Improving Reading Comprehension Through Cooperative Integrated Reading And Composition (CIRC) Model
DOI:
https://doi.org/10.54437/annafah.v4i2.3702Keywords:
CIRC; collaborative learning; mentoring; reading comprehension; reading skillsAbstract
Reading comprehension is an essential competence for university students because it enables them to access information, broaden their knowledge, and support their academic development. However, third-semester students of Class B in the Islamic Education Study Program at IAI Al-Urwatul Wutsqo Jombang experienced difficulties in understanding English texts, identifying main ideas, answering comprehension questions, and mastering vocabulary. This community engagement program aimed to improve students’ reading comprehension through mentoring using the Cooperative Integrated Reading and Composition (CIRC) model. The program involved 18 students and was conducted at least three times a week through heterogeneous group formation, text-based reading activities, identification of main ideas, discussion and writing of comprehension results, presentations, reinforcement, evaluation, and reflection. The program was evaluated using a pre-test, post-test, participant activity observations, and a paired-samples t-test. The results showed that the participants’ mean score increased from 28.89 on the pre-test to 62.28 on the post-test. The statistical analysis yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference in reading comprehension before and after the mentoring program. Observations also revealed high levels of student engagement in group discussions, identifying main ideas, responding to texts, and reflecting on learning outcomes. These findings demonstrate that CIRC-based mentoring effectively improves students’ English reading comprehension while promoting active participation and collaborative learning.
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