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Journal articles on the topic 'Integrated reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Stevens, Robert J., Peggy N. Van Meter, Joanna Garner, Nicholas Warcholak, Cindy Bochna, and Tracey Hall. "Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading." Journal of Education for Students Placed at Risk (JESPAR) 13, no. 4 (November 10, 2008): 357–80. http://dx.doi.org/10.1080/10824660802427611.

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2

Roy, Alice, Linda Harbaugh Hillman, and Barbara Bailey Kessel. "Thinking, Reading, and Writing, Integrated." College Composition and Communication 38, no. 3 (October 1987): 365. http://dx.doi.org/10.2307/357766.

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3

Weinman, Jerod J., Zachary Butler, Dugan Knoll, and Jacqueline Feild. "Toward Integrated Scene Text Reading." IEEE Transactions on Pattern Analysis and Machine Intelligence 36, no. 2 (February 2014): 375–87. http://dx.doi.org/10.1109/tpami.2013.126.

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4

Chung, Sun Joo. "Investigating L2 Reading Strategies in Integrated Reading-writing Tasks." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 18 (September 30, 2018): 495–514. http://dx.doi.org/10.22251/jlcci.2018.18.18.495.

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Plakans, Lia, Jui-Teng Liao, and Fang Wang. "Integrated assessment research: Writing-into-reading." Language Teaching 51, no. 3 (June 7, 2018): 430–34. http://dx.doi.org/10.1017/s0261444818000149.

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The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have been defined in several ways (Knoch & Sitajalabhorn 2013) such as reading-into-writing performance with the reading content included in the writing or as tasks that use input, textual or visual, as stimulus for writing under the integrated umbrella (Plakans 2013). Even with these multiple interpretations questions arise: ‘Is that all?’ ‘Is there more to integration?’

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Bellan, Ruth L. "The Integrated Method of Reading Therapy." Journal of Learning Disabilities 19, no. 5 (May 1986): 271–73. http://dx.doi.org/10.1177/002221948601900504.

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7

Stevens, Robert J. "Integrated Reading and Language Arts Instruction." RMLE Online 30, no. 3 (January 2006): 1–12. http://dx.doi.org/10.1080/19404476.2006.11462036.

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8

Butler, Susan R. "Reading program—Remedial, integrated, and innovative." Annals of Dyslexia 41, no. 1 (January 1991): 119–27. http://dx.doi.org/10.1007/bf02648081.

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Halizatul Fhathah, Qary, and Nuraeni . "PROMOTING STUDENTS' READING COMPREHENSION WITH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)." ENGLISH JOURNAL 14, no. 1 (March 17, 2020): 36. http://dx.doi.org/10.32832/english.v14i1.3841.

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Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning method used in language teaching, specifically in high-level reading and writing. This method is designed to accommodate variety of student ability level with heterogeneous grouping or homogeneous grouping. CIRC aimed to develop students’ ability in comprehending the content of reading and fostering the ability to write the materials they read. The purposes of this research were to know how CIRC is implemented in classroom, and to know to what extent CIRC promote students’ reading comprehension. The researcher used classroom action research in conducting the research. The qualitative data was obtained from observation, interview, and documentation. The participants of the research were the 10th grade students of one senior high school in Bogor. The result of the research shows that CIRC can be implemented in two cycles and four meetings. The data shows that there are some competencies which indicates that CIRC promote students’ reading comprehension in cognitive activity, motivation activity, and affective activity. This study suggests the good atmosphere and used another text to be implemented in other classes using CIRC.

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Gordon, R. P., and B. G. Webb. "The Book of Judges. An Integrated Reading." Vetus Testamentum 42, no. 3 (July 1992): 429. http://dx.doi.org/10.2307/1518750.

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11

Knowles, Jane. "‘The Reading model’: an integrated psychotherapy service." Psychiatric Bulletin 21, no. 2 (February 1997): 84–87. http://dx.doi.org/10.1192/pb.21.2.84.

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This article describes the principles and structure, staffing and training of an integrated psychotherapy service for the people of West Berkshire and South Oxfordshire (Reading, Henley, Wokingham, Newbury and Didcot) a population of 530 000.The service is integrated internally as a joint outpatient and therapeutic community service that can provide psychodynamic psychotherapy across a wide range of length, intensity and styles. Externally it is integrated with the general adult psychiatry service, referrers, social services and community mental health teams.

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Mulyani, Sri. "ABILITY TO READ STUDENTS' UNDERSTANDING USING LEARNING “COOPERATIVE INTERGRATED READING”." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 4, no. 2 (January 2, 2021): 155–62. http://dx.doi.org/10.30998/jh.v4i2.535.

