**CHAPTER 1**

**INTRODUCTION**

A.

A.

**Motivation**

In human life, everything has
progressed, it can not be separated from the existing process in humans to
learn new things to find new things that can help people live life. When the
process is stopped at a time so people can be said to be developed or did not
learn.

Moh. Surya (Sri Rumini et al, 1995:
59) states that learning is a process of individual efforts to acquire a new
behavior changes as a whole, as a result of the individual's own experience in
interaction with the environment. According to Herman Hudojo (2001: 33),
experiential learning is a process not a product. Not any learning experience
will ensure the process of interaction between students and mathematical
material presented. The selection criteria require a learning experience so
that learning experience to ensure that we select the interaction between
students and math materials.

Mathematics teachers in the learning
process tend to use conventional learning models. learning process tends to
concentrate on the teacher. Active teachers explaining passive while the
majority of students in learning, students are just doing what they're told or
recorded by the teacher even when presenting the work of students, teachers
should force some students to come forward to present the results of their work
to the class. Students are not afraid to be critical and ask if there is
something less understood. Generally, students easily give up if you experience
difficulties in solving mathematical problems. Students prefer to copy his
answers on the board rather than trying to finish the job.

Because students showed a lack of
interactive learning mathematics so that the value and optimal student
achievement, this paper will describe the type of cooperative learning model
CIRC (Cooperative Integrated Reading and Composition) as an effort to increase
student interaction in the learning of mathematics.

**B. Problem Formulation**

Accordingly,this paper tried to explain the
particulars of cooperative
integrated reading and composition is
relatively intact and complete so that we can recognize it better and be able
to place them proportionally among the various ethnic and other learning methodologies
are now also developed and popular in Indonesia. Insuccession, this paper describes:

A. What is the definition of CIRC?

B. What are the components of CIRC?

C. What are the main activities of CIRC?

D. What are the application of CIRC?

E. What are the advantages of CIRC learning
model?

F. What are the disadvantages of CIRC model in cooperative learning?

**C.**

**Papers Purpose**

For insight increase and realize in detail about
cooperative learning with Cooperative Integrated Reading and
Composition

**CHAPTER II**

**DISCUSSION**

A. Definition of

A. Definition of

**CIRC**

•

**Integrated Reading and Composition, including one learning cooperative learning model which was originally a unified cooperative teaching reading and writing (Steven and Slavin in Nur, 2000:8) is a comprehensive program or a spacious and fully equipped for the teaching of reading and writing classes high school. However, the CIRC has grown not only used in language lessons but also subjects like math inexact.**
Cooperative integrated reading and
composition (CIRC) technique, one of the learning techniques based on cooperation, is designed to
develop reading, writing and other language skills in the upper grades
of primary education. CIRC technique presents a structure that increases not only opportunities for
direct teaching inreading and writing but also applicability of composition writing techniques (Açıkgöz, 1992;
Yaman, 1999).

CIRC technique is developed to
support traditionallyused “skill-based reading groups”
approach. Firstly, reading groups are established in the classroom. Next, students are paired off within the
groups. When the teacher works with a reading group, couples try to teach each other meaningful reading and
writing skills by using reciprocal learning technique. They help each other in performing basic skill-building
activities (such as oralreading, contextual guessing, asking
questions,summarizing, writing a composition based on the story, revising-correcting composition). In general, team books are published at the end of this
process. Teams are rewarded for all reading and writing assignments on the basis of the average performance of
group members. Thus, equal change for achievement, group support for achievement, and the performance,
all basic components of cooperative learning ensure realization of personal responsibility (Senemo Lu,
1997; Slavin 1980).

**B.**

**Components of CIRC**

CIRC model in Suyitno according to Slavin (2005: 3-4) has eight components. The eight components include:

1.
Teams, namely the formation of a heterogeneous group consisting of 4 or 5
students;

2.
Placement test, for example, is obtained from the average value of daily tests
based on previous or grades that teachers
know the strengths and weaknesses of students in a particular field;

3.
Student creative, perform the task in a group to create a situation where
individual success is determined or influenced
by the success of the group;

4. Team study, the stage of learning actions
to be implemented by the group and the teacher gives assistance to groups that
need it;

5.
Team leading scorer and team recognition, namely the scoring on the work group
and provide criteria for the award of the brilliantly
successful group and a group that is
seen as less successful in completing the task;

6.
Teaching group, which provides a brief matter of teachers towards group work;

7.
Facts test, namely the implementation of test or quiz based on facts obtained
by the students;

8.
Whole-class units, namely providing a summary of the material by the teacher at
the end of
time learning with problem-solving strategies.

