THE EFFECT OF COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE ON STUDENTS’ READING DESCRIPTIVE TEXT ACHIEVEMENT

This study was aimed at finding out the effectiveness of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Reading Descriptive Text Achievement. In other words, the objective of this study was to find out if there was a significant effect of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Achievement in Reading Descriptive Text. This study was designed with the experimental research. The subject of this research was the second year student of Junior High School in Indonesia. The subject consisted of 3 parallel classes. Every class consisted of 30 students. They were randomly selected out as the sample of the research, and divided into two equal groups, in which 30 students for experimental group and another 30 students for control group. The experimental group was taught by applying Cooperative Integrated Reading and Composition (CIRC) Technique, while control group was taught by using Classical Method (CM). The instrument of collecting data used objective test (multiple choice items) and subjective test for reading descriptive text materials. To obtain the reliability of the test, the researcher applied Kuder Richardson formula (KR. 21). The pre-test and post-test were administered and then the data were statistically analyzed by using the t-test formula. The result showed that the t-observed (4.539) was higher then t-critical value (1.671) at the level of significance (0.05) for a-one tail test (4.539 > 1.671), and the degree of freedom (df) was 58. Based on the analysis of the data, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Reading Descriptive Text Achievement compared with classical method (CM) of teaching.