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Abstract: The purpose of this study namely, to determine the ability to read students'understanding using Cooperative Integrated Reading learning, while the method used in this studyis descriptive qualitative. The techniques for collecting data are collecting answer sheets whichinclude: 1) finding the main idea (main idea or theme) in the discourse / text, 2) restating thecontents of the discourse/text that has been read, and 3) developing the main idea / main idea orpictures. After conducting the research, the following results were obtained. The reading ability ofstudents, before using Cooperative Integrated Reading learning in the R2A class, was 2403 or 68%(bad), and after using Cooperative Integrated Reading learning, the students' abilities changed,namely 2.403 or 80% 9good), and the ability to read comprehension of students in class R2Bbefore using Cooperative Integrated Reading learning, namely 2.162 or 72% (low). After usingCooperative Integrated Reading, there was a change, namely 2,425 or 81% (baik). So, it is clearthat the ability to read students' understanding using Cooperative Integrated Reading learning isable to provide progress properly and precisely.Key Words: Reading Comprehension, Cooperative Integrated Reading, learning

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A Hasyim, Umar Al Faruq, Yeasy Agustina Sari, and Nurul Puspita. "Applying of Cooperative Integrated Reading and Composition (CIRC) Strategy on Students’ Reading Comprehension." Anglophile Journal 1, no. 1 (October 31, 2020): 41. http://dx.doi.org/10.51278/anglophile.v1i1.80.

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The article was to analyse Cooperative Integrated Reading and Composition (CIRC) Strategy Effective on student’s reading comprehensio, especially in recount text. This research was conducted at tenth grade in second semester at tenth grade SMA 10 Bandar Lampung The design of this research was quantitative research. The subject of this research was 32 students at tenth grade of SMA 10 Bandar Lampung. The result of the research showed that the significant influence was clarified by the assumption of the level of the coefficients correlation between Cooperative Integrated Reading and Composition (CIRC) Strategy and students’ reading comprehension which was signing positive. Directing to positive correlation means that if the level of Cooperative Integrated Reading and Composition (CIRC) Strategy is high, the level of students’ reading comprehension is also high. In contrast, if the level of Cooperative Integrated Reading and Composition (CIRC) Strategy is low, the level of students’ reading comprehension is also low. Moreover, based on the result of hypothesis testing result (table of correlations) demonstrated that r observed is higher than r table with N = 32, it can be looked at significant either for level 5 % or 1 %. In the table also demonstrated that the level of significant was 1,696 < 10,56 > 2,040. It means that the correlation between Cooperative Integrated Reading and Composition (CIRC) Strategy and students’ reading comprehension was significant. Keyword: Reading Comprehension, CIRC Strategy, Reading and Composition (CIRC) Strategy

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Hayatina, Maulida, and Salina Ahdia Fajrina. "Cooperative Integrated Reading Composition to improve pupils’ reading comprehension achievement and motivation." Journal Of Research, Policy & Practice of Teachers & Teacher Education 8, no. 2 (December 1, 2018): 29–37. http://dx.doi.org/10.37134/jrpptte.vol8.no2.4.2018.

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Kim, Seong Yeon. "A Case Study of University Reading Education Based on Thematic Integrated Reading." Korean Journal of Literacy Research 11, no. 1 (February 29, 2020): 171–89. http://dx.doi.org/10.37736/kjlr.2020.02.11.1.06.

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Mubarok, Husni, and Nina Sofiana. "Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students’ Reading Ability." Lingua Cultura 11, no. 2 (November 30, 2017): 121. http://dx.doi.org/10.21512/lc.v11i2.1824.

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This study examined the effect of Cooperative Integrated Reading and Composition (CIRC) and reading motivation on students’ reading ability. The design of the study was the factorial design of experimental research. The research was conducted on one state junior high school in Jepara Municipality under the Ministry of National Education. The independentvariable of this research was teaching strategies which were classified into two; those who used CIRC as the experimental group and those who used conventional teaching strategy as the control group; while reading motivation, as the moderator variable, was classified into high and low motivation. Students’ reading ability was considered as a dependent variable. This research used 68 students as respondents selected through simple random sampling. The research was analyzed by using multifactor analysis of variance (two-way ANOVA). The research reveals that teaching strategies differ significantly from one another in their effect on the students’ reading ability. The students with high motivation perform better in their reading ability than low-motivation students, regardless of the teaching strategy used. Nevertheless, there is no significant interactioneffect of teaching strategy and reading motivation on students’ reading ability. It means that the effect of teaching strategy on the students’ reading ability does not depend on the students’ reading motivation where F-test (3,326) is lower than (<) F-table 3,99. at 0,05 significance level.

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17

Gupta, Madhu, and Jyoti Ahuja. "Cooperative Integrated Reading Composition (Circ): Improving Achievement in English Writing Composition Among Seventh Graders." Issues and Ideas in Education 3, no. 1 (March 30, 2015): 41–53. http://dx.doi.org/10.15415/iie.2015.31004.

