CIRC and Reading Comprehension Achievement: The Effect and Their Interaction with Self Efficacy
DOI:
https://doi.org/10.31000/globish.v15i1.15268Keywords:
CIRC, reading comprehension, self-efficacy, teaching strategy, student achievementAbstract
This study aimed to examine the effect of Cooperative Integrated Reading and Composition (CIRC) on students’ reading comprehension achievement, viewed from their level of self-efficacy. The research was conducted at SMAN 2 Unggulan Talang Ubi and applied a quantitative approach with a factorial experimental design. The participants were eleventh-grade students. The findings of this study are as follows: 1) There was a significant difference in students’ reading comprehension achievement between those taught using the CIRC method and those taught using a conventional method; 2) There was no significant difference in reading comprehension achievement between students with high and low self-efficacy; and 3) There was no significant interaction between the teaching method and students’ self-efficacy level in influencing reading comprehension achievement.These results indicate that CIRC is an effective teaching strategy to enhance students’ reading comprehension. However, students’ self-efficacy alone may not directly influence achievement without additional support or intervention. The study underscores the importance of applying interactive and student-centered instructional methods to improve learning outcomes.
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