**C.**

**The Main Activities of CIRC**

The
main activities in the CIRC to resolve the problem solving includes a series of
activities with specific, namely:

1.
One member of the group or read about,

2.
Making predictions about the contents or interpretation of problem solving,
including the
write down what is known, what is being asked and letting in question with a variable,

3.
Mutual create an overview / settlement plan about problem solving,

4.
Writing a settlement about problem solving in order, and

5.
Mutual revise and edit your work / completion (Suyitno, 2005:4).

**D.**

**The Application of CIRC**

**The application of learning models CIRC to enhance the problem solving can be reached by:**

• Teacher explains a
subject of mathematics to students, this study used worksheets that contain
material that will be taught at each meeting

•
Teacher gives exercises

• Teachers are ready to
train students to improve student skills in solving problems through the
application of problem-solving model of CIRC

•
Teachers form groups of
heterogeneous students

•
Teachers prepare about
solving the problem in the form of cards and distribute them to each group

•
Teachers told that in
each group there were a series of activities with specific

•
Each group works on the
principal activities of the CIRC. Teachers supervise the work of the group

•
Chairman of the group
reported success or barriers

•
Chairman of the group
should be able to establish that each member has to understand, and can do the
problem solving the given problem

•
The teacher asks the
class representatives to present findings

•
Teachers act as resource
persons or facilitators

•
Teacher gives assignment
/ homework individually

•
Teachers disperse groups
and students return to their seats

•
Teacher repeats in the
classical problem solving strategies on problem solving

•
Teacher gives quiz

**E**

**.**

**The Advantages of CIRC**

•
CIRC is ideal to enhance students'
skills in problem solving to solve problems

•
The dominance of the
teacher in the learning decreases

•
Students are motivated on
the results carefully, because working in groups

•
Students can understand
the meaning of questions and check each job

•
Helping weak students

•
Improving learning
outcomes especially in solving the problem in the form of problem-solving

•
Experience and learning
activities students will always be relevant to the child's developmental level;

•
all learning more
meaningful for the students so that the learning outcomes of the students will
be able to last longer

**F**

**.**

**The Disadvantagess of CIRC**

•
Requires substantial time

•
It is difficult to set
the class to be quiet so that the classes tend to be crowded

**CHAPTER III**

**CLOSING**

**A. Conclusion**

Based on the explanation above it can be seen that the model of Cooperative integrated reading and
composition (CIRC), one of the learning techniques based on cooperation, is designed to
develop reading, writing and other language skills in the upper grades
of primary education. The advantages of this
technique is the optimization of student participation.

Firstly, reading groups are established in
the classroom. Next, students are paired off within the groups. When the teacher works with a reading group,
couples try to teach each other meaningful reading and writing skills by using reciprocal learning technique. They
help each other in performing basic skill-building activities (such as
oralreading, contextual guessing, asking questions,summarizing, writing a
composition based on the story, revising-correcting composition). In
general, team books are published at the end of this process. Teams are rewarded for all reading and writing
assignments on the basis of the average performance of group members. Thus, equal change for achievement,
group support for achievement, and the performance, all basic components of cooperative learning ensure
realization of personal responsibility.

**B.Suggestions**

So
this paper the authors say.The authors are aware that this paper is far from
perfect and therefore the authors accept criticism and suggestions for the perfection
of this paper.

Shalomo
Sharan, 2012. The Handbook of Cooperative Learning. Yogyakarta: Familia.

Akhsani L. 2012. Pengembangan Perangkat Pembelajaran Mateematika dengan
Metode CIRC
Berbasis Berbantuan CD Interaktif Materi Segiempat. Kelas VII

**.**Unnes Journal of Research Mathematics Education. Vol. 1, No.1.
Yustina Titik Purwanti. 2010. Meningkatkan Kemampuan Siswa
Menemukan gagasan Utama Melalui Metode Cooperative Integrated Reading and
Composition . Jurnal Pendidikan Penabur. Vol. 9,
No. 1.

Sutrisno.
2007. Penerapan Model Pembelajaran Tipe Cooperative Integrated Reading And Composition (CIRC) Dengan Metode Pemecahan Mmasalah Berbantuan Lembar
Kerja Kelompok Untuk Meningkatkan Hasil Belajar Matematika. Jurnal Aksioma. Vol.1, No.1.

Durukan, Erhan.
2011. Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills. Educational Review and
Research. Vol.
6, No. 1.

Hennessy
D, Evans R (2006). Small-group learning in the community college classroom. The Community
College Enterprise. Vol. 12, No. 1.