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Fardiana, Iis Uun. "Penggunaan Metode Cooperative Integrated Reading and Composotion (CIRC) Dalam Pembelajaran Bahasa Indonesia Untuk Meningkatkan Kemampuan Membaca Siswa Pada Kelas IV MI Mambaul Huda Ngabar Ponorogo." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 7, no. 02 (October 25, 2015): 25–40. http://dx.doi.org/10.37680/qalamuna.v7i02.363.

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In the course of learning, the use of a particular method of learning is very influential on learning outcomes to be achieved. But in reality, the Indonesian learning process at the school is still using methods tend menoton explained in front of the class were students just listen to information from the teacher, so that the learning process is not conducive and effective learning process difficult to achieve. This study focused on (1) whether the method of Cooperative Integrated Reading and Composition (CIRC) can improve students' reading ability? (2) how to use the methods Cooperative Integrated Reading and Composition (CIRC) can improve students' reading ability? The goal was to determine the use of methods Cooperative Integrated Reading and Composition (CIRC) can increase the ability to read student, knowing how teachers use methods Cooperative Integrated Reading and Composition (CIRC) to increase the ability to read students learning Indonesian in MI Mamba'ul Huda Ngabar Ponorogo. Desaian research is classroom action research (classroom action research) and the type of research is collaborative with teachers and pupils. The results showed that, using the method of Cooperative Integrated Reading and Composition (CIRC) can improve the reading skills of students learning Indonesian in MI Mamba'ul Huda Ngabar Ponorogo. It can be seen from the results of research that has been conducted by using the method of Cooperative Integrated Reading and Composition (CIRC) can improve reading ability siswadan active students in learning Kata kunci: Method of Cooperative Integrated Reading and Composition (CIRC), learning Indonesian, Reading ability

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Sipayung, Rohdearni Wati. "Improving the Students’ Ability in Reading Comprehension by Using Cooperative Integrated Reading Composition." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 2 (May 14, 2019): 247–53. http://dx.doi.org/10.33258/birci.v2i2.257.

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This research objective is to find out the student’s ability in reading comprehension by using CIRC. The population was the first grade students of SMP Swasta Cinta Rakyat 1 Melanthon Siregar Pematangsiantar.The research design was used classroom action research. To collect the data, the researcher uses test that consist of pre test and post test that is formed of multiple choice. In analyzing the data the researcher uses theory from Harris, A. J (1984) and Arikunto, S (2007). Based on analyzing the data, the researcher found that mean score of the students in pre-test is 40,66 and mean score from post test is 73,33. From the score in pre test and post test, the researcher can seen the significant improvement score of the students. Based on the result of the research, the researcher can suggest that the CIRC method is the effective method to teach reading especially in reading comprehension a text.

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Renaldo, Matheus Ferry, and Lia Nurani Nurani. "IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED AND READING COMPOSITION ON NARRATIVE TEXT." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 217. http://dx.doi.org/10.22460/project.v3i2.p217-223.

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This study is revealed based on the observation on the tenth grade of SMKN 3 Cimahi. The subjects of this study consisted of 34 students. The purpose of this study was to improve the students’ reading comprehension using Cooperative Integrated and Reading Composition Method. The research design was Classroom Action Research (CAR) which following Arikunto model. It is used to obtain the results of qualitative data using two cycles described through planning, implementing, observation, and reflection on each cycle. The result of the study showed that there was a development on the students’ reading comprehension. It could be seen from the result of the test. The Minimum Mastery Criterion (KKM) of English lesson was 70 (seventy). The students mean score in the first test was 50, in the first post test the mean score was 65, and in the second post test the mean score was 85. In addition there were 3 students (8.8%) who passed KKM on pre test. In the first pretest there were 9 students (29.41%) who passed KKM. In the second pretest there were 31 students (91.18%) who passed KKM. Then, from the result of observation and interview it showed the positive responses from the students. The students can be more active and improve their ideas. The researchers conclude that Cooperative Integrated and Reading Composition method could improve students’ reading comprehension. Keywords: Reading Comprehension, Cooperative Integrated and Reading Composition, Narrative Text, CAR

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Stevens, Robert J., Nancy A. Madden, Robert E. Slavin, and Anna Marie Farnish. "Cooperative Integrated Reading and Composition: Two Field Experiments." Reading Research Quarterly 22, no. 4 (1987): 433. http://dx.doi.org/10.2307/747701.

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22

Park, Soyoung. "A Web-based Integrated Reading Discussion Class Model." Korean Journal of Literacy Research 11, no. 4 (August 31, 2020): 295–332. http://dx.doi.org/10.37736/kjlr.2020.08.11.4.11.

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23

Lawson Younger, K. "The Phoenician inscription of Azatiwada: an integrated reading." Journal of Semitic Studies 43, no. 1 (March 1, 1998): 11–48. http://dx.doi.org/10.1093/jss/43.1.11.

