CHAPTER I

INTRODUCTION

I.1. Background of the Problem

English is very important in creating dynamic international relationship. It

is because English is used when there is a communication between different

nations takes place. This condition demands everyone to be able to communicate

in English where the realization is done through formal education. Therefore,

using English is the easiest way to communicate with people from other countries

about many aspects in human life such as technology, economy, social, and

politics (Fordham, 2006). English is also the important tool and needed for

development in many sectors throughout the world.

In Indonesian education, English is included in the list of compulsory

subject learnt by the students. The government has determined English to be

taught in all levels of education starting from elementary school to university

level. At Elementary school, English is taught as a local content from year 1 to

year 4 and as a compulsory subject from year 5 to year 6. At junior and senior

high school, English is taught as a compulsory subject within four class-hours a

week. The main goal of learning English in Indonesia is that the learners should

master four language skills – listening, speaking, reading, and writing (Depdiknas,

2003:6).

The major purpose of teaching English in Indonesia prepares the students

with sufficient knowledge. In learning English, there are four language skills that

should be mastered. They are listening, speaking, reading, and writing. The four

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skills are classified into receptive and productive skills. Speaking and writing are

stated productive skills, while listening and reading are receptive skills. Reading

becomes a great importance to students whose mother tongue is not English,

because they almost do not have opportunity to hear or to speak that language

(Brown:2001; Harmer:2001).

Reading is a complex activity that involves both perception and thought.

There are two related processes in reading such as word recognition and

comprehension. Word recognition refers to the process of perceiving how written

symbols correspond to one spoken language. Comprehension is the process of

making sense of words, sentences, and connected text. Readers typically make use

of background knowledge, vocabulary, grammatical knowledge, experience with

text and other strategies to help them understand written text.

According to Linse (2005:69), reading is an essential skill which is a set of

skills that involves making sense and deriving meaning from the printed word. So,

we must be able to decode (sound out) the printed words and also comprehend

what we read. It is important for the students to master reading because the goal of

reading is to understand the texts and to be able to learn from the text. Reading is

not only a process to identify text structure, vocabulary, and grammar, but also

understand the meaning of the text contextually. The content of meaning is

influenced by the text and by the reader’s prior knowledge and experience that are

brought to bear on it (Yatvin, 2000:232).

Those theories proved that reading is important for the language learners

because reading is not only a process of eyes movement to the printed materials,

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but also the process of encoding and thinking. It means that, reading is a process

of understanding the encoding message in order to get information and

knowledge. However, the fact found in the educational or academic environment,

the English lesson in some High Schools does not demonstrate a satisfactory

result although it has been taught as a compulsory subject for many years of

studying. But, many students fail to reach the goal of the English teaching.

Junior high school students should be provided with the skill of reading

English text. Students of SMP Muhammadiyah 2 learn English through the

guidance of the K-13 Curriculum brought out by their English teachers in teaching

and learning process. As a formal school, SMP Muhammadiyah 2 also provides

English to the students, especially reading skill. In this school, reading has been

taught since the first year of English teaching period. Based on the purpose of K-

13 Curriculum , the goal of the learning process is to identify the social function,

text structure and the language features of the written texts.

Based on the preliminary observation on October 2nd 2017 at Junior High

School Muhammadiyah 2 Pekanbaru, The English teacher informed to the

researcher that in teaching reading, some teaching models has been implemented.

The models such as problem based learning, discovery learning and cooperative

learning were among other models applied in this school. These were particularly

to achieve the basic competence of the students when they learnt English.

There were number of crucial issues concerning the teaching and learning

reading comprehension. First of all, the students always feel bored when they are

studying reading because they cannot comprehend the reading material. It is

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caused of the students have lack vocabulary, in short of reading comprehension

skills, and they have lack ability to comprehend their reading textbook selections

or even to answer the factual questions. Secondly, students’ prior knowledge

becomes one cause that makes them difficult to comprehend the reading text.

Based on the problems above, it is necessary to propose reading

comprehension models in order to help them overcome those problems. Realizing

on the phenomenon above, there are two particular models of teaching considered

as effective reading comprehension models namely Cooperative Integrated

Reading and Composition (CIRC) and Sheltered Instruction Observation Protocol

(SIOP).

