This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.

1. EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES
THROUGH COOPERATIVE INTEGRATED READING AND
COMPREHENTION (CIRC) METHODS IN ECONOMIC LEARNING
IN CLASS XI IIS.1 SMA NEGERI 1 TANJUNGRAYA
Erneti1
(Economics teacher SMAN 1 Tanjungraya)
2015
ABSTRACT
This research aims to improve students’ learning activities in Economics subject
through “Cooperative Integrated Reading and Comprehension” (CIRC) learning
model to the second grade of social students (XI IIS) in senior high school SMAN
1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during
the first semester in July to December, with 30 XI IIS students as the subjects of
research. The research is done in two periods. The data is gathered through
observation sheets, interview and test that is analyzed using percentage and
quantitative analysis. The result of this research is there is an increase in
students’ learning activities when they are praised by giving a thumb up, a gift or
a praising word.
Keywords: Cooperative Integrated Reading and Comprehetion, students’
learning activities
INTRODUCTION
Education is one of the places to form the nation's character in
order to be able to hire a country to compete in the arena of
globalization along with the swiftness of global challenges, the
challenges of the education world have become even greater. This is
what drives students to be able to improve their learning
achievements so they can compete with other countries.
Law No.20 of 2003 concerning National Education aims to
develop the potential of students to become human beings who have
faith and are devoted to God Almighty, moral, knowledgeable,
physically and mentally healthy, competent, creative, independent,
responsive to the guidance of the changing times. and be responsible
to the nation and state.
The main task of the teacher is to educate, teach, guide, direct,
train, evaluate and assess students. In the learning process the teacher

2. seeks to make students more active, creative and innovative (Law on
Teachers and Lecturers 2006).
Starting from the above, the teacher must make various efforts,
both techniques and strategies needed to be able to encourage student
learning activities in order to improve student learning outcomes
towards more optimal. Optimal learning outcomes can be achieved if
there is collaboration between teachers and students and student and
student collaboration which is a good combination in a learning
process at school.
The following is a data of student learning activities in learning
Economics in Class XI IIS 1 of SMAN 1 TANJUNG RAYA:
N
o
JENIS AKTIFITAS SISWA YANG AKTIF %
1.
2.
3.
Read
Attention in PBM
Diligent in learning
Concentration on PBM
15 student
5 student
4 student
3 student
48%
16 %
13 %
10 %
Source: Primary data processing
Seeing this fact above the teacher in the learning process of
Economics in class XI IIS 1 is required to be able to increase student
learning activities so that student learning outcomes also increase.
From these student problems, teachers are required and must be able
to be professional in accordance with their competencies to find
solutions in applying appropriate teaching models and strategies so
that the learning process takes place conducive and achieve optimal
results.
One learning model that is considered suitable is a cooperative
model that prioritizes forms of student cooperation in a PBM.
According to Rusman (2012) cooperative learning is a form of learning
by means of students learning and working in small groups
collaboratively, whose members consist of four to six people with
heterogeneous group structures.
There are many models of cooperative learning methods. One
of them is the Cooperative Integrated Reading and Comprehension
(CIRC) learning model. The mechanism of this learning where
students are divided into small groups consisting of 4 people, each
student reads the material provided and understands it alternately
with their partners. Students are expected to discuss to look for

3. reading essays and can mutually explain the conclusions of the
material they read and record them in their notebooks until finally
students are able to answer the questions raised by the teacher.
This study aims to describe the increase in learning activities of
students of class XI IIS1 in SMA Negeri 1 Tanjung Raya in Economics
through the application of the CIRC method in the learning process.
LITERATURE REVIEW
According to Slameto (2010: 2), learning is a business process
carried out by someone to obtain a new change in behavior as a whole,
as a result of his own experience in interactions with his environment.
Furthermore, Sriyono (1992) stated that learning activities are a
combination of the activities of the senses of sight, hearing, palpation
in the form of active mind, memory and emotional activeness.
Furthermore Djamarah (2002) classifies learning over activities (1)
listening, (2) reading, (3) seeing / looking, (4) writing and taking
notes, (5) remembering, (6) thinking, and (7) practice and practice.
Based on the concept of learning activities, it can be concluded
that learning activities are intended as a combination or combination
of the senses of sight, hearing, feeling / palpation that can take the
form of running of reason, memory and emotional.
Economic learning is learning done with the aim that students
can master and understand that humans in their lives have a variety of
needs so that students are expected to be wise, rational and
responsible in economic life both as individuals and as part of society.
The use of the teaching model is very dependent on the teacher
as the holder of class management and at the same time will
determine the success or failure of the objectives to be achieved. In
learning teaching methods are directed at optimizing student abilities
by activating students directly in the learning process by applying
appropriate methods that require active student participation so as to
improve motivation and student achievement, one of which is the
right method, namely cooperative learning.
One of the cooperative methods is: Cooperative Integrated
Reading and Comprehension (CIRC). According to Slavin in Trianto
(2012) learning steps using the CIRC method include: 1) Organizing
(organization), 2) General principles, 3) Instructions 4) Questions
(questions) 5) Exams and criticisms (praise and criticism)