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YOUNGER, K. L. "THE PHOENICIAN INSCRIPTION OF AZATIWADA AN INTEGRATED READING." Journal of Semitic Studies XLIII, no. 1 (January 1, 1998): 11–47. http://dx.doi.org/10.1093/jss/xliii.1.11.

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Cole, Robert. "An Integrated Reading of Psalms 1 and 2." Journal for the Study of the Old Testament 26, no. 4 (June 2002): 75–88. http://dx.doi.org/10.1177/030908920202600405.

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Maskanah, Siti. "Improving Reading and Writing Ability of Beginning With The Cooperative Integrated Reading and Composition Method." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 1177. http://dx.doi.org/10.20961/shes.v3i3.46310.

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<pre><em>Reading is an asset for someone to study books and find written information. Reading for a student is also an asset so that they can participate in learning activities. This study aims to improve reading and writing skills beginning with the Cooperative Integrated Reading and Composition (CIRC) learning method. Besides that, it can also improve the ability to read and write at the beginning. This study uses the Cooperative Integrated Reading Composition (CIRC) learning method, this method is one of the integrated cooperative learning methods of reading and writing, where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. This research is able to improve the ability to read and write at the beginning.</em></pre>

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Syam, Rifqi Zaeni Achmad, Rosiana Nurwa Indah, R. Supyan Sauri, and Farah Ruqayah. "COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL LEARNING PLAN IN IMPROVING ENGLISH READING SKILL." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 2 (December 27, 2020): 222. http://dx.doi.org/10.24252/lp.2020v23n2i3.

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Abstract:This study aimed to obtain an overview of the Cooperative Integrated Reading and Composition learning planning model to improve grade IX students' English reading skills at SMP Negeri 1 Jampang Tengah. The method used in this study was a descriptive method with a qualitative approach, and the research subjects were English teachers at SMP Negeri 1 Jampang Tengah. The data collection was done through document review, observation, and interviews. From the study results, it could be concluded that the Cooperative Integrated Reading and Composition Model's learning planning activities consisted of making annual programs, semester programs, syllabus, and lesson plans. In principle, it was good and appropriate to make lesson plans with the school's provisions and guidelines. Therefore, it was believed to achieve the specified competency standards and improve reading skills in English.Abstrak:Penelitian ini bertujuan untuk memperoleh gambaran tentang perencanaan pembelajaran model Cooperative Integrated Reading and Composition dalam meningkatkan keterampilan membaca bahasa Inggris siswa kelas IX di SMP Negeri 1 Jampang Tengah. Metode dalam penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian ini adalah guru bahasa Inggris di SMP Negeri 1 Jampang Tengah. Adapun Pengumpulan data dilakukankan melalui pengkajian dokumen, observasi dan wawancara. Dari hasil penelitian, dapat disimpulkan bahwa kegiatan perencanaan pembelajaran model Cooperative Integrated Reading and Composition terdiri dari pembuatan program tahunan, program semester, silabus dan RPP. Pada prinsipnya sudah baik dan sesuai dalam pembuatan perencanaan pembelajaran dengan ketentuan dan pedoman yang di tetapkan oleh pihak sekolah. Oleh karenanya, diyakini dapat mencapai standar kompetensi yang ditentukan dan dapat meningkatkan keterampilan membaca bahasa Inggris.

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Siburian, Lilis Apriliani, and Louise Saija. "MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MENGGUNAKAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION DAN ING NGARSA SUNG TULADHA." Jurnal Padegogik Matematika 2, no. 2 (July 30, 2019): 73–80. http://dx.doi.org/10.35974/jpd.v2i2.873.

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Kemampuan komunikasi matematis merupakan salah satu kemampuan yang penting dari pembelajaran matematika. Penelitian ini merupakan studi komparatif yang bertujuan untuk mengetahui apakah peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran Ing Ngarsa Sung Tuladha secara signifikan lebih baik dari pada siswa yang memperoleh model pembelajaran Cooperative Integrated Reading and Composition. Sampel pada penelitian ini adalah siswa-siswi pada dua kelas VII SMP Negeri 5 Lembang, Bandung Barat. Siswa kelas VII-D memperoleh model pembelajaran Cooperative Integrated Reading and Composition, sedangkan siswa kelas VII-B memperoleh model pembelajaran Ing Ngarsa Sung Tuladha. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran Cooperative Integrated Reading and Composition dan siswa yang memperoleh model pembelajaran Ing Ngarsa Sung Tuladha termasuk dalam kategori sedang. Selanjutnya, secara statistik, siswa yang memperoleh model pembelajaran Ing Ngarsa Sung Tuladha memiliki peningkatan kemampuan komunikasi matematis yang secara signifikan lebih baik dari pada siswa yang memperoleh model pembelajaran Cooperative Integrated Reading and Composition. Hasil lainnya adalah: Siswa suka terhadap model pembelajaran Cooperative Integrated Reading and Composition dan model pembelajaran Ing Ngarsa Sung Tuladha. Kata Kunci: Kemampuan Komunikasi Matematis, Cooperative Integrated Reading and Composition, Ing Ngarsa Sung Tuladha.

