THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) IN TEACHING WRITING NARRATIVE TEXT (AN EXPERIMENTAL STUDY AT SMP NEGERI 1 MUARA BATU, NORTH ACEH) | ELECTRONIC THESES AND DISSERTATION

Electronic Theses and Dissertation

Universitas Syiah Kuala

    THESES

THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) IN TEACHING WRITING NARRATIVE TEXT (AN EXPERIMENTAL STUDY AT SMP NEGERI 1 MUARA BATU, NORTH ACEH)


Pengarang

Zahratul Idami - Personal Name;

Dosen Pembimbing



Nomor Pokok Mahasiswa

1209200080007

Fakultas & Prodi

Fakultas / / PDDIKTI :

Penerbit

Banda Aceh : Fakultas Pasca Sarjana., 2014

Bahasa

Indonesia

No Classification

371. 227

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ABSTRACT
Zahratul Idami, 2014. The Use of Cooperative Integrated Reading and Composition (CIRC) in Teaching Writing Narrative Text. An Experimental Study at SMP Negeri 1 Muara Batu, North Aceh. Thesis, Graduate Pogram of English Education in Language Education Syiah Kuala University.
Advisors; (1) Dr. Usman Kasim, M.Ed. (2) Abdul Gani Asyik, M.A., Ph.D.
Key words: Cooperative Integrated Reading and Composition (CIRC), Writing
This study was conducted to investigate the effect of the use of Cooperative Integrated Reading and Composition (CIRC) in teaching writing to the second grade students of SMP Negeri 1 Muara Batu, North Aceh. An experimental design was used in this study and the data were collected through a test as the instrument. The population of this study was all the second grade students of SMP Negeri 1 Muara Batu, North Aceh, and two classes were taken as the samples for the experimental group consisting of 28 students and 30 students for control group. The finding of this study shows that CIRC technique used in teaching writing affected the students’ writing scores. The experimental group students have higher writing scores ( = 85.75) than those of control group ( = 72.267). The students’ writing ability in both groups was different as indicated by t-test. The t-test shows that the result of t-test is 5.08. While the result of t-table at the level of significance 5% (? = 0.05) is 2.00654. It means that the t-test is higher than t-table (5.08 > 2.00654). It can be concluded that the students who were taught through CIRC technique reach a better achievement in writing than those who were taught through individual writing activity.

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