as a research because; narrative is a
text that interesting. By narrative, students can story anything that is
interesting to share with their friends. The opinion of researcher, narrative is
genre that used students to get expressions about their idea by real or fictive
story.
C. PREVIOUS RESEARCHES
The researcher has some relevant previous researches that support,
there are:
Thesis entitled “Cooperative Integrated Reading and Composition as a
Method to Reduce The Students’ Problem in Writing a Recount Text (A
Classroom Action Research at 8th grade, MTs Husnul Khatimah Semarang in
the Academic Year of 2008/2009)”, by Choirul Huda (3104059) final project
of Tarbiyah Faculty, Walisongo State Institute Islamic Studies Semarang.45
He did this study because he wants to describe the used of cooperative
integrated reading and composition to reduce the students’ problem in writing
a recount text. Beside, it was to find out the significant difference of students’
achievement by using CIRC method.
The similar between her research and the researcher’s are on the
research approach that is classroom action research, the object of study that is
writing and the analysis that use writing test, the collecting data that use
observation and test, and calculate the achievement of study. The previous
researcher also using method in her research, it is same with the researcher.
43Rudi Hartono, Genre of Text, (Semarang: English Department Faculty of Language ArtSemarang State University, 2005), p. 4.
44Mark Andensor & Kathy Anderson, Text Types in English, (South Yarra: MacmillanEducation, 2003), p.1.
45 Choirul Huda (3104059), “Cooperative Integrated Reading and Composition as aMethod to Reduce The Students’ Problem in Writing a Recount Text”, Final Project of TarbiyahFaculty, (Semarang: Walisongo State Institute For Islamic Studies, 2009), Unpublished.
25
The difference on this previous researcher is material that is recount text
while the research that is material of narrative text.
Thesis entitled, “The Contributing of Musical Imagination Tour as A
Technique to Improve Students Ability in Narrative Writing (A Classroom
Action Research at 11th grade, SMA N 1 Semarang), by Zuli Anggraini
(6450406572) final project of Language and Art Faculty, Semarang State
University.46 She did this study because he wants to describe the technique to
improve students’ ability in narrative writing. Beside, it was to find out the
significant difference of students’ achievement by using technique.
The similarities between her research and the researcher’s are on the
research approach that is classroom action research, the object of the study
that is writing, and the data analysis that use writing test, the material of the
research that is narrative, the collecting data that use observation and test, and
the calculate the achievement of study. The differences are on the research
approach. The previous researcher used the contributing of musical
imagination tour as a technique and the researcher uses cooperative integrated
reading and composition as the research approach.
46 Zuli Anggraini, (6450406572), “The Contributing of Musical Imagination Tour as ATechnique to Improve Students’ Ability in Narrative Writing”, Final Project of Language and ArtFaculty, (Semarang: State University), Unpublished.
27
CHAPTER III
METHOD OF INVESTIGATION
A. RESEARCH DESIGN
In this study, the researcher used classroom action research (CAR).
Action research is a kind of research that is conducted in the classroom by a
teacher.
Arikunto states that action research is one of the type investigation that
has characteristic reflective participative, collaborative, and spiral that have
purpose to repair and to increase the system, method, process, substance,
competence, and situation.1
Kemmis and Mc. Taggart add in Nunans’ book explain that action
research is a group of activity and a piece of descriptive research carried out
by the teacher in his or her own classroom, without the involvement of others,
which is aimed at interesting our understanding rather than changing the
phenomenon under the investigation that would not be considered by these
commentators to be ‘action research’, the essential impetus for carrying out
action research is to change the system.2
According to Glanz classroom action research (CAR) is a kind of
research that has reemerged as a popular way of involving practitioners, both
teachers and supervisors, so that they better understand their work. Therefore
classroom action research is a form of research that is conducted by
practitioners to improve practices in educational setting.3
From the explanation above, the researcher can conclude that
classroom action research is a classroom action in a research, which can be
done by teacher, researcher, and teacher with his or her colleague, etc with
involves a group of students to improve teaching and learning process or to
1 Suharsimi Arikunto, et. al, Penelitian Tindakan Kelas, (Jakarta: PT Bumi Aksara,2008), P. 104.
2 David Nunan, Research Method in Language Learning, (Cambridge: CambridgeUniversity Press, 1993), p.18.
3 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to SchoolImprovement, (USA: Christopher-Gordon Publisher, Inc., 1998), p. 20
28
enhance the understanding of the students to the lesson. In this research, using
cooperative integrated reading and composition method to improve students’
ability in composing narrative writing.
Kemmis and Mc. Taggart in Nunan’s book argue that there are three
defining characteristic of action research, they are:
a. It is carried out by practitioners (for our purposes, classroom teachers)
rather than outside researchers,
b. It is collaborative, and
c. It is aimed at changing things.4
Action research is regularly done to improve a learning process. By
this research, a teacher will know his or her weakness in teaching his or her
students. The teacher will know the effective methods in teaching students.
There are four components in one cycle for conducting classroom
action research that doing by the researcher in every cycles of the research.
The explanations of the four components in one cycle for doing in classroom
action research are:
1. Planning
Planning is a plan to conduct treatment or after making sure about
the problem of the research. It is explaining of word what, why, when, and
where the researcher does the research.
2. Acting
This section discusses the implements of planning; it is about the
steps and activities that would be taken by the researcher.
3. Observing
In this step, a researcher has to observe all events or activities
during the research.
4. Reflecting
Reflecting is the inspection effort on the success or the failure in
reaching the temporary purposes in order to determine the alternative steps
that are probably made to get the final goals of the research.5
4 Ibid, P. 17.
29
Generally, the classroom action research consists of two cycles or
more. Every cycle holds in appropriate with the purpose of the study. In this
research, the researcher uses three cycles. Every cycle consists of four
components that are planning, acting, observing, and reflecting.
The researcher uses the research design from Kemmis and Taggart that
consists of several cycles of action in teaching based on reflection from the
result of study in cycle before.
The explanation of the research design in this research such as below:6
Research design from Kemmis and Taggart
B. PARTICIPANTS
This study will be conducted at the eight grade students of MTsN
Kudus in the academic year of 2010/2011. There are ten classes. The
researcher uses class VIIIA as sample in this research. So participants in this
study are students on class VIIIA at MTsN Kudus in the academic year of
2010/2011.
5 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT.Rineka Cipta, 2006), 6th Ed., p. 98-99.
6 Suharsimi Arikunto, Op.Cit, p. 16.
Planning
ActingReflecting
Observing
1st CYCLE
2nd CYCLEReflecting
Observing
Acting
?