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Syamsinar, Tengku. "THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING." Journal of Education and Teaching 2, no. 2 (August 15, 2021): 146. http://dx.doi.org/10.24014/jete.v2i2.10677.

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CIRC is a cooperative learning program that involves a series of activities derived from research on reading comprehension and writing skill. Students work in four-member heterogeneous learning teams. After the teacher introduces a story from a basal text or trade book, students work in their teams on a prescribed series of activities relating to the story. In this research, two classes were involved; one class as the experimental group, which was treated by using CIRC method and another one as control group was taught without using CIRC method. For both experimental and control groups, pre-test and post-test were administered to the students. The data were analyzed by using statistical analysis. To know the result whether it was be statistically significant, it was analyzed by using t-test. This study investigated the effect of using cooperative integrated reading and composition (circ) method on students’ reading comprehension and writing skill. Data the research were collected from 30 students of SMAN 1 Rimba Melintang. The findings showed Reading Comprehension that the average score of the pre-test was 50.83 and post-test was 76.17. and findings showed Writing Skill that the avearge score of the pre-test was 62.63 and post-test was 74.67.Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. There was significant effect of using cooperative integrated reading and composition (CIRC) method on students’ reading comprehension and writing skill at SMAN 1 Rimba Melintang. Keywords: Cooperative integrated reading and composition (CIRC) Reading Comprehension,and Writing Skill.

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Khasanah, Nurul. "Integrating Education Character Into Reading Materials In Tarbiyah And Teachers’ Training Faculty Of Iain Ponorogo." Kodifikasia 12, no. 2 (December 31, 2018): 247. http://dx.doi.org/10.21154/.v12i2.1510.

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This research and development (RnD) aimed at developing reading materials in basic reading course for second semester students of English Department of IAIN Ponorogo. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model proposed by Florida State University. To collect the data, questionnaire, observation sheets, interview, and test applied. The need analysis conducted by distributing questionnaire to the students and delivering interview to the head of the English Department. The result of need analysis indicates that the students and the head of English department are agreed to integrate character education into reading materials. The education character that are integrated in the reading materials are religiosity, honesty, tolerance, discipline, creativity, curiosity, and fond of reading.

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Zahir, Yahiaoui, and Khene Djamel. "Complementaritiesbetween Reading on Print Media And Reading on Electronicdevices : For An Integrated Cognitive Development." IOSR Journal of Humanities and Social Science 21, no. 09 (September 2016): 23–25. http://dx.doi.org/10.9790/0837-2109012325.

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Rahmadani, Sri, Annisa Annisa, and Dani Sukma Agus Setiawan. "EFEKTIVITAS MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENGIDENTIFIKASI UNSUR-UNSUR TEKS PUISI PADA SISWA KELAS VIII SMP MUHAMMADIYAH 05 MEDAN TAHUN PELAJARAN 2018/2019." Jurnal Basataka (JBT) 2, no. 2 (December 31, 2019): 50–56. http://dx.doi.org/10.36277/basataka.v2i2.75.

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Masalah dalam penelitian ini adalah kemampuan siswa mengidentifikasi unsure teks puisi masih rendah dan masih kesulitan dalam menuangkan ide dalam menulisnya. Oleh karena itu, peneliti ini bertujuan untuk medekskripsikan ada Efektivitas Model Cooperative Integrated Reading and Composition (CIRC) Terhadap Kmemapuan Mengidentifikasi Unsur Teks Puisi pada siswa kelas VIII SMP Muhammadiyah 05 Medan Tahun Pelajaran 2018/2019. Populasi penelitian ini adalah jumlah keseluruhan siswa kelas VIII SMP Muhammadiyah 05 Medan ini berjumlah 90 orang dan yang menjadi sampel pada penelitian ini sebanyak 60 orang yaitu sampel yang sudah diacak. Metode penelitian ini adalah metode eksperimen. Instrument yang digunakan adalah tes mengidentifikasi unsur teks puisi dalam bentuk essai, peneliti menugaskan siswa untuk mengidentifikasi unsur teks puisi bedasarkan tema yang sudah ditetapkan, yaitu tanpa menggunakan Model Cooperative Integrated Reading and Composition (X), Pengaruh Model Cooperative Integrated Reading and Composition (Y). Dari hasil analisis data diketahui bahwa ada perbedaan antara tanpa menggunakan Model Cooperative Integrated Reading and Composition (CIRC) dan menggunakan Model Cooperative Integrated Reading and Composition (CIRC) pada siswa kelas VIII SMP Muhammadiyah 05 Medan. Tanpa menggunakan Model Cooperative Integrated Reading and Composition(CIRC) memiliki nilai rata-rata= 60,333 (Cukup), sedangkan dengan menggunakan Model Cooperative Integrated Reading and Composition (CIRC) memiliki nilai rata-rata= 80 (Baik). Peningkatan kemampuan mengidentifikasi unsur teks puisi dapat terlihat, dalam proses belajar mengajar maupun melalui hasil karya menulis unsur puisi oleh masing-masing siswa. Pada hasil tes siswa yang telah di observasi peneliti menunjukkan adanya Efektivitas Model (CIRC) terhadap kemampuan menulis unsur-unsur puisi lebih efektif.

