Peningkatan Kelancaran Membaca melalui Metode Cooperative Integrated Reading and Composition (CIRC) pada Siswa
DOI:
https://doi.org/10.28926/pej.v6i2.2844Keywords:
Cooperative Integrated Reading and Composition (CIRC), kelancaran membaca, hambatan belajar, sekolah dasarAbstract
Penelitian tindakan kelas ini bertujuan meningkatkan kemampuan kelancaran membaca siswa kelas III yang mengalami hambatan belajar melalui model Cooperative Integrated Reading and Composition (CIRC) di SD Negeri 010 Sandaran. Penelitian dilaksanakan dalam dua siklus yang meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri atas enam siswa dengan hambatan belajar membaca. Data dikumpulkan melalui tes kelancaran membaca (Words Correct Per Minute/WCPM), observasi, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa rata-rata nilai kelancaran membaca meningkat dari 47,2 pada pratindakan menjadi 63,0 pada siklus I dan 78,2 pada siklus II. Rata-rata WCPM meningkat dari 41,3 menjadi 75,8, sedangkan ketuntasan belajar meningkat dari 0% menjadi 100%. Temuan ini menunjukkan bahwa model CIRC efektif meningkatkan kelancaran membaca melalui kegiatan partner reading, repeated oral reading, scaffolding, dan peer feedback.References
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Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
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Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644. https://doi.org/10.1598/RT.59.7.2
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Ilham, M., Rizal, M. S., & Ananda, R. (2022). Penggunaan model Cooperative Integrated Reading Composition (CIRC) meningkatkan kemampuan membaca pemahaman di sekolah dasar. Perspektif Pendidikan dan Keguruan, 13(2), 42–51.
Isjoni. (2013). Cooperative learning: Efektivitas pembelajaran kelompok. Alfabeta.
Karim, M. F., & Fathoni, A. (2022). Pembelajaran CIRC dalam menumbuhkan keterampilan membaca siswa sekolah dasar. Jurnal Basicedu, 6(4), 5910–5917. https://doi.org/10.31004/basicedu.v6i4.3164
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LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2
Lyon, G. R. (2003). Reading disabilities: Why do some children have difficulty learning to read? In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 3–14). Guilford Press.
Mauliddiyah, I., & Permata, S. D. (2025). Strategi pembelajaran untuk anak berkebutuhan khusus di sekolah dasar inklusif. Jurnal Pendidikan Inklusi Citra Bakti, 3(1), 33–41. https://doi.org/10.38048/jpicb.v3i1.4841
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Nopembri, S., Sugiyama, Y., Saryono, & Rithaudin, A. (2019). Improving stress coping and problem-solving skills of children in disaster-prone area through cooperative physical education and sports lesson. Journal of Human Sport and Exercise, 14(1), 185–194. https://doi.org/10.14198/jhse.2019.141.15
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Perfetti, C. A. (1985). Reading ability. Oxford University Press.
Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa. Kementerian Pendidikan Nasional Republik Indonesia.
Rahim, F. (2008). Pengajaran membaca di sekolah dasar. Bumi Aksara.
Rasinski, T. V. (2012). Why reading fluency should be hot. The Reading Teacher, 65(8), 516–522. https://doi.org/10.1002/TRTR.01077
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403–408.
Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). International Reading Association.
Sanjaya, W. (2016). Penelitian tindakan kelas. Kencana.
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Slavin, R. E. (2015). Cooperative learning: Theory, research, and practice (3rd ed.). Allyn & Bacon.
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
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Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding differences and similarities. Teaching Exceptional Children, 51(3), 201–211. https://doi.org/10.1177/0040059917750160
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Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22(4), 433–454.
Sukinah, Mumpuniarti, & Murdiyani, K. K. (2024). Learning accommodation for slow learners in inclusive elementary schools. INKLUSI: Journal of Disability Studies, 11(2), 247–266. https://doi.org/10.14421/ijds.110207
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Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333–355). York Press.
UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wae, M. (2024). The effect of cooperative integrated reading and composition (CIRC) on reading skills of elementary school students. International Journal of Elementary Education, 8(2), 145–153
Wae, P., & Herwin. (2024). Improving elementary students' reading skills through the Cooperative Integrated Reading and Composition method. Jurnal Ilmiah Sekolah Dasar, 8(3), 456–465. https://doi.org/10.23887/jisd.v8i3.71995
Wongsuwan, N., & Regiana, A. A. (2023). Examining the effect of Cooperative Integrated Reading and Composition (CIRC) on students' reading comprehension. International Journal of Research in Education, 3(1), 51–61. https://doi.org/10.26877/ijre.v3i1.13591
Agung, D. N., Tryanasari, D., & Budyartati, S. (2026). Kemampuan membaca pemahaman siswa kelas III sekolah dasar berbasis deep learning. Jurnal Pengabdian Multidisiplin, 6(2).
Arikunto, S., Suhardjono, & Supardi. (2019). Penelitian tindakan kelas. Bumi Aksara.
Aryanti, A. D., Alia, D., & Mulyadiprana, A. (2025). Pengaruh model CIRC terhadap keterampilan membaca pemahaman isi teks siswa kelas IV sekolah dasar. Jurnal Ilmiah Profesi Pendidikan, 10(4), 3236–3243.
Biat, I. T., Nurdin, & Abdulah, M. M. (2024). Meningkatkan kemampuan membaca pemahaman siswa kelas III SD Negeri I Bira melalui metode Cooperative Integrated Reading and Composition (CIRC). Jurnal Tahsinia, 5(5), 742–753.
Bowe, F. O., & Yuliana, L. (2025). The impact of transformational leadership, organizational culture, and organizational citizenship behavior on teacher performance in Kanisius elementary schools. International Journal of Innovative Technologies in Economy, 3(51). https://doi.org/10.31435/ijite.3(51).2025.3407
Dalman. (2014). Keterampilan membaca. Rajawali Pers.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356
Estyawati, N., Fajriyah, K., & Damayanti, A. (2022). Efektivitas penggunaan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dalam meningkatkan kemampuan membaca pemahaman pada siswa kelas III SD Muhammadiyah 17 Semarang. Majalah Lontar, 34(3), 1–14.
Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. Journal of Special Education, 39(1), 34–44. https://doi.org/10.1177/00224669050390010401
Fuchs, D., Fuchs, L. S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309–318. https://doi.org/10.1177/074193259902000507
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206. https://doi.org/10.3102/00028312034001174
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 331–358). MIT Press.
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644. https://doi.org/10.1598/RT.59.7.2
Huda, M. (2014). Model-model pengajaran dan pembelajaran. Pustaka Pelajar.
Hudson, A., Koh, P. W., Moore, K. A., & Binks-Cantrell, E. (2020). Fluency interventions for elementary students with reading difficulties: A synthesis of research from 2000–2019. Education Sciences, 10(3), 52. https://doi.org/10.3390/educsci10030052
Ilham, M., Rizal, M. S., & Ananda, R. (2022). Penggunaan model Cooperative Integrated Reading Composition (CIRC) meningkatkan kemampuan membaca pemahaman di sekolah dasar. Perspektif Pendidikan dan Keguruan, 13(2), 42–51.
Isjoni. (2013). Cooperative learning: Efektivitas pembelajaran kelompok. Alfabeta.
Karim, M. F., & Fathoni, A. (2022). Pembelajaran CIRC dalam menumbuhkan keterampilan membaca siswa sekolah dasar. Jurnal Basicedu, 6(4), 5910–5917. https://doi.org/10.31004/basicedu.v6i4.3164
Kemmis, S., & McTaggart, R. (2014). The action research planner: Doing critical participatory action research. Springer.
