Effectiveness of Cooperative Learning on CIRC Approaches in Reading Skills of High School Student

Abstract

This study aims to 1) reveal the learning outcomes of short story reading skills with the Cooperative Learning approach type Cooperative Integrated Reading and Composition (CIRC). 2) reveals the effectiveness of using Cooperative Learning approach type Cooperative Integrated Reading and Composition (CIRC) in learning short story reading skills. This research is a qualitative and quantitative descriptive study by means of a pretest-posstest control group design. The population in this study were students of class XI SMA MTA Surakarta. The sample was selected using simple random sampling technique, which was obtained from class XI IPA 1 as an experimental class consisting of 30 students and class XI IPA 3 as a control class, consisting of 30 students. This study uses content and construct validity in testing the validity of research instruments. Then to test reliability using Alpha Cronbach. The data analysis technique in this study is the t-test. The results of this study indicate the t-test value of 2.232 is greater than t-table with db 56 and a significant level of 0.024. This shows that there is a significant difference in short story reading skills between students taught using the CIRC type cooperative learning approach and students who are taught without the CIRC type cooperative learning approach. The average gain score of the experimental class was 0.52, while the control class was 0.2. These results indicate the gain score of the experimental class is higher than the value of the control class. It can be concluded that short story learning with Cooperative Learning approach type Cooperative Integrated Reading and Composition (CIRC) is more effective compared to learning without Cooperative Learning Type Cooperative Integrated Reading And Composition / CIRC, in learning short story reading skills in class XI SMA MTA Surakarta effectively.