Analysis of the Use of the Cooperative Integrated Reading and Composition (CIRC) Method in Improving Elementary School Students' English Reading and Writing Skills
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Published:
Mar 30, 2025
Keywords:
Cooperative Integrated Reading and Composition (CIRC), Reading comprehension, Writing skills, Elementary education, Language learning methods
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Articles
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Abstract
This research focused on evaluating the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving English reading and writing skills among elementary school students at SDN 194 Sukajadi, Bandung. The study employed a quasi-experimental design, comparing the performance of students exposed to CIRC with those taught using traditional methods. Data was collected through pre- and post-tests measuring reading comprehension and writing proficiency. Results indicated significant improvements in reading and writing skills among students using CIRC, attributed to increased student engagement, active collaboration, and peer interactions. The CIRC method proved particularly effective in fostering critical thinking, enhancing reading comprehension, and promoting organized writing. These findings suggest that CIRC can be an effective instructional approach for enhancing language skills in elementary education, offering valuable insights for educators seeking to improve language learning outcomes.
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How to Cite
Dewinna, R. F. (2025). Analysis of the Use of the Cooperative Integrated Reading and Composition (CIRC) Method in Improving Elementary School Students’ English Reading and Writing Skills. International Journal of Curriculum Development, Teaching and Learning Innovation, 3(2), 69–79. https://doi.org/10.35335/curriculum.v3i2.215
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Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331.
Hamp-Lyons, L., & Heasley, B. (2006). Study writing: A course in written English for academic purposes. Cambridge University Press.
Hansen, J. G., & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59(1), 31–38.
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Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101.
Marsden, E., & Torgerson, C. J. (2012). Single group, pre-and post-test research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583–616.
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction.
O’Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning. Routledge.
Oczkus, L. D. (2018). Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension. ASCD.
Pustika, R. (2010). Improving Reading Comprehension Ability Using Authentic Materials For Grade Eight Students Of MTSN Ngemplak, Yogyakarta. Top Lang Disord, 24(1), 92–93.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173.
Weisburd, D. (2010). Justifying the use of non-experimental methods and disqualifying the use of randomized controlled trials: Challenging folklore in evaluation research in crime and justice. Journal of Experimental Criminology, 6, 209–227.
White, C. B., & Fantone, J. C. (2010). Pass–fail grading: laying the foundation for self-regulated learning. Advances in Health Sciences Education, 15, 469–477.
Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. International Journal of Education and Information Technologies, 1(6), 87–96.
Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8), 786–795.
Calderón, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for English learners. The Future of Children, 103–127.
Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: strategies for the heterogeneous classroom third edition. Teachers College Press.
Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C., & Bivens‐Tatum, J. (2008). Cognitive models of writing: Writing proficiency as a complex integrated skill. ETS Research Report Series, 2008(2), i–36.
Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. C. D., & van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26.
Durukan, E. (2011). Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills. Educational Research and Reviews, 6(1), 102.
Ferris, D. (2011). Treatment of error in second language student writing. University of Michigan Press.
Gallagher, R., Roach, K., Belshaw, J., Kirkness, A., Sadler, L., & Warrington, D. (2013). A pre-test post-test study of a brief educational intervention demonstrates improved knowledge of potential acute myocardial infarction symptoms and appropriate responses in cardiac rehabilitation patients. Australian Critical Care, 26(2), 49–54.
Gibson, K. L., Rimmington, G. M., & Landwehr-Brown, M. (2008). Developing global awareness and responsible world citizenship with global learning. Roeper Review, 30(1), 11–23.
Goldman, S. R. (2012). Adolescent literacy: Learning and understanding content. The Future of Children, 89–116.
Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331.
Hamp-Lyons, L., & Heasley, B. (2006). Study writing: A course in written English for academic purposes. Cambridge University Press.
Hansen, J. G., & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59(1), 31–38.
Hino, N. (2009). The teaching of English as an international language in Japan: An answer to the dilemma of indigenous values and global needs in the Expanding Circle. AILA Review, 22(1), 103–119.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101.
Marsden, E., & Torgerson, C. J. (2012). Single group, pre-and post-test research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583–616.
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction.
O’Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning. Routledge.
Oczkus, L. D. (2018). Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension. ASCD.
Pustika, R. (2010). Improving Reading Comprehension Ability Using Authentic Materials For Grade Eight Students Of MTSN Ngemplak, Yogyakarta. Top Lang Disord, 24(1), 92–93.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173.
Weisburd, D. (2010). Justifying the use of non-experimental methods and disqualifying the use of randomized controlled trials: Challenging folklore in evaluation research in crime and justice. Journal of Experimental Criminology, 6, 209–227.
White, C. B., & Fantone, J. C. (2010). Pass–fail grading: laying the foundation for self-regulated learning. Advances in Health Sciences Education, 15, 469–477.
Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. International Journal of Education and Information Technologies, 1(6), 87–96.
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