Cooperative learning creates more effective classroom climate in which

collaboration towards a common goal plays an important role in emotional and

linguistic development. In much the same vein, Faryadi (2007) compared the

effect of cooperative learning with individual learning and concluded that

cooperative learning enhances learner’s emotional and social performance and

improves their academic accomplishment dramatically. In addition, Adeyemi

(2008) found that students exposed to cooperative learning strategies performed

better than their counterparts in the other groups. Stevens et al. (1987) observed

on achievement test reading comprehension, language expression, and language

mechanics scale, CIRC students gained significantly more than control students,

averaging gains of almost two-thirds of a grade equivalent more than control

students. Ames and Murray (1982) also found that students working in

cooperative groups experienced the so called ‘process gain’, that is, new solutions

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and ideas result from the group cooperative effort of sharing and generating

information. This type of gain does not occur when students work individually.

Reading can’t separate with writing. Good reading texts provide good models for

writing, and provide opportunities to introduce new topics and to study language

(vocabulary, grammar and idioms). Co-operative Integrated Reading and

Composition (CIRC) as one of the main task types advocated by CL proponents is

an effective means of reaching satisfying conclusions with reading.

In comparing with that model, Sheltered Instruction Observation Protocol

(SIOP) model was specifically developed to improve the learning of Language

Learners (ELL). The SIOP model may help English language learners understand

and internalize information in a deeper way by ensuring teachers are delivering

content in a way that all learners, regardless of their level of English, are

successful at comprehending (Echevarria, J., Vogt M., and Short, D. 2010).

Briefly explained, the SIOP model is a tool for teachers to use when planning and

delivering lessons. The model is comprised of 8 components. The SIOP model is

one way for teachers to intentionally plan lessons that contain sheltered instruction

strategies that are effective for helping English language learners learn in a

classroom.

Based on the problems that illustrated above, there is indication that

Cooperative Integrated Reading and Composition (CIRC) and Sheltered

Instruction Observation Protocol (SIOP) model can give positive effect on

students’ English reading comprehension. So, it is necessary to conduct a research

entitled “The Comparison Between The Effect of Using Cooperative

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Integrated Reading and Composition (CIRC) and Sheltered Instruction

Observation Protocol (SIOP) model on Students’ Reading Comprehension at

Junior High School Muhammadiyah 2 Pekanbaru”

I.2. Statement of the Problem

The students of Junior High school Muhammadiyah 2 Pekanbaru had

problems and tended to find many difficulties in reading comprehension. The

students have low comprehension in reading written texts. The students are

difficult to identify some components of reading comprehension such as social

function, text structure and the language features of the written texts. The teacher

has been applied some teaching models to solve those problems such as problem

based learning, discovery learning and cooperative learning. But the students still

have problems and tended to find many difficulties in improving reading

comprehension. The problems are the students always feel bored when they are

studying reading, the students cannot comprehend the reading text. It is caused of

the students have lack vocabulary, in short of reading comprehension skills, and

they have lack ability to comprehend their reading textbook selections or even to

answer the factual questions. Then, students’ prior knowledge becomes one

because that makes them difficult to comprehend the reading text. Next, the

students’ condition during learning process is low motivation in comprehending

the text.

Since the phenomena also affect learners at the second year students of

Junior High School Muhammadiyah 2 Pekanbaru, the teacher need an appropriate

strategy which emphasizes the function of teacher as instructor to engage the

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students in the teaching and learning process. To resolve the problems,

instructional models and activate the students prior knowledge are offered to

improve students’ reading comprehension especially in written text.

CIRC has been adopted as the upper-elementary and middle school

component of the Success for All comprehensive reform models and is currently

disseminated under the name Reading Wings by the Success for All Foundation

(Madden, 2009:121). This model seems as an appropriate one especially for those

students studying at higher education level and learning a language for academic

purposes In addition to helping students. SIOP model could be an effective

method for teachers because it will help teachers use sheltered instruction (SI)

strategies more consistently and with more fidelity (Echevarria, J., Vogt M., and

Short, D. 2010). Right now, SI strategies are being used in many schools across

the country, but not to the extent they should be and the SIOP model can help

ensure teachers are planning and delivering lessons with sheltered instructions

strategies for their English language learners (Echevarria, Vogt, and Short, 2008).