Planning
30
C. SETTING OF THE STUDY
In this study, a classroom action research will be conducted at the eight
grade students of MTsN Kudus in the academic year of 2010/2011. It is
located on Kudus-Jepara Street Prambatan Kidul, Kaliwungu Kudus. The
researcher chooses this junior high school because the genre (narrative) used
by junior high school. So the researcher can apply the research in the eight
grades.
D. TECHNIQUE OF DATA COLLECTION
The classroom action research needs the data to support the
investigation. There are several ways to collect data like questionnaire,
observation, field notes, interview, documentation, test, et cetera. In this
research, the researcher gathered the data to support above. The researcher
chooses some of which are appropriate to school environment, and can be
done there. The techniques and methods which are used by the researcher to
collect the data are observation, test and interview.
1. Observation
“Observation is a perception activity to know how far research
effectiveness of action have reached target”.7
“Observation is the process of observe and write the phenomena
that happened in class systematically”.8
It means that observation is used to observe the students’ activity
during the teaching learning process to get a data. To collect a data
through observation used checklist observation to make it more
systematic, containing list of students’ activities and response or
happening which might happen.
2. Test
Test is technique to measure someone’s proficiency. Brown states
that test is a method of measuring person’s ability, knowledge or
7 Fakultas Tarbiyah, Pelatihan Penelitian Tindakan Kelas Bagi Mahasiswa IAINWalisongo, (Semarang: IAIN Walisongo, 2008), P. 10.
performance in a given domain. Test is an instrument or procedure
designed to elicit performance from learners with the purpose of
measuring their attainment of specified criteria.9
Test is important part of every teaching and learning experience.
There are many varieties of test: group test, individual test, written test,
oral test, speeded test, and power test. Each test has different
characteristics that must be considered when the tests are planning.10
This research uses an achievement test to measure the students’
progress in every cycle during the classroom action research. The forms of
tests are written test. Tests were conducted at the last activities in every
cycle.
The written test assesses writing skills in relation to the workplace.
The test is evaluated by two trained specialists against set criteria. For
example accuracy and appropriateness of language use organization of
ideas or how effectively the piece of writing achieves its purpose.
In addition, Arikunto explains that test is many question or
exercise or other apparatus that is used to measure skill, knowledge,
intelligence, ability or aptitude of individual or group.11
In this research, the researcher gave the written test based on the
topic of the curriculum at the junior high school and used group and
individual test to measure students’ writing ability.
E. TECHNIQUE OF DATA ANALYSIS
1. Technique of analyzing data from the observation
After giving observation in every cycle, the data from observation
can be analyzed. The result from the observation will be analyzed by using
percentage scoring as formula.
9Douglas Brown, Teaching by Principles ( An Interactive Approach to LanguagePedagogy), (San Francisco: Longman Inc, 2001), 2nd ed, P. 401.
10William Wiersma & Stephen G., Educational Measurement and Testing, (USA: TheUniversity of Toledo, 1990), p. 36.
11Suharsimi Arikunto et. al., Penelitian Tindakan Kelas, (Jakarta: PT Bumi Aksara,2008), p. 139.
32
Score =Total Score
Maximal Score × 100%
2. Technique of analyzing data from the test
a. Measuring the students individual ability
In every cycle, after give a treatment the researcher gave test to
students. The result of the test will analyze using scoring.
The researcher gives score for each elements of writing and
explains the score for each elements of writing:
Aspect Score Criteria
Contents 27-30
22-26
17-21
13-16
Excellent: knowledgeable, substantive
Good: some knowledge of subject,
adequate range
Fair: limited knowledge of subject, little
substance
Poor: does not show knowledge of
subject, non substantive
Organization 18-20
14-17
10-13
1-9
Excellent: the organization of contents
and arrangement the generic structure is
clearly.
Good: the organization of contents and
arrangement the generic structure is
loosely organized but main idea stand out.
Fair: the organization of contents and
arrangement the generic structure is
confused or disconnected.
Poor: no organization of the contents and
arrangement the generic structure does not
communicate.
Vocabulary 18-20 Excellent: effective word and usage,
master words forming
33
14-17
10-13
7-9
Good: occasional of word and usage but
meaning not obscured
Fair: frequent errors and usage
Poor: essentially translation, little
knowledge of English vocabulary.
Grammar 22-25
18-21
11-17
5-10
Excellent: effective complex construction,
the employing of grammatical forms and
the use of past tense.
Good: effective but simple construction
the employing of grammatical forms and
the use of past tense.
Fair: major problem is simple but
complex construction of grammatical
forms and the use of past tense.
Poor: virtually no mastery of sentence
construction rules of grammatical forms
and the use of past tense.
Mechanic 5
4
3
2
Excellent: demonstrated mastery the use
of capitals, paragraphing, and punctuation.
Good: occasional errors of the use of
capitals, paragraphing, and punctuation.
Fair: frequent errors of the use of capitals,
paragraphing, and punctuation.
Poor: no mastery of the use of capitals,
paragraphing, and punctuation.12
12 Burhan Nurgiyantoro, Penilaian dalam Pengajaran Bahasa dan Sastra, (Yogyakarta:BPFE, 2001), 3rd ed., p.307-308
34
b. Achievement Level
To know whether success or failure a student in composing
narrative writing, to inform their achievement, the writer made
students achievement level which on the table below;
Table of Achievement Level
Test Score Achievement Level
80-100 Excellent
60-79 Good
40-59 Fair
20-39 Poor
0-19 Very Poor13
c. Measuring the mean
After calculate of students score, the researcher calculates the
mean to measure the improvement of students score in every cycle.
The mean is the arithmetical that is obtained by adding the sum offset
score and dividing the number of the students.
The following formula is:
X= f
Where: X = the mean
f = the sum offset score
n = the number of students.14
F. RESEARCH PROCEDURE
There are three cycles in this research, each cycle consists of planning
(planning to use CIRC in teaching), acting (implementing method in teaching
narrative text), observing (observing the even during the treatment), reflecting
(evaluating the weakness in each cycle). The researcher conducted three
13 Martin Parrott, Tasks for Language Teachers: A Resource Book for Training andDevelopment, (New York: Cambridge University Press, 1993), p. 237.
14 Karnadi Hasan, Dasar-dasar Statistika Pendidikan, (Semarang: Fakultas TarbiyahIAIN Walisongo, 2009), p. 6.
35
cycles and each cycle is ended by a final test, but before conducting the first
cycle the researcher conducted pre cycle to know the initial condition of
students’ ability in composing writing narrative text. The activities that were
done in each cycle are as follows:
1. Pre Cycle
Before the cycle, the researcher found an institution as an object of
research to conduct preliminary observation to know the teaching method
and the initial condition of students’ ability in composing writing narrative
text. The researcher observes the class to get the information about
students’ initial condition and to know their problems in learning writing.