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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources. Keywords: ICT competences, English reading syllabuses, CEFR for languages.

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Nabila, Nida Nurun, and Sholehan Sholehan. "باستخدام وسيلة الكوميك البسيط في ترقية مهارة القراءة و الكتابة لطلاب الفصل الثامن فى المدرسة المتوسطة الإسلامية الحكومية الأولى سورابايا“Cooperative Integrated Reading And Composition” فعالية نموذج." alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 2 (June 12, 2019): 191–210. http://dx.doi.org/10.15642/alfazuna.v3i2.531.

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The process of learning Arabic in MTS Negeri 1 Surabaya is still traditional. Especially in reading and writing skills. This causes students difficulty understanding the subject matter. The objectives of this study are: (1) To find out the reading and writing skills of Grade VIII students at MTs Negeri 1 Surabaya. (2) To find out the application of the Cooperative Integrated Reading and Composition "model using simple comic methods to improve their reading and writing skills. (3) To find out the effectiveness of the" Cooperative Integrated Reading And Composition "model with simple comic methods in improving their reading and writing skills The results of this study are: that the "Cooperative Integrated Reading and Composition" model with a simple comic method is effective in improving reading skills with a t-count = 13.9 and writing skills with a t-count = 14.7. Hypothesis results using the T-test symbol indicate that t count > ttable means that the null hypothesis (Ho) is returned and the hypothesis (Ha) can be accepted.

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Asy'ari, Moh Hasyim. "Pengembangan Materi Ajar Berbasis Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro'ah di MTs Tanwirul Islam." KABILAH : Journal of Social Community 3, no. 1 (December 17, 2018): 81–87. http://dx.doi.org/10.35127/kbl.v3i1.3273.