In this age of testing and accountability, teachers need to implement these types of

strategies because English language learners, as well as teachers themselves, will

be held responsible for the mastering of the curriculum. Schools need to make

sure all students are truly learning what is being taught and the SIOP model may

be one way to ensure that.

I.3. Limitation of the Problem

There are many problems in learning reading comprehension in Indonesia

especially in second year students of the second year students at Junior High

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School Muhammadiyah 2 Pekanbaru. The students had problems and tended to

find many difficulties in reading comprehension. The students have low

comprehension in reading written texts. The students are difficult to identify some

components of reading comprehension such as social function, text structure and

the language features of the written texts.

The writer limits the problems on the strategies that used by the teacher.

Therefore, this study will focus on comparing the strategy used between Using

Cooperative Integrated Reading and Composition (CIRC) and Sheltered

Instruction Observation Protocol (SIOP) model on Students’ Reading

Comprehension at Junior High School Muhammadiyah 2 Pekanbaru.

I.4.The Purpose and Objectives of the Research

In particular, the objectives of the study are stated specifically below:

1. To determine the difference on students’ reading comprehension before

being given treatment between using Cooperative Integrated Reading and

Composition (CIRC) in experimental group 1 and using conventional

strategy in control group.

2. To determine the significant difference on students’ reading

comprehension after being given treatment between using Cooperative

Integrated Reading and Composition (CIRC) in experimental group 1 and

using conventional strategy in control group.

3. To determine the significant difference on students’ reading

comprehension before and after being given a treatment by using

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 Cooperative Integrated Reading and Composition (CIRC) in experimental

group 1.

4. To determine the difference on students’ reading comprehension before

being given treatment between using Sheltered Instruction Observation

Protocol (SIOP) model in experimental group 2 and using conventional

strategy in control group.

5. To determine the significant difference on students’ reading

comprehension after being given treatment between using Sheltered

Instruction Observation Protocol (SIOP) model in experimental group 2

and using conventional strategy in control group.

6. To determine the significant difference on students’ reading

comprehension before and after being given a treatment by using Sheltered

Instruction Observation Protocol (SIOP) model in experimental group 2.

7. To determine the significant difference on students’ reading

comprehension before and after being given a treatment by using

conventional strategy in control group.

8. To determine the significant difference on students’ reading

comprehension before being given treatment between using Cooperative

Integrated Reading and Composition (CIRC) and Sheltered Instruction

Observation Protocol (SIOP) models.

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 9. To determine the significant difference on students’ reading

comprehension after being given treatment between using Cooperative

Integrated Reading and Composition (CIRC) and Sheltered Instruction

Observation Protocol (SIOP) models.

I.5. The Research Questions

The study attempted to answer the following questions:

1. Is there any significant differences on students’ reading comprehension

before being given treatment between using Cooperative Integrated

Reading and Composition (CIRC) in experimental group 1 and using

conventional strategy in control group?

2. Is there any significant differences on students’ reading comprehension

after being given treatment between using Cooperative Integrated Reading

and Composition (CIRC) in experimental group 1 and using conventional

strategy in control group?

3. Is there any significant differences on students’ reading comprehension

before and after being given a treatment by using Cooperative Integrated

Reading and Composition (CIRC) in experimental group 1?

4. Is there any significant differences on students’ reading comprehension

before being given treatment between using Sheltered Instruction

Observation Protocol (SIOP) model in experimental group 2 and using

conventional strategy in control group?

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 5. Is there any significant differences on students’ reading comprehension

after being given treatment between using Sheltered Instruction

Observation Protocol (SIOP) model in experimental group 2 and using

conventional strategy in control group?

6. Is there any significant differences on students’ reading comprehension

before and after being given a treatment by using Sheltered Instruction

Observation Protocol (SIOP) model in experimental group 2?

7. Is there any significant differences on students’ reading comprehension

before and after being given a treatment by using conventional strategy in

control group?