In this activity the teacher taught students using conventional method. After
that, the teacher gave writing test to check the students’ ability in
composing writing narrative text. After the researcher got the data from
observation and test, the researcher decided to analyze the problems faced
by students. After analyzing the problems faced by students, the next step
which is done by the researcher is designing a plan to continue into the next
cycle to surmount the problem in the previous cycle. It was going on
Thursday, February 26th, 2011. After conducting preliminary research, the
researcher conducted cycle I, II, and III.
2. First Cycle
The first cycle conducted on Monday, March 7th and Tuesday
March 8th, 2011. In this cycle the researcher prepared some activities which
is done in this first treatment, those are:
a. Planning
1) Identifying problem in pre-cycle, and then formulating the problems
2) Arranging a lesson plan
3) Preparing the writing material and test
4) Preparing the observation scheme
5) Preparing the students’ attendance list.
36
b. Acting
In this activity, the teacher introduced CIRC method in teaching
writing skill. Steps of CIRC method are:
1) Teacher introduces CIRC method and explain about narrative text
2) Teacher divided students into groups consists of eight groups
3) Students accept the passage of narrative (Beauty and The Beast)
4) Students read to each other the passage.
5) Students (each group) find main idea, predicting how stories will
end, summarizing stories to each other.
6) Students (each group) also draft, revise, and edit one other’s work
and prepares to publish their writing.
7) Students (each group) deliver the delegation in front of the class to
publish their writing.
8) Students gave chance to ask or respond toward other presentation
9) Students helped by the teacher if they face problem
10) Students and the teacher evaluate each group’s contribution to the
work of the class
11) Teacher gives students test
c. Observing
1) Observe Teacher organization lesson and class such as introduction
and explain of material, asking question, time management,
classroom management, motivating students.
2) Observe classroom activity such as students’ interest, students’
behaviour and students’ response by this method.
3) Observe the group discussion/participation students in their group
work.
d. Reflecting
Reflecting is analyzing the result of observation and test in first
cycle. The activities in this stage are:
1) Analyzing the data from the observation checklist and result of the
test to find out the improvement of the students’ ability in writing
37
narrative texts after using CIRC (Cooperative Integrated Reading
and Composition).
2) Discussing the teaching learning process that has been done in order
to know the weakness found in the previous activities and to plan the
better activities in second cycle.
The result of the observation used to improve students’ ability in
composing narrative writing in second cycle.
3. Second Cycle
After conducting in the first cycle, the researcher conducted second
cycle. The second cycle was done based on the result of the first cycle, if
the result from observation shows that the students score still low, it is
needed to be continued to the next cycle to fix the previous weakness. The
second cycle conducted on Tuesday, March 22th and Thursday March 24th
2011. The designs of the second cycle are:
a. Planning
The activities in this stage are:
1) Identifying the problems in first cycle, and then formulating the
problems.
2) Arranging improvement lesson plan
3) Preparing the material and test
4) Preparing the observation scheme
5) Preparing the students’ attendance list.
b. Acting
1) Teacher introduces CIRC and explain about narrative
2) Teacher divided students into groups consist of eight groups
3) Students accept the passage of narrative (The Stingy and The
Generous)
4) Students read to each other the passage.
5) Students (each group) find main idea, predicting how stories will
end, summarizing stories to each other.
38
6) Students (each group) also draft, revise, and edit one other’s work
and prepares to publish their writing.
7) Students (each group) deliver the delegation to in front of the class
to publish their writing.
8) Students gave chance to ask or respond toward other presentation
9) Students helped by the teacher if they face problem
10) Students and the teacher evaluate each group’s contribution to the
work of the class
11) Teacher gives students test
c. Observing
1) Observe Teacher organization lesson and class such as introduction
and explain of material, asking question, time management,
classroom management, motivating students.
2) Observe classroom activity such as students’ interest, students’
behaviour and students’ response by this method.
3) Observe the group discussion/participation students in their group
work.
4) Observe each student note
5) Evaluating students writing test in second cycle
d. Reflecting
Reflecting is analyzing the result of observation and test in first
cycle. The activities in this stage are:
1) Analyzing the data from the observation checklist and result of the
test to find out the improvement of the students’ ability in writing
narrative texts after using CIRC.
2) Discussing the teaching learning process that has been done in order
to know the weakness found in the previous activities and to plan the
better activities in third cycle.
The result of the observation then analyzed, and the result used
to improve students’ ability in reading narrative in third cycle.
39
4. Third Cycle
After conducting in the second cycle, the researcher conducted
Third cycle. The third cycle was done based on the result of the second
cycle, there are several aims of third cycle to fix the weakness in second
cycle, to improve the teaching learning process and give to more
opportunities to students improve their ability in narrative writing . The
third cycle conducted on Monday, March 28th and Tuesday, March 29,
2011. The designs of the third cycle are:
a. Planning
The activities in this stage are:
1) Identifying the problems in second cycle, and then formulating the
problems.
2) Arranging improvement lesson plan
3) Preparing the material and test
4) Preparing the observation scheme
5) Preparing the students’ attendance list.
b. Acting
1) Teacher introduces CIRC method and explain about narrative
2) Teacher divided students into groups consists of eight groups
3) Students accept the passage of narrative (Girl in the Mirror)
4) Students read to each other the passage.
5) Students (each group) find main idea, predicting how stories will
end, summarizing stories to each other.
6) Students (each group) also draft, revise, and edit one other’s work
and prepares to publish their writing.
7) Students (each group) deliver the delegation to in front of the class
to publish their writing.
8) Students gave chance to ask or respond toward other presentation
9) Students helped by the teacher if they face problem
10) Students and the teacher evaluate each group’s contribution to the
work of the class
40
11) Teacher gives students test
c. Observing
1) Observe Teacher organization lesson and class such as introduction
and explain of material, asking question, time management,
classroom management, motivating students.
2) Observe classroom activity such as students’ interest, students’
behaviour and students’ response by this method.
3) Observe the group discussion/participation students in their group
work.
4) Observe each student note and comprehension
5) Evaluating students writing test in second cycle
d. Reflecting
Reflecting is analyzing the result of observation and test in first
cycle. The activities in this stage are:
1) Analyzing the data from the observation checklist and result of the
test to find out the improvement of the students’ ability in writing
narrative texts after using CIRC.
