THE EFFECTS OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) ON ENGLISH READING COMPREHENSION AND WRITING ABILITIES OF GRADE 7 STUDENTS IN LAO PDR
Main Article Content
บทคัดย่อ
The purposes of this research were to compare the English reading comprehension and writing abilities before and after teaching using CIRC method and compare the English reading comprehension and writing abilities after learning with the defined criteria of 70% of grade 7 students in Lao PDR. The samples were 20 Grade 7 students at Sengsouly School, Dongkhamxang Village, Hadsayfong District, Vientiane Capital, Lao PDR in the first semester of the academic year 2023. The sample were selected by cluster random sampling. This research was a one group pretest-posttest design. Research instruments employed for this research included 6 lesson plans, an English reading comprehension test and a writing ability test. The experiment lasted for 6 weeks, 3 hours a week, total of 18 hours in total. The mean, percentage, standard deviation, t-test for dependent samples, and t-test for one sample were used in data analysis. The findings of this research were as follows:
- The students’ pretest and posttest mean scores of English reading comprehension ability were 14.35 (47.83%) and 22.70 (75.66%) respectively. The students’ pretest and posttest mean scores of writing ability were 10.85 (54.25%) and 16.15 (80.75%) respectively. The students’ English reading comprehension and writing abilities after the experiment were higher than those of the pretest. It indicated that the students’ English reading comprehension and writing abilities after learning using CIRC method were statistically higher than before learning.
- The English reading comprehension and writing abilities of grade 7 students after learning by using CIRC method were statistically higher than the criteria of 70%.
Article Details
References
Association of Southeast Asia Nations. (2020). The ASEAN Charter. Retrieved October 10, 2022, from https://asean.org/wpcontent/uploads/images/archive/publications/ASEAN-Charter.pdf
Cottingham, S. (2023). Ausubel’s Meaningful Learning in Action. Woodbridge: John Catt Educational.
Hergenhanh, B. R., & Matthew H. O. (1997). An Introduction to Theories of Learning. 5th ed. New York: Prentice Hall.
Imam, N. A. (2020). CIRC (Cooperative Integrated Reading and Composition) as Strategy of Teaching Reading Comprehension. Journal of English Education and Technology, 2(4), 504-511.
Jolliffe, W. (2007). Cooperative learning in the classroom: putting it into practice. London: Paul Chapman.
Letrud, K. (2012). A rebuttal of NTL Institute's learning pyramid. Education, 133(1), 117–124.
Ministry of Education and Sports. (2010). A curriculum of English language for Secondary School. Vientiane: Research Institute for Educational Science.
Ministry of Education and Sports. (2014). Principle of tests and examination for secondary education. Retrived February 14, 2024, from http://moes. edu.la/DGE/examination.php.
Muangpratom, C. (2017). Instructional Theory. Bangkok: Saksri Press.
Salee, C. (2013). English Reading and Writing Ability Using the Cooperative Integrated Reading and Composition Techniques of Grade Students at Saint Peter Thonburi School. Master Thesis in Curriculum and Instruction, Dhonburi Rajabhat University.
Slavin, R. E. (1990). Cooperative Learning Theory, Research, and Practice. Englewood Cliffs, New Jersey: Prentice Hall.
Slavin, R. E. (1995). Cooperative Learning: Theory, Research and Practice. 2nd ed. Boston: Allyn and Bacon.
Tipsuk T. (2009). The Development of Learning Outcomes on English Reading and Writing Communication of the Ninth Grade Students using the CIRC Technique. Master Thesis in Curriculum and Instructions, Graduate School, Silpakorn University.
Vilaisack, B., & Thongkeam, B. (2018, November, 29). Petdagogical advisor. Educational District. Interview.
Wisetsri P. (2015). Effectiveness of CIRC technique on English reading achievement of Prathomsuksa 5 students. Master Thesis in Arts in Teaching English, Graduate School, Suan Dusit University.