8. Is there any significant differences on students’ reading comprehension

before being given treatment between using Cooperative Integrated

Reading and Composition (CIRC) and Sheltered Instruction Observation

Protocol (SIOP) models?

9. Is there any significant differences on students’ reading comprehension

after being given treatment between using Cooperative Integrated Reading

and Composition (CIRC) and Sheltered Instruction Observation Protocol

(SIOP) models?

I.6. The Significance of the Research

This study focuses on the effects of using Cooperative Integrated Reading

and Composition (CIRC) and Sheltered Instruction Observation Protocol (SIOP)

models on students’ reading comprehension. It is hoped that the use of those

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strategies will increase the high school students’ ability in comprehending written

text.

This study could have significance on the students reading comprehension

of second year students of junior high school Muhammadiyah 2 Pekanbaru and

any school with similar demographics implementing reading standards.This

research will benefit to any institution for any aspects or findings that may

influence students’ reading comprehension. The teacher can determine which

strategy is better to implement in teaching reading comprehension between

Cooperative Integrated Reading and Composition (CIRC) and Sheltered

Instruction Observation Protocol (SIOP) models.

I.7.The Rationale of the Research

Steven and Slavin (2000: 8) state that CIRC is a technique where the

students‟ work in their teams on a variety of cooperative activities including

partner reading, identification of main story elements, vocabulary and

summarization activities, practice of reading comprehension strategies, and

creative writing using a process writing approach. To this study this technique is

focused on the learning system where the students‟ work together in a working

group. Group work is believed can improve student motivation. Motivation from

inside or outside the student can make more spirit and can improve the quality of

student learning, which in this case in particular can enhance students' ability to

understand the content of the reading text. Brown (2004: 8) states that motivation

is the key to successful in learning. Motivation is commonly understood as an

inner drive, impulse, emotion, or desire that moves one to particular action.

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 The SIOP Model became a framework for teachers to present curricular

content concepts to second language learners through strategies and techniques

that make new information comprehensible to the students. While doing so,

teachers develop student academic language skills across the domains of reading,

writing, listening, and speaking. The model was designed to combine features

recommended for high quality instruction for all students, such as cooperative

learning and reading comprehension strategies (August & Shanahan, 2006;

Genesee, et al., 2006) with specific features for second language learners, such as

language objectives in every lesson, opportunities for oral language practice, and

the development of background knowledge and academic vocabulary (Ellis,

Tanaka, & Yamazaki. 1994). As a result, attention should be paid to academic

literacy in each lesson. The model allows for some natural variation in teaching

styles and lesson delivery. It is not a step-by-step process but a guide for effective

lesson planning and delivery.

The research findings are expected to enrich the existing theories and

literature on the practice of teaching Cooperative Integrated Reading and

Composition (CIRC) and Sheltered Instruction Observation Protocol (SIOP)

models. Practically this research can provide information for the teachers on the

use of Cooperative Integrated Reading and Composition (CIRC) and Sheltered

Instruction Observation Protocol (SIOP) models in teaching reading

comprehension, especially in teaching reading written text for junior high school

students

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I.8. Definition of the Terms

To avoid misunderstanding and misinterpretation, the researcher

defines the terms is used as follows:

a. CIRC is a learning model where the students‟ work in their teams on

variety of cooperative activities including partner reading,

identification of main story elements, vocabulary and summarization

activities, practice of reading comprehension strategies, and creative

writing using a process writing approach. (Steven and Slavin, 2000: 8)

b. Sheltered Instruction Observation Protocol (SIOP) is a lesson-planning

and delivery approach composed of 10 instructional strategies grouped

into eight components: Preparation, Building Background,

Comprehensible Input, Strategies, Interaction, Practice/Application,

Lesson Delivery, and Review/Assessment. SIOP teachers use the

regular core curriculum and modify their teaching to make the content

understandable for English Language learners while promoting these

students’ academic and English language growth (Echevarria and

Short, 2005:10)

c. Reading Comprehension is a fluent process of readers combining

information from a text and their background knowledge to build

meaning (Nunan, 2003: 68).

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