2) Discussing the teaching learning process that has been done in order
to know the weakness found in the previous activities and to plan
the better activities in fourth cycle.
The result of observation was analyzed, so it could be seen the
improvement of students’ in writing narrative text. The result of this
analysis could be used as review to use CIRC method in teaching
writing narrative text.
41
CHAPTER IV
DESCRIPTION OF RESEARCH AND DISCUSSION
A. DESCRIPTION OF RESEARCH
In this chapter, the writer would like to describe and discuss the
findings of the research. This study is classroom action research on the use of
CIRC method in teaching writing ability. Its purpose is to know the use of
CIRC method in teaching composing narrative writing, and to identify the
improvement of students’ writing ability.
In this study there were three cycles and before conducted the cycle,
the researcher gave preliminary test (the researcher got base score students
writing ability) and compared with each cycle after taught using CIRC
method. The descriptions of each are as follow:
1. Pre-cycle
This activity was done on Monday, February 26th 2011. In this step
Mrs. Chasnah as the English teacher was used conventional way in
teaching narrative writing. This is done to know students base score of
narrative writing ability.
In this meeting, the teacher was doing teaching learning process.
But, many students did not pay attention to the teacher. They tended make
noisy in class, such as talk with other friend and they do other activity that
is not related with learning activity. There were only some students active
to ask questions to the teacher. Furthermore, the teacher gave preliminary
test to got base score of narrative writing ability. It was followed by 36
students from 39 students as the participant of the study. The teacher gave
duration one hour lesson that is 40 minutes for them to do the test. The aim
of the test was to measure how far students’ writing ability in narrative text
and to know base score of narrative writing when taught using
conventional method. The pre-test result used to divide students in groups.
The pre-test result can be seen in the table below:
42
No Students Codes Score Grade
1 A-1 50 Fair
2 A-2 - -
3 A-3 39 poor
4 A-4 48 Fair
5 A-5 37 poor
6 A-6 32 Poor
7 A-7 37 Poor
8 A-8 43 Fair
9 A-9 - -
10 A-10 55 Fair
11 A-11 37 Poor
12 A-12 32 Poor
13 A-13 33 Poor
14 A-14 32 Poor
15 A-15 37 Poor
16 A-16 46 Fair
17 A-17 40 Fair
18 A-18 37 Poor
19 A-19 36 Poor
20 A-20 36 Poor
21 A-21 30 Poor
22 A-22 32 Poor
23 A-23 41 Fair
24 A-24 47 Fair
25 A-25 34 Poor
26 A-26 31 Poor
27 A-26 32 Poor
28 A-28 50 Fair
29 A-29 42 Fair
43
30 A-30 36 Poor
31 A-31 38 Poor
32 A-32 37 Poor
33 A-33 36 Poor
34 A-34 47 Fair
35 A-35 42 Fair
36 A-36 35 Poor
37 A-37 40 Fair
38 A-38 - -
39 A-39 39 Poor
Σ 39 1.396
Σ fX =
n
1.396 X =
39
= 35.8.
From the pre-test result above, it can be concluded that the
students’ ability in writing narrative text was very poor. Most students did
not pass the standard minimum success criteria (KKM) that was regulated
by the school. In this case it was 65. Their average score were just 35.8
and it was still too far to fulfil the requirement.
Beside that, Most of the students were poor in all of those
components especially in content, organization, vocabulary and grammar.
In grammar for instance, many students made mistakes in using “to be”
and “past verbs”. Some of verbs had to use past form. Moreover, some of
students ignored about punctuations such as capital letters, period, and
commas.
Based on the explanation above, the students’ achievement level in
this pre-test was poor because their score of students still under KKM. It
44
means that students’ ability in narrative writing was poor. So that, it could
be said that treatment was important to improve students’ writing skill in
order to reach the standard minimum success criteria (KKM).
2. First Cycle
This activity was done on Monday March 7th and Tuesday March
8th 2011. The teacher announced the result of yesterday’s writing test. The
teacher told the students score of the test was not satisfying enough.
Here, the teacher brought the students to a clear importance of
composing the English texts, which can be facilitated through the group-
work. The teacher did treatment to the second step in applying Cooperative
Integrated Reading and Composition method. The teacher motivated the
students that the method would be useful for them. The teacher introduced
the role and cooperative integrated reading and composition learning.
The first cycle was about teaching and learning process and
achievement test. The topic was narrative. The test is followed by 39
students from 39 students. The researcher did research of using
cooperative integrated method to improve students' ability in composing
narrative writing at class 8A MTs Negeri Kudus. The procedure as follow:
a. Planning
In this step the researcher prepared the learning instrument such
as:
1) Lesson plan 1 about the use of CIRC method
2) Students attendance list
3) Writing material (narrative text)
4) Observation scheme
5) Test.
The teacher taught used a lesson plan as the form to implement
of action. In every cycle, the teacher used different narrative text. In the
first, the teacher used narrative text with the title “Beauty and The
Beast”.
45
This step, the teacher began from pre- writing activity, while-
writing activity, and post-writing activity.
Pre-writing activity is the activity of students and teacher
prepares themselves for the task and makes them familiar with the
topic.
The teacher did while-writing activity where the teacher gave
clearly explanation about the material, grammatical feature, and generic
structure of narrative text. After that, the students asked to do the
writing in groups, each group that consists of four or five students.
The last step is post-writing activity. In this activity the students
must present the report of group work in front of class. Then the teacher
gave conclusion and test.
b. Acting
The activity in the acting are:
1) The researcher became a teacher and she was accompanied by the
teacher as observer.
2) Learning process was started by greeting, asked students to pray
together, checking students’ attendance and then the teacher gave
brainstorming before started the material by asking the students “Do
you know about narrative text and the features of the text?” if you
know, raise your hand. In this case, there some students answer the
question.
3) The teacher explained about narrative text and the features of the
text.
4) The teacher introduced the topic about narrative text by the title
“Beauty and the Beast”.
5) Students divided into eight groups. Each group consist of four to five
people based on random system both in academically and gender.
6) The students accepted the text one by one, and then they read half of
the text and identified the structure of text, include the main idea,
46
difficult words and summarize. Each group should write ending
story of the text and generic structure.
7) After finished, the students each groups presented their report in the
class.
8) During presentation, the researcher observed the students
cooperative in group, the students’ activeness in present the material,
students concern toward other group presentation, the students’
activeness in asking question, and the students’ activeness in
answering questions in group.
9) Students helped the teacher if they faced the problem. In the last, the
students and the teacher evaluated each group contribution to the
work of the class.