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Abstrak: Topik penelitian ini adalah “Pengembangan Materi Berbasis Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah di MTs Tanwirul Islam”. MTs Tanwirul Islam menetapkan pembelajaran keterampilan Qiro’ah pada hari Selasa jam 2 dan 3. Dalam penerapannya MTs Tanwirul Islam menghadapi beberapa permasalahan, di antaranya: 1.Model pembelajaran yang digunakan guru di dalam kelas kurang efektif seperti model pempelajaran ceramah sehingga tidak adanya keikut sertaan siswa dalam proses pembelajaran yang menyebabkan siswa merasa bosan dan pembelajarannya menjadi tidak efektif, 2.Materi ajar untuk kemahiran berbicara bahasa Arab yang digunakan selama ini masih bersifat konvesional. Dan penulis mencoba memecahkan permasalahan ini dengan Cooperative Integrated Reading and Composition (CIRC). Karena Cooperative Integrated Reading and Composition (CIRC) adalah model pembelajaran yang efektik dan memudahkan siswa untuk memahami teks qiroah.. Adapun tujuan dari penelitian ini adalah: 1.Untuk memahami cara mengembangkan Materi Ajar dengan Asas Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah, 2.Untuk memahami karakteristik Materi Ajar dengan Asas Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah, 3.Untuk memahami sejauh mana efektivitas Materi Ajar dengan Asas Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah. Dalam penulisan jurnal ini peneliti menggunakan metode penelitian dan pengembangan. Yaitu, sebuah metode yang digunakan untuk menghasilkan produk tertentu dan menguji efektivitas produk. Untuk menyelesaikan penelitian ini peneliti menggunakan langkah-langkah penelitian dan pengembangan dari Borg dan Gall. Hasil penelitian ini adalah sebagai berikut: 1.Penelitian ini terselesaikan dengan langkah-langkah berikut: penelitian pendahuluan, pengumpulan data, desain produk, validasi ahli, revisi produk, uji produk kelompok kecil, revisi produk, uji efektivitas, penyempurnaan produk akhir, dan diseminasi, 2.Adapun karakteristik dari buku ajar ini adalah: nama buku “Ayo Belajar Bahasa Arab”. Buku ini terdiri dari kosa kata, teks bacaan, evaluasi, tata bahasa serta permainan bahasa, 3.Hasil dari Asymp.sig.(2tailed) bernilai 0,001 karena nilai 0,001 lebih kecil dari <0,05 maka disimpulkan Ha diterima, artinya ada perbedaan yang signifikan antara pre-test dan Post-tes. yang artinya materi ajar yang dikembangkan memiliki pengaruh yang sangat besar (signifikan) atau sangat efektif untuk keberhasilan pembelajaran Qiro’ah. Kata Kunci: Pengajaran, kemahiran membaca, Cooperative Integrated Reading and Composition (CIRC) Abstract: The topic of this research is “Development of Teaching Materials with Cooperative Integrated Reading and Composition (CIRC) Principles for Reading Comprehension in MTs Tanwirul Islam. MTs Tanwirul Islam establishes reading literacy learning on Tuesday at 2 and 3 hours. In its implementation MTs Tanwirul Islam faces several problems, among them: 1.when Arabic teacher teaching materials qiroah is not good because the instructional model used by teachers in the class is not as effective as the lecture model so that the absence of student participation in the learning process so that students feel bored and Learning becomes ineffective, 2.The teaching materials for Arabic speaking skills used so far are still conventional. And the author tries to solve this problem with Cooperative Integrated Reading and Composition (CIRC). Because the Cooperative Integrated Reading and Composite (CIRC) is an effective learning model and allows students to understand the text of qiroah .. The purpose of this study are: 1.To understand how to develop Teaching Materials with Cooperative Integrated Reading and Composition (CIRC) Principles for Proficiency Read, 2.To understand the characteristics of the Teaching Material with the Cooperative Integrated Reading and Composition (CIRC) Principles for Reading Proficiency, 3.To understand the extent of the effectiveness of the Teaching Material with the Cooperative Integrated Reading and Composition (CIRC) Principles for Reading Proficiency. In this journal writing researcher use research and development method. That is, a method used to produce a particular product and test its effectiveness. And to complete this research the researchers used the research and development steps of Borg and Gall. And the results of this study are as follows: 1.This study is completed by the following steps: preliminary research, data collection, product design, expert validation, product revision, small product group test, product revision, effectiveness test, final product refinement, and Dissemination. 2.The characteristics of this textbook are: the name "Let's Learn Arabic". This book consists of vocabulary, text reading, evaluation, tarkib and language game. 3. The result of Asymp.sig. (2tailed) is 0.001 because the value of 0.001 is less than <0.05 then it is concluded Ha is accepted, it means there is a significant difference between pre-test and Post-test. Which means that the developed textbook has a very large (significant) or very effective effect on the success of learning reading Keywords: Teaching, reading comprehension, Cooperative Integrated Reading and Composition (CIRC).

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Syaparani, Syaparani. "PENERAPAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA SMP NEGERI 6 MELIAU." Jurnal Edukasi Khatulistiwa 2, no. 1 (April 11, 2019): 48. http://dx.doi.org/10.26418/ekha.v1i1.32528.

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AbstractThis research background is based on the fact that education of reading still low and provide direction and efforts which was done by teacher in implementation model cooperative integrated reading and composition of student class VII. Research use deskriptif method, with qualitative research approach and classroom action research design.The research subjects were students in class VII of Meliau Middle School 6 as many as 30 people. Data sources are obtained from students and teachers in the form of observation guidelines, written tests, and documentation.Implementation cooperative integrated reading and composition models successfully improve students' reading comprehension skills. The completeness of the group's average value in the first cycle is 73,4% and cycle second 87,3%, while the individual completeness in the first cycle is 77%, and cycle second 100%. Keywords: Cooperative integrated reading and composition, understanding reading ability

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CHU, Zhenlong. "Effects of Digital Media Integrated Reciprocal Teaching on Students’ Reading Ability and Motivation." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 299–311. http://dx.doi.org/10.33788/rcis.73.19.

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The 21st century is the knowledge economic era decided by brains. Reading is the sole tactic to rapidly accumulate knowledge and effectively absorb others’ research results. The level of reading ability is closely related to individual future learning and employment and even economic development. A competitive nation nowadays would invest large amount of resources and plans in reading. Students could broadly absorb distinct knowledge through reading to make up inadequate teaching hours of teachers, i.e. entering the time, space, and culture in books through reading, without which people could merely live in personal time and space. With experimental design model to precede the quasi-experimental study, total 216 elementary school students in Jiangsu, as the research objects, are preceded the 16-week (3 hours per week for total 48 hours) digital media integrated reciprocal teaching. The research results show that digital media integrated reciprocal teaching would affect reading ability, digital media integrated reciprocal teaching would affect reading motivation, and reading ability reveals significantly positive effects on reading motivation. According to the results, suggestions are proposed, expecting to apply previously mentioned reciprocal teaching principles to readers’ animation design, to cultivate students’ learning strategy through “man”-“machine” interaction, and to enhance reading comprehension.

