Setyawati, Heny (2018) The effect of Cooperative Integrated Reading and Composition (CIRC) of students' writing achievement across self-efficacy / Heny Setyawati. Masters thesis, Universitas Negeri Malang.
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SUMMARY Setyawati Heny. 2018. The Effect of Cooperative Integrated Reading and Composition (CIRC) on Students Writing Achievement across Self-Efficacy. Thesis. Graduate Program in English Language Teaching State University of Malang. Advisors (I) Dr. Suharmanto M.Pd. (II) Dr. Johannes Ananto Prayogo M.Pd. M.Ed. Keywords cooperative integrated reading and composition CIRC writing achievement self-efficacy. Writing is one of the skills that must be taught in teaching English. However writing activity does not have to stand alone it can be integrated with another language skill such as reading. The present study aimed to investigate the effect of Cooperative Integrated Reading and Composition (CIRC) on students writing achievement by considering their self-efficacy levels. CIRC was implemented as the teaching method to help the students make a simple and short composition as their writing assessment. CIRC consists of some activities that combine reading and writing activities in particular order. This study was a quasi experimental research with a 2x2 factorial design. The students involved in this study were the 10th grade students of SMAN 8 Balikpapan East Kalimantan. There were 35 students in the experimental group and 36 students in the control group. Writing self-efficacy questionnaire was administered to measure the students self-efficacy levels then classify them into high and low levels. To analyze the results of the posttest two-way ANOVA was applied. The findings revealed that there was a significant effect of the implementation of CIRC on the students writing achievement. It was found that the obtained significance level was .001 (sig .001 sig .05). It showed that the students taught using CIRC have better writing achievement than those taught using the conventional method. It also revealed that the students with high self-efficacy have better writing achievement than those with low self-efficacy. It was seen from the obtained significance level with .000 (sig .000 sig .05). The last finding revealed that there was no interaction between self-efficacy and teaching method. It was found that the obtained significance level was .227 (sig .227 sig .05). It can finally be concluded that CIRC could be used as an effective method in teaching writing moreover for students with high self-efficacy level. Therefore it is suggested that English teachers could implement CIRC in writing class according to the appropriate steps. Future researchers are also suggested to conduct further research on the implementation of CIRC in writing class and its effect towards other influential factors in language learning.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 06 Aug 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58992 |
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