10) After all of the process had finished, the teacher evaluated students
by giving a test. The test conducted in next day on Tuesday March
8th 2011.
11) The last, the teacher gave suggestions to the students to study hard
and also increased their vocabulary and learned grammar. Because it
have role important in writing. Then, the teacher say salam to closed
the meeting.
Result of the test students to first cycle
No Students Codes Score Grade
1 A-1 60 Good
2 A-2 60 Good
3 A-3 53 Fair
4 A-4 60 Good
5 A-5 50 Fair
6 A-6 45 Fair
7 A-7 56 Fair
8 A-8 53 Fair
9 A-9 60 Good
47
10 A-10 58 Fair
11 A-11 55 Fair
12 A-12 54 Fair
13 A-13 46 Fair
14 A-14 52 Fair
15 A-15 52 Fair
16 A-16 62 Good
17 A-17 50 Fair
18 A-18 50 Fair
19 A-19 56 Fair
20 A-20 58 Fair
21 A-21 48 Fair
22 A-22 52 Fair
23 A-23 55 Fair
24 A-24 55 Fair
25 A-25 48 Fair
26 A-26 43 Fair
27 A-26 55 Fair
28 A-28 57 Fair
29 A-29 53 Fair
30 A-30 56 Fair
31 A-31 52 Fair
32 A-32 58 Fair
33 A-33 50 Fair
34 A-34 68 Good
35 A-35 63 Good
36 A-36 55 Fair
37 A-37 52 Fair
38 A-38 52 Fair
39 A-39 54 Fair
48
Σ 39 2116
Σ fX =
n
2116 X =
39 = 54. 25.
From the first cycle result above, it can be concluded that the
students’ ability in writing narrative text was fair. However, there was a
lot of them did not pass the standard minimum success criteria (KKM)
that was regulated by the school that was 65 because the average score
was only 54.25 and it was still not enough to fulfil the requirement. In
this cycle only one student passed the KKM that was A34 by the score
68. It means that 99% students failed to reach KKM.
The researcher should do second cycle. Because in first cycle,
the researcher analyzed that some students still had difficult in
composing narrative writing. The students had difficulty to make
narrative text summary. They still had difficulties in grammar, and
words choice. Many students encountered mistakes in using “to be” and
“past verbs”. Some of verb had to use past form. Moreover, some of
students ignored about punctuations such as capital letters, period, and
commas. Based on the problem above, the teacher conducted second
cycle in order to improve the students’ ability in composing narrative
writing.
c. Observing
The researcher observed students in learning process at class by
using observation scheme. This observation was done in learning
process of using CIRC method to teach narrative writing at the eighth
grade of MTs Negeri Kudus. It could be seen in the table below:
Observation Checklist of First Cycle
49
NO ACTIVITIES GRADE
1. Teacher organization lesson and class 1 2 3 4 5
1) Introduction or explanation of material
2) Asking questions
3) Classroom management
4) Time management
5) Motivating students.
2. Students’ activities
1) The students cooperative in group
2) The students’ activeness in present the
material
3) Students concern toward other group
presentation
4) The students’ activeness in asking
question
5) The students’ activeness in answering
questions in group
SUM 32
Percentage =
× 100%
Percentage =3250 × 100% = 64%
To support the data above, the researcher also provided the data
below:
No Indicators Total of
Students
1 Paying attention 15
2 Asking questions 7
3 Asking the difficult words 15
50
4 Responding to question 5
5 Enthusiastic in doing the test 20
From the data above, it would be analyzed by calculating the
percentage from the checklist as the pattern below:
Percentage (%) =
× 100%
No Indicators Total of
Students
1 Paying attention 38.4%
2 Asking questions 18%
3 Asking the difficult words 38.4%
4 Responding to question 12.8%
5 Enthusiastic in doing the test 51.2%
According to the result of the observation above it can be
concluded that the teaching learning process was sufficient learning.
Although there some of students made noisy with other friends at
teacher’s explanation, there were some students still not cooperate in
their group, Students did not take part in deliver the material, students
did not concern toward presentation and make noisy in learning
activity. Students did not ask question and students did not give answer
the question. Because the students still confuse with the CIRC method.
d. Reflecting
For observing the students' participation, it showed that students
interested enough in learning process although they still confused with
learning process using CIRC method to improve students’ ability in
composing narrative writing.
51
From the observation could be seen that the students still less
take part in their group because the group divided randomly. So that,
the students still did not focus on the material; they did not listen to
teacher's explanation.
Based on the notes above, the teacher as researcher must be
more creative. The teacher is reflecting and evaluating the learning
activities in the first cycle and tried to get solution on the problem by
planning some action such as below:
1) Teacher asked students to focus on study and not make noises
2) Teacher should motivate students to be more active in their group
work.
3) Teacher should manage class well.
4) Teacher made class condition well to get students be more active.
5) Teacher noted all of activities in class in learning process.
The result from the reflecting could be used to make
improvement. It was also used as reflecting for doing second cycle to
get maximum research and repairing the third cycle if the result of the
second cycle unsatisfied.
3. Second Cycle
This activity was done on Tuesday March 22st and Thursday March
24nd 2011. The teacher started the lesson by motivating the students and
she also announced the result of yesterday’s writing test. The teacher told
the students score of the test was better than the pre-cycle and first cycle
score. In this meeting the teacher used the same method as the previous
meeting and the teaching learning process ran well. The students paid
attention toward teacher’s explanation and they were interested with the
topic on the day. They more cooperative do the group work and they were
to be more active than previous meeting. The test is followed by 39
students. The procedure as follow:
a. Planning
52
The researcher planned some activities to get maximum result in
the second cycle. The planning of the second cycle is not far from first
cycle. In this step the researcher prepared the learning instrument such
as:
1) Arranged the lesson plan
2) Students attendance list
3) Writing material (narrative text)
4) Observation scheme
5) Test.
The teacher taught used a lesson plan as the form to implement
of action. In the second cycle, the teacher used different writing text. In
the second, the teacher used narrative text with the title “The Stingy and
The Generous”.
This step, the teacher began from pre- writing activity, while-
writing activity, and post-writing activity.
Pre-writing activity is the activity of students and teacher
prepare them for the task and make them familiar with the topic.
The teacher did while-writing activity where the teacher gave
clearly explanation about the material, grammatical feature, and generic
structure of narrative text. After that, the students asked to do the
reading tasks in groups, each group that consists of four or five
students.
