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Two groups participated, with unit-1 and unit-2 selected via random sampling. Both groups took pre-tests and post-tests using a reading comprehension test. 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Indonesia 2English Departement, STKIP Bina Bangsa Getsempena Banda Aceh, Indonesia Corresponding Author: Erlidawati, E-mail: [erlidawati273@gmail.com](erlidawati273@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: March 21, 2018\u003Cbr>Accepted: July 01, 2018\u003Cbr>Published: August 31, 2018\u003Cbr>Volume: 9 Issue: 4\u003Cbr>Advance access: July 2018 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Cooperative Integrated Reading and\u003Cbr>Composition (CIRC), Reading Comprehension, IAIN Lhokseumawe, Teaching Reading, Traditional Method (TM) | ABSTRACT\u003Cbr>This study was conducted to investigate the effect of Cooperative Integrated and Composition (CIRC) in teaching reading comprehension to the third semester students of English departement at IAIN Lhokseumawe. The population of this study was all the students in the third semester and the samples are unit-1 and unit-2. The sample was chosen by using random sampling technique. The sample consists of 31 and 32 students. To obtain the data, the pre-test and the post-test were given to two groups; experimental group and control group. The instrument used to collect the data was a test. It was used to see learning achievement of students in reading comprehension. The mean score of experimental group was 81,45 by it was 76,09 of control group. Students’reading ability in both groups was different as indicated by the t-test. The t-test result shows that the score is 2.210 while the result oft-table is 0,031 at the level of significance is 5%(α=0.05). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Furthermore, the finding of this study showed that CIRC more effective in In enhancing the students’ reading comprehension. This study contributes to further implications for research on language learning strategies, material design and teacher education in English language teaching. |\n\nINTRODUCTION  \nIn enriching English learning, it is necessary to acquire four basic skills; listening, speaking, reading, and writing. Reading is one of English skill mostly needed to be mastered by the students from junior high school up to university level. Reading is a process whereby one looks at the text and understands what has been written. Rivers (1999:245) states that reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a mean of consolidating and extending ones’ knowledge of the language, Which students have a proficiency in language. Students are expected to develop their knowledge concerning to a specific context given to them to learn and they are able to comprehend meaning from specific cues in the text.  \nThe unsatisfactory outcome of the teaching reading comprehension in IAIN which is frequently integrated with vocabulary, in general, seems to be caused by many factors. The first factor is related to the lacks of vocabulary, most of the time in the classroom is frequently used up for developing vocabulary translation. The second factor is related to the sources of reading which are sometimes not varied  \nand inappropriate for the students’ capabilities. Therefore, the students cannot comprehend the meaning from the text in detail since the students do not have enough background knowledge about the contents ofthe given text. It often happens because the reading text contains many topics which the students are mostly unfamiliar with students’ capability. The third factor is that the English teachers do not possess enough knowledge of their students’ need in reading. Besides, the strategies, methods and approaches used by teachers are ","cbCaid1ttaGSKo78","https://ap.wps.com/l/cbCaid1ttaGSKo78","pdf",328385,"English","# Introduction\n# Reading Comprehension and Teaching Context\n# Study Design and Testing (Pre-test and Post-test)\n# Data Analysis and Results\n# Implications for Language Learning Strategies","[{\"question\":\"What teaching approach does the study evaluate for reading comprehension?\",\"answer\":\"The study evaluates Cooperative Integrated Reading and Composition (CIRC) as the instructional approach for improving reading comprehension.\"},{\"question\":\"How were the participants and groups selected?\",\"answer\":\"Third-semester students from the English Department participated. Unit-1 and unit-2 were selected using random sampling and divided into experimental and control groups.\"},{\"question\":\"What were the main test results and statistical conclusion?\",\"answer\":\"The experimental group obtained a mean score of 81.45 compared with 76.09 for the control group. The t-test result indicated significance at the 5% level, leading to acceptance of the alternative hypothesis and rejection of the null hypothesis.\"}]","The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension - Article - study results and implications | PDF",1792068128]