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Ningrum, Yunita, and Firosalia Kristin. "Peningkatan Keterampilan Membaca Pemahaman Melalui Model Cooperative Integrated Reading And Compotition Siswa Kelas 4 SD." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 11, no. 1 (June 30, 2019): 43–54. http://dx.doi.org/10.31603/edukasi.v11i1.2682.

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The learning process requires several skills that need to be mastered by students, one of which is reading comprehension skills. The learning process in Kutowinangun 04 of elementary school has problems with the low reading comprehension skills. The low reading skills resulted in the results of reading comprehension skills not being optimal. This study aims to improve reading comprehension skills through the application of the Cooperative Integrated Reading and Compotition model. Data collection techniques used were observation sheets to collect data on reading comprehension skills and student activities supported by documentation to prove activities during the learning process. The data analysis technique uses quantitative data and qualitative data analysis. The results of the study of reading comprehension skills using the Cooperative Integrated Reading and Compotition (CIRC) model showed an increase in the percentage of the average reading comprehension skill based on the category of 11.78%, that is from 60.34% (categories need guidance) in pre-action which increased to 72 , 12% (good category) in the first cycle, then increased again by 18.02% from 72.12% (good category) in the first cycle increased to 90.14% (very good category) on cycles II. It can be concluded that the application of the Cooperative Integrated Reading and Compotition (CIRC) method can improve reading comprehension skills.

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Simón, C., and J. A. Huertas. "How Blind Readers Perceive and Gather Information Written in Braille." Journal of Visual Impairment & Blindness 92, no. 5 (May 1998): 322–30. http://dx.doi.org/10.1177/0145482x9809200510.

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This study examined how readers who are blind perceive and retrieve written information and investigated the strategies they used to compensate for their limitations. It found that expert braille readers are not limited to the isolated identification of individual braille characters that are later integrated, but can integrate greater quantities of written information, which indicates that braille reading is a more dynamic and integrated process than has previously been thought.

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Weigle, Sara Cushing, and Keisha Parker. "Source text borrowing in an integrated reading/writing assessment." Journal of Second Language Writing 21, no. 2 (June 2012): 118–33. http://dx.doi.org/10.1016/j.jslw.2012.03.004.

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Xu, Feng, Proyag Datta, Hong Wang, Sitanshu Gurung, Masahiko Hashimoto, Suying Wei, Jost Goettert, Robin L. McCarley, and Steven A. Soper. "Polymer Microfluidic Chips with Integrated Waveguides for Reading Microarrays." Analytical Chemistry 79, no. 23 (December 2007): 9007–13. http://dx.doi.org/10.1021/ac7016597.

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Lee, James F., Janet K. Swaffar, Katherine M. Arens, and Heidi Byrnes. "Reading for Meaning: An Integrated Approach to Language Learning." Modern Language Journal 76, no. 2 (1992): 237. http://dx.doi.org/10.2307/329785.

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Park, Jae-Sam. "Development of an Integrated Meter Reading Home Concentrate Device." Journal of the Korea Industrial Information Systems Research 20, no. 1 (February 28, 2015): 37–42. http://dx.doi.org/10.9723/jksiis.2015.20.1.037.

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Shin, Sun-Young, and Doreen Ewert. "What accounts for integrated reading-to-write task scores?" Language Testing 32, no. 2 (December 23, 2014): 259–81. http://dx.doi.org/10.1177/0265532214560257.

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Kotani, Katsunori, Takehiko Yoshimi, and Hitoshi Isahara. "Application of Reading Data in an Integrated Learner Corpus." Procedia - Social and Behavioral Sciences 95 (October 2013): 513–21. http://dx.doi.org/10.1016/j.sbspro.2013.10.676.

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Paulson, Eric J., and James P. Van Overschelde. "Accelerated Integrated Reading and Writing: A Statewide Natural Experiment." Community College Journal of Research and Practice 45, no. 1 (July 10, 2019): 13–30. http://dx.doi.org/10.1080/10668926.2019.1636733.

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Miller, Brian. "An Integrated Taxonomy of Student Reading and Learning Development." Journal of Further and Higher Education 23, no. 3 (October 1999): 309–16. http://dx.doi.org/10.1080/0309877990230301.

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Jinnam Yi. "A New Approach to Integrated Writing-Reading Learning Model." Ratio et Oratio 7, no. 2 (December 2014): 85–118. http://dx.doi.org/10.19042/kstc.2014.7.2.85.

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Rankin, David. "Reading, Listening, Writing: An Integrated Approach to Teaching Exposition." Journal of Basic Writing 4, no. 2 (1985): 48–57. http://dx.doi.org/10.37514/jbw-j.1985.4.2.06.

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Anarjanovna, Nazaralieva Matluba. "Technology of formation of integrated reading competence in English." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 666–72. http://dx.doi.org/10.5958/2249-7137.2021.00715.1.

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