The last step is post-writing activity. In this activity the students
must present the report of group work in front of class. Then the teacher
gave conclusion and test.
b. Acting
The activity in the acting are:
1) The researcher became a teacher and she was accompanied by the
teacher as observer.
2) Learning process was started by greeting, asked students to pray
together, checking students’ attendance and then the teacher gave
53
brainstorming before started the material by asking the students “Do
you know about The Stingy and The Generous?” if you know, raise
your hand. In this case, there some students answer the question.
3) The teacher explained about narrative text and the features of the
text.
4) The teacher introduced the topic about narrative text with the title
“The Stingy and The Generous”.
5) Students divided into eight groups. Each group consist of four to five
people based on random system both in academically and gender.
6) The students accepted the text one by one, and then they read half of
the text and identified the structure of text, include the main idea,
difficult words and summarize. Each group had to write ending story
of the text and generic structure.
7) After finished, the students each group presented their report in the
class.
8) During presentation, the researcher observed the students
cooperative in group, the students’ activeness in present the material,
students concern toward other group presentation, the students’
activeness in asking question, and the students’ activeness in
answering questions in group.
9) Students helped the teacher if they faced the problem. In the last, the
students and the teacher evaluated each group contribution to the
work of the class.
10) After all of the process had finished, the teacher evaluated students
by giving a test. The test conducted in next day on Tuesday March
29th 2011.
11) The last, the teacher gave suggestions to the students to study hard
and also increased their vocabulary and learned grammar. Because
vocabulary and grammar have role important in composing writing.
Then, the teacher asked students to say hamdalah together then
closed the meeting.
54
The result of the test for second cycle
No Students Codes Score Grade
1 A-1 76 Good
2 A-2 77 Good
3 A-3 84 Excellent
4 A-4 76 Good
5 A-5 76 Good
6 A-6 70 Good
7 A-7 76 Good
8 A-8 81 Excellent
9 A-9 83 Excellent
10 A-10 78 Good
11 A-11 77 Good
12 A-12 75 Good
13 A-13 74 Good
14 A-14 76 Good
15 A-15 72 Good
16 A-16 82 Excellent
17 A-17 77 Good
18 A-18 76 Good
19 A-19 71 Good
20 A-20 74 Good
21 A-21 75 Good
22 A-22 74 Good
23 A-23 75 Good
24 A-24 75 Good
25 A-25 77 Good
26 A-26 76 Good
27 A-26 74 Good
28 A-28 77 Good
55
29 A-29 80 Excellent
30 A-30 76 Good
31 A-31 77 Good
32 A-32 80 Excellent
33 A-33 73 Good
34 A-34 77 Good
35 A-35 75 Good
36 A-36 76 Good
37 A-37 81 Excellent
38 A-38 75 Good
39 A-39 73 Good
Σ 39 2977
Σ fX =
n
2977 X =
39
= 76.3.
From the analysis above, the average students’ score of the
second cycle was 76.3. The score was higher than pre-test that was only
35.8. It increased 40.5 from pre-test. In addition to the analysis, the
researcher concluded that all students passed the standard minimum
success criteria 65. 93% students got average score 7 and the others 7%
got 8.
From the result above, the researcher concluded that the
students’ achievement in composing narrative writing using cooperative
integrated reading and composition method had a significant
improvement if it was compared from the previous cycle.
c. Observing
56
The researcher observed students in learning process at class by
using observation scheme. This observation was done in learning
process of using CIRC method to teach narrative writing at the eighth
grade of MTs Negeri Kudus. It could be seen in the table below:
Observation Checklist of Second Cycle
NO ACTIVITIES GRADE
1. Teacher organization lesson and class 1 2 3 4 5
1) Introduction or explanation of material
2) Asking questions
3) Classroom management
4) Time management
5) Motivating students.
2. Students’ activities
1) The students cooperative in group
2) The students’ activeness in present the
material
3) Students concern toward other group
presentation
4) The students’ activeness in asking
question
5) The students’ activeness in answering
questions in group.
SUM 33
Percentage =
× 100%
Percentage =3350 × 100% = 66%
57
To support the data above, the researcher also provided the data
below:
No Indicators Total of
Students
1 Paying attention 18
2 Asking questions 10
3 Asking the difficult words 16
4 Responding to question 9
5 Enthusiastic in doing the test 23
From the data above, it would be analyzed by calculating the
percentage from the checklist as the pattern below:
Percentage (%) =
× 100%
No Indicators Total of
Students
1 Paying attention 46.15%
2 Asking questions 25.6%
3 Asking the difficult words 41.02%
4 Responding to question 23.07%
5 Enthusiastic in doing the test 58.9%
d. Reflecting
The result of the second cycle was also considered as
implementation. It was better than the previous cycle. There was
improvement in this cycle. The condition of the class was getting better.
The students listen to the teacher’s explanation and did not make noisy
in learning activity. The students took active part in cooperation and
could associate with member group. It was because they were interested
58
to study with CIRC method that the teacher never uses it as teaching
method before.
Based on the notes above, the teacher as researcher must be
more creative. The teacher is reflecting and evaluating the learning
activities in the second cycle and tried to get solution on the problem by
planning some action such as below:
1) The teacher should motivate students to always write a lot in English
text in order to improve vocabulary and grammar.
2) The teacher motivates the passive students in order to be brave to
express their idea.
3) Teacher should motivate students to be more active in their group
work.
4) Teacher should time management by well.
The result from the reflecting could be used to make
improvement. It was also used as reflecting for doing second cycle to
get maximum research and repairing the third cycle if the result of the
second cycle unsatisfied.
4. Third Cycle
This activity was done on Monday March 28st and Tuesday March
29nd 2011. The teacher started the lesson by motivating the students and
she also announced the result of yesterday’s writing test. The teacher told
the students score of the test was better than the pre-cycle score. In this
meeting the teacher used the same method as the previous meeting and the
teaching learning process ran well. The students paid attention toward
teacher’s explanation and they were interested with the topic on the day.
They more cooperative do the group work and they were to be more active
than previous meeting. The test is followed by 39 students. The procedure
as follow:
a. Planning
59
The researcher planned some activities to get maximum result in
the third cycle. The planning of the third cycle is not far from second
cycle. In this step the researcher prepared the learning instrument such
as:
1) Arranged the lesson plan
2) Students attendance list
3) Writing material (narrative text)
4) Observation scheme
5) Test
6) Added for documenting for the third cycle.
The teacher taught used a lesson plan as the form to implement
of action. In the third cycle, the teacher used different writing text. In
the first, the teacher used narrative text with the title “Girl in the
Mirror”.
This step, the teacher began from pre- writing activity, while-
writing activity, and post-writing activity.
