CIRC Strategy: Its Effectiveness in CIRC for the Fifth Grade Students at MI Hijriyah II Palembang

Abstract

The Cooperative Integrated Reading and Composition (CIRC) strategy's efficacy in improving fifth-grade students' reading comprehension abilities at MI Hijriyah II Palembang is examined in this study. Students were separated into control and experimental groups using an experimental research design. Conventional methods were used to teach the control group, while the experimental group was instructed using the CIRC strategy. Pre- and post-tests were used to measure the progress made in reading comprehension. The results showed that, in comparison to the control group, the experimental group's students' reading comprehension had significantly improved. According to this, the CIRC strategy successfully improves students' comprehension of texts by encouraging group projects, conversations, and organized reading exercises. The study emphasizes CIRC's potential as a cutting-edge teaching strategy that encourages participation and teamwork from students during the learning process. For teachers looking for practical ways to raise students' literacy levels, especially in elementary school, the findings offer insightful information. The long-term effects of CIRC and its use in various educational contexts may be investigated in future studies.

Key words: Cooperative Integrated Reading and Composition (CIRC), reading comprehension, elementary education