IMPROVING STUDENTS' ABILITY IN WRITING ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD

Masruroh, Luluk (2025) IMPROVING STUDENTS' ABILITY IN WRITING ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Writing is an essential skill in academic language learning, helping students express ideas, build arguments, and show subject understanding. Analytical exposition texts are especially important for developing critical thinking through logical reasoning and evidence-based claims. However, many 10th-grade students at SMAN 1 Kandat face challenges in organizing ideas, using suitable vocabulary, and maintaining coherence in writing. This study aims to improve their analytical exposition writing ability using the Cooperative Integrated Reading and Composition (CIRC) method, a collaborative approach that combines reading comprehension and writing strategies through group work and peer-feedback. This classroom action research was conducted with 34 tenth-grade students at SMAN 1 Kandat during the 2024/2025 academic year. It involved one cycle comprising a pre-cycle test, implementation of the CIRC method, and a post-cycle test. Data were collected through tests, interviews, observations, and documentation. Student writing scores were assessed by the researcher and English teachers as inter-raters, while the data were analyzed using qualitative and quantitative methods to observe changes, identify patterns, and measure improvements in writing ability. The study found that implementing the CIRC method in writing instruction effectively enhanced the writing ability of 10th-grade students at SMAN 1 Kandat. This approach helped address students' challenges in idea and arguments development, vocabulary selection, and language use, leading to improved writing proficiency. Additionally, it fostered greater enthusiasm for learning and encouraged students to express their ideas more confidently in writing. The impact of CIRC was measured quantitatively by comparing pre-cycle and post-cycle test scores. Results indicated an improvement, with the average score rising from 58.9 in the pre-cycle test to 83.8 in the post-cycle test. Furthermore, the percentage of students achieving a minimum score criteria of 75 increased from 30% in the pre-cycle test to 92.5% in the post-cycle test. These findings confirm that the CIRC method improve students’ ability to write analytical exposition texts in the 10th grade at SMAN 1 Kandat during the 2024/2025 academic year. The use of CIRC method, helping students organize ideas, expand vocabulary, and build confidence. It also provides valuable insights for teachers to refine instructional strategies and future researchers to explore cooperative learning approaches in education.

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