Pre-writing activity is the activity of students and teacher
prepare them for the task and make them familiar with the topic.
The teacher did while-writing activity where the teacher gave
clearly explanation about the material, grammatical feature, and
generic structure of narrative text. After that, the students asked to do
the reading tasks in groups, each group that consists of four or five
students.
The last step is post-writing activity. In this activity the
students must present the report of group work in front of class. Then
the teacher gave conclusion and test.
b. Acting
The activity in the acting are:
1) The researcher became a teacher and she was accompanied by the
teacher as observer.
60
2) Learning process was started by greeting, asked students to pray
together, checking students’ attendance and then the teacher gave
brainstorming before started the material by asking the students
“what did you do last night?” Edelweis answered I studied last night.
In this case, there some students answer the question.
3) The teacher explained about narrative text and the features of the
text.
4) The teacher introduced the topic about narrative text with the title
“Girl in the Mirror”.
5) Then, students divided into eight groups. Each group consists of four
to five people based on random system both in academically and
gender.
6) The students accepted the text one by one, and then they read half of
the text and identified the structure of text, include the main idea,
difficult words and summarize. Each group had to write ending story
of the text and generic structure.
7) After finished, the students each group presented their report in the
class.
8) During presentation, the researcher observed the students
cooperative in group, the students’ activeness in present the material,
students concern toward other group presentation, the students’
activeness in asking question, and the students’ activeness in
answering questions in group.
9) . Then, students helped the teacher if they faced the problem. In the
last, the students and the teacher evaluated each group contribution
to the work of the class.
10) After all of the process had finished, the teacher evaluated students
by giving a test. The test conducted in next day on Tuesday March
29th 2011.
11) The last, the teacher gave suggestions to the students to study hard
and also increased their narrative text with read. Because it have role
61
important write in order to students understand about kinds of
narrative text. Then, the teacher asked students to say hamdalah
together then closed the meeting.
The result of the Test for Third Cycle
No Students Codes Score Grade
1 A-1 84 Excellent
2 A-2 80 Excellent
3 A-3 84 Excellent
4 A-4 79 Good
5 A-5 77 Good
6 A-6 80 Excellent
7 A-7 80 Excellent
8 A-8 84 Excellent
9 A-9 87 Excellent
10 A-10 84 Excellent
11 A-11 79 Good
12 A-12 75 Good
13 A-13 76 Good
14 A-14 77 Good
15 A-15 80 Excellent
16 A-16 85 Excellent
17 A-17 80 Excellent
18 A-18 76 Good
19 A-19 80 Excellent
20 A-20 80 Excellent
21 A-21 78 Good
22 A-22 75 Good
23 A-23 85 Excellent
24 A-24 84 Excellent
25 A-25 84 Excellent
62
26 A-26 78 Good
27 A-26 75 Good
28 A-28 85 Excellent
29 A-29 80 Excellent
30 A-30 83 Excellent
31 A-31 80 Excellent
32 A-32 80 Excellent
33 A-33 80 Excellent
34 A-34 80 Excellent
35 A-35 85 Excellent
36 A-36 80 Excellent
37 A-37 84 Excellent
38 A-38 75 Good
39 A-39 85 Excellent
Σ 39 3143
Σ fX =
n 3143 X =
39 = 80.6.
From the analysis above, the average of the students’ result of
third cycle was 80.6. The score was higher than pre-test that was only
35.8. It increased 44.8 from pre-test. Because the standard minimum
success criterion was 65, it could be concluded that all students passed
the test. Moreover, almost 90% students got 8 and it showed that the
treatment applied by the researcher had given a significant progress
toward the students’ achievement.
63
From this result, the researcher concluded that the students’
achievement in composing narrative writing using cooperative
integrated reading and composition method had a significant
improvement.
c. Observing
The researcher observed students in learning process at class by
using observation scheme. This observation was done in learning
process of using CIRC method to teach narrative writing at the eighth
grade of MTs Negeri Kudus. It could be seen in the table below:
Observation Checklist of Third Cycle
NO ACTIVITIES GRADE
1. Teacher organization lesson and class 1 2 3 4 5
1) Introduction or explanation of material
2) Asking questions
3) Classroom management
4) Time management
5) Motivating students.
2. Students’ activities
1) The students cooperative in group
2) The students’ activeness in present the
material
3) Students concern toward other group
presentation
4) The students’ activeness in asking
question
5) The students’ activeness in answering
questions in group.
SUM 39
Percentage =
× 100%
64
Percentage =3950 × 100% = 78%
To support the data above, the researcher also provided the data
below:
No Indicators Total of
Students
1 Paying attention 25
2 Asking questions 13
3 Asking the difficult words 21
4 Responding to question 14
5 Enthusiastic in doing the test 27
From the data above, it would be analyzed by calculating the
percentage from the checklist as the pattern below:
Percentage (%) =
× 100%
No Indicators Total of
Students
1 Paying attention 64.1%
2 Asking questions 33.3%
3 Asking the difficult words 53.8%
4 Responding to question 35.9%
5 Enthusiastic in doing the test 69.2%
d. Reflecting
The result of the third cycle was also considered as
implementation. It was better than previous cycle. There was
significant improvement in this cycle. The condition of the class was
getting better than before. The students listened to the teacher’s
explanation and did not make noisy in learning activity. The students
65
took active part in cooperation and can associate with member group.
They also became more active to ask the problems they faced and it
made the teacher felt happy because the way she taught, in this case by
using CIRC, could be accepted.
Finally, the researcher concluded that the problems had been
solved by the use of CIRC method to teach English writing ability. The
teacher should motivate students to always write a lot of English text
and motivate the passive students in order to be brave to express their
idea.
Furthermore, it proved that the use of CIRC method could
motivate the students’ interest in learning English and improve
students’ ability to compose narrative writing. This method not only
helped students improve their ability in composing narrative writing
but also helped them to be familiar to interact with others
communicatively. Because before the presence of CIRC method,
students tend to refuse the teacher order to make a group in the
classroom. And the presence of CIRC, at least, had overcome such
problems.
The researcher realizes that there are still weaknesses in
applying CIRC to teach narrative writing. However, the result of this
research may give us enlightenment toward the important to vary our
methods in teaching narrative writing in junior high school in order to
make the teaching and learning process could run as we are expected.
B. LIMITATION OF THIS STUDY
1. This study is only limited in VIII A students of MTs Negeri Kudus.
2. The use of Cooperative Integrated Reading and Composition (CIRC)
method in this study is only to measure students’ ability in composing
writing.