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. https://doi.org/10.1037/0022-0663.95.1.3
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2
Lyon, G. R. (2003). Reading disabilities: Why do some children have difficulty learning to read? In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 3–14). Guilford Press.
Mauliddiyah, I., & Permata, S. D. (2025). Strategi pembelajaran untuk anak berkebutuhan khusus di sekolah dasar inklusif. Jurnal Pendidikan Inklusi Citra Bakti, 3(1), 33–41. https://doi.org/10.38048/jpicb.v3i1.4841
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445–463. https://doi.org/10.1177/001440290507100406
Nafisa, I., & Muthi, I. (2025). Upaya meningkatkan kemampuan membaca pemahaman menggunakan metode Cooperative Integrated Reading and Composition pada siswa kelas III sekolah dasar. Nian Tana Sikka: Jurnal Ilmiah Mahasiswa, 3(4), 136–147. https://doi.org/10.59603/niantanasikka.v3i4.966
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Nopembri, S., Sugiyama, Y., Saryono, & Rithaudin, A. (2019). Improving stress coping and problem-solving skills of children in disaster-prone area through cooperative physical education and sports lesson. Journal of Human Sport and Exercise, 14(1), 185–194. https://doi.org/10.14198/jhse.2019.141.15
Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
Perfetti, C. A. (1985). Reading ability. Oxford University Press.
Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa. Kementerian Pendidikan Nasional Republik Indonesia.
Rahim, F. (2008). Pengajaran membaca di sekolah dasar. Bumi Aksara.
Rasinski, T. V. (2012). Why reading fluency should be hot. The Reading Teacher, 65(8), 516–522. https://doi.org/10.1002/TRTR.01077
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403–408.
Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). International Reading Association.
Sanjaya, W. (2016). Penelitian tindakan kelas. Kencana.
Sari, N. P. (2021). Peningkatan keterampilan membaca melalui metode CIRC pada siswa kelas III SD. Jurnal Pendidikan Dasar Nusantara, 7(1), 65–80.
Slavin, R. E. (2005). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.
Slavin, R. E. (2015). Cooperative learning: Theory, research, and practice (3rd ed.). Allyn & Bacon.
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.
Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding differences and similarities. Teaching Exceptional Children, 51(3), 201–211. https://doi.org/10.1177/0040059917750160
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407.
Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22(4), 433–454.
Sukinah, Mumpuniarti, & Murdiyani, K. K. (2024). Learning accommodation for slow learners in inclusive elementary schools. INKLUSI: Journal of Disability Studies, 11(2), 247–266. https://doi.org/10.14421/ijds.110207
Tarigan, H. G. (2008). Membaca sebagai suatu keterampilan berbahasa. Angkasa.
Tarigan, H. G. (2015). Membaca sebagai suatu keterampilan berbahasa (Edisi Revisi). Angkasa.
Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333–355). York Press.
UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wae, M. (2024). The effect of cooperative integrated reading and composition (CIRC) on reading skills of elementary school students. International Journal of Elementary Education, 8(2), 145–153
Wae, P., & Herwin. (2024). Improving elementary students' reading skills through the Cooperative Integrated Reading and Composition method. Jurnal Ilmiah Sekolah Dasar, 8(3), 456–465. https://doi.org/10.23887/jisd.v8i3.71995
Wongsuwan, N., & Regiana, A. A. (2023). Examining the effect of Cooperative Integrated Reading and Composition (CIRC) on students' reading comprehension. International Journal of Research in Education, 3(1), 51–61. https://doi.org/10.26877/ijre.v3i1.13591
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2026-07-09
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Hartina, H., & Nopembri, S. (2026). Peningkatan Kelancaran Membaca melalui Metode Cooperative Integrated Reading and Composition (CIRC) pada Siswa. Patria Educational Journal (PEJ), 6(2), 183–194. https://doi.org/10.28926/pej.v6i2.2844
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