66
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
1. The steps of CIRC method are:
a. Teacher introduces CIRC method and explains about narrative text.
b. Teacher divide students into groups consist of eight groups.
c. Students accept the passage of narrative.
d. Students read to each other the passage.
e. Students (each group) find main idea, predicting how stories will end,
summarizing stories to each other.
f. Students (each group) also draft, revise, and edit one other’s work and
prepares to publish their writing.
g. Students (each group) deliver the delegation in front of the class to
publish their writing.
h. Students gave chance to ask or respond toward other presentation.
i. Students helped by the teacher if they face problem.
j. Students and the teacher evaluate each group’s contribution to the work
of the class.
k. Teacher gives students test.
2. CIRC can improve students’ writing ability. This is proven by students’
score before after they get material though CIRC teaching. The average
score of pre test is 35.8 and it is still far from minimum passing score
(KKM) regulated that is 65. It is students’ writing composition before
teacher applies this method. After that, teacher gives students teaching in
cooperation during three cycles. The average score was only 54.25 and it
was still not enough to fulfill the requirement. In the first cycle only one
student passed the KKM that was A34 by the score 68. It means that 99%
students failed to reach KKM. The average score of second cycle was 76.3.
67
in edition to the analysis, the researcher concluded that all students passed
the standard minimum success criteria 65. So 93% students got average
score 7 and the others 7% got 8. The average score of third cycle was 80.6.
Because the standard minimum success criterion was 65, it could be
concluded that all students passed the test. Moreover, almost 90% students
got 8 and it showed that the treatment applied by the researcher had given a
significant progress toward the students’ achievement. It means that the use
of CIRC to improve students’ ability in composing narrative writing can
fulfill the standard minimum success criteria regulated by the school that is
65.
B. SUGGESTION
Cooperative Integrated Reading and Composition (CIRC), however, is
not only one method in teaching writing a narrative text. There are still a lot of
teaching methods to be used. There are some suggestions presented in an
effort to improve the English Foreign Language students in writing a narrative
text. They are as follows:
1. Teacher should use CIRC sometimes as an alternative method in writing a
narrative text. This study shows that students have high score of writing in
the test after they got CIRC teaching
2. Teacher should give reward to the students who get good score, so that,
students are motivated to be bettering the next meeting especially for
students who are poor in understanding the material
Finally, CIRC is not the best one but something that the researcher
found after using this method. You can make your class work more
consistently with the communication. And hopefully, there would be further
studies observing other advantages of CIRC not only in writing.
RETERENCES
Agnes, Michael, 2002, Webster's New World College Dictiornry, Ohio: WileyPublishing Inc.
Andenon, Mark & Kathy Anderson, 2003, Text Types in English, South Yarra:Macmillan Education.
Anggraini, Zuli (64504A6572),2008, *The Contributing of Musical ImaginationTour as A Technique to Improve Students' Ability in NarrativeWriting", Final hoject of Language and Art Faculty, Semarang: StateUniversity, Unpublished.
Arikunto, Suharsimi, 2006, Prose&r Penelitian Suatu Pendekatan Prakih 6bEd., Jakarta: PT. Rineka Cipta
2ffi& PenelitionTindakm Kelas,Jakarta: PT Bumi At6ara.
Blancharrd, Karen and Clristine Root, 2003, Reody to Write,3"l Ed., New York:Pearson Educdion,Inc,
http://www.teach-nology.com/c,urrenthends/cooperative-leaming/slayin.htn.renieved on March 23,2A11,8.24 an.
Hudq Choirul (3104059), 20A9, 'Cooperative Integrated Reading andComposition as a Metlrod to Reduce The Shrdents' Problem inWriting a Recount Terf,', Final Project of Tarbiyah Faculty,Semarang: Walisongo State Institute For Islmic StudiegUnpublished.
Linse, Caroline T.,2006, Practical English Lwrguage Teaching: Young lcarrurtNY: McGraw Hill.
Mieke Bal, Intro&rction to tlre Theory of Narrative,www.clas.ufl.edu/users/ocraddoc/narhand l.hm retrieved on IV[rarch19,201!,11.00 pm.
Mukarto, et. al., English on Sky 2 for Junior HW Sclnol Sudents Yem VIII,Ial€rta: Erlangga.
Mulyas4 E, htte://www.dhanav.co.ccl2009/l l/ktsp-kurikulum-tipeil<at-satuanftanl. retreived on April 22,2411, 12.06 am.
Merespon makna yang terdapat dalampercakapan transaksional(to get things done) daninterpersonal (bersosialisasi) pendek sederhanasecara akurat, lancar, dan berterima untukberinteraksi dengan lingkungan terdekat yangmeiibatkan tindak tutur: meminta, memberi, menolakjasa, meminta, rnemberi, rnenolak barang, danmeminta, memberi dan mengingkari inf<rrmasi,rnemintq memberi, dan menolak pendapat, danmenawarkan / menerima / menolak sesuatu "
Merespon makna yang terdapat dalampercakapan transaksional(to get things done) daninterpersonal (bersosialisasi) pendek sederhanasecara akurat, lancar, dan berterima uniukberinteraksi dengan lingkungan terdekat yangmelibatkan tindak tutur: meminta" memberipersetuj uan, merespon pernyataan, memberiperhatian terhadap pembicara, mengawali,mernperpanjang. dan menutup percakapan, danmengarvali, memperpanjang, dan menutuppercakapan telepon
N,Ierespon makna yang terdapat dalam teks lisanfurrgsional perrdek sederhana secara akurai, lancar,dan berterirna untuk berinteraksi dengan lingkungansekitai i
Merespon makna yang terdapat dalam monologpendek sederhana secara akurat, lancar, danberterima untuk berinteraksi dengan lingkungansekitar dalam teks berbentuk narrative dan recaunt
12. N{engungkapkanmakna dalam teks tulisfungsional dan ese;penciek sederhanaberbentuk recottni dannarrative untukberinteraksi dertganlingkungan sekitar
Kompetensi Dasar
Membaca nyaring bermakna teks fungsional dan
esei pendek sederhana be$entuk recount dan
narrative dengan ucapan, tekanan dan intonasiyang berterLna yarrg berkaitan denganlingkungan sekitar
Merespon makna dalam teks tulis fungsionalpendek sederhana secara akurat lancar dan
bei-ierima ;'ang borkaitan dengan lingkungansekitar
Merespon rnakna dan langkah retorika dalamesei pendek sederhana secara akurat lancardan berterima yang berkaitan denganlingkungan sekitar dalam teks berbentukrecount dannarrative