4. One effort that can be implemented to improve student
learning activities in learning Economics is to use the CIRC model.
RESEARCH METHODOLOGY
The method used in research using classroom action research
developed by Kemmis and Mc.Taggart (1993), through cycles
consisting of: planning, acting, observing, reflecting (reflecting)
reflection).
This research was conducted in class XI IIS1 of SMA Negeri 1
Tanjung Raya in the first semester (July - December) of the 2015/2016
academic year with a total of 31 students. The data collected was
classroom action data which included 1) Observation Sheet, which was
used to record all forms of behavior students at the time the action is
given. observation used structured observation by expressing student
activities in learning. 2) Field notes function to record events during
the learning process. Targets to be noted are related to the
implementation of learning each time the meeting is then discussed. 3)
Documentation is a record of students during the learning process
made in the cycle, this will get assumptions about student learning
outcomes. In the form of a picture attachment from the student activity
activities.
RESEARCH RESULTS AND DISCUSSION
Cycle I
Cycle 1 held 2 meetings, namely the first meeting on November
11, 2015 with material on accounting equations and the second
meeting on November 18, 2015 with the material of the service
company accounting cycle
1. Planning
The planning is to make a class action research schedule,
determine the material to be carried out at the time of research in
order to know the basic competencies that will be delivered to
students in learning, prepare a syllabus, prepare a Learning
Implementation Plan (RPP) with reference to the actions
implemented in the CAR, prepare the media will be used at the
time of research, fill out the observation sheet by checking the list
on the prepared lane and preparing learning resources and
teaching materials that are suitable with the subject matter.
2. Implementation

5. a. Meeting 1 (held on November 11, 2015)
In the preliminary activities the teacher begins with
apperception, namely by saying greetings, seeing the neatness
of the class and the readiness of students to receive lessons and
then mengapsensi students. And motivate students by giving
material questions beforehand. Before entering into the material
that will be discussed at this meeting. Then the teacher conveys
the learning objectives.
The learning process starts with dividing students into
groups of 6 groups (each group consists of 5 and 6 students).
The teacher shares different discussions with each group, then
students discuss with the discussion they get. And provide an
explanation to students the learning process carried out. Then
students sit in groups and start discussing. But in the process of
discussion there were still students who were asleep while their
group mates were doing their group work.
Students may search for group material on the web and
source books from reading accounting books in accordance with
their respective topics. After that each group presents to the
front of the class the other groups listen and pay attention. After
completing the presentation the opportunity is given to each
group to ask a maximum of 2 questions each group then the
question is answered by the group that appears, for questions
that are not able to be answered by the group, will be explained
again by the teacher.
At the end of the lesson the teacher provides reinforcement
of the questions raised by each group. After completion, the
results of the observer sheet are discussed with the researcher to
discuss issues related to the course of learning.
b. Meeting 2 (held on 18 November 2015)
The teacher enters the classroom with collaborators,
according to a predetermined plan. The teacher validates
students, then gives apperception to stimulate students'
thinking in the learning process. Then the teacher conveys the
learning objectives.
At this meeting, continue the discussion that had not been
completed before. With the next group presentation. After the
group presentations are finished, the teacher asks students to

6. write the results of a summary of the discussions that appear.
then the teacher and students do the question and answer. But
the students did not ask questions so the teacher gave questions
to students about those discussed earlier.
Then in the closing activity the teacher gives reinforcement
to students and concludes together about the material that has
been discussed and announced for the next week's daily test.
3. Observation
Table 2. Distribution of student learning activity data in cycle I
N
o
Information Mean TCR Category
1 Read 2.57 64.17 Not good
2 Attention in PBM 2.07 51.67 Not good
3 Perseverance in
learning 2.50 62.50
Not good
4 Concentration in PBM 2.57 64.17 Not good
Source: Primary data processing
Can also be seen in the following chart:
64.17%
51.67%
62.50% 64.17%
Siklus I
From observations from cycle 1 it can be concluded that the
lack of student activity in the teaching and learning process.
Student activities on reading with an achievement level of 64.17 in
the category is not good. Attention in PBM with an achievement
level of 51.67 in the category is not good. Perseverance in learning
with achievements of 62.50 in the Poor category. Concentration in
PBM with 64.17 achievements in the poor category. However, it
needs to be improved in cycle II so that students can carry out
learning to the maximum.
4. Reflection
In the first cycle the teacher discussed between the observer
and the researcher in the BK room on November 11, 2015 talking

7. about student learning activities in carrying out the teaching
learning process, namely:
1. The average student activity is low.
2. Students still look doubtful in discussions, students lack
confidence in completing their assignments so the results are
less satisfying. In learning human interaction and the
environment students look doubtful so that the available time
becomes less effective and the results are less than optimal.
3. Students have not been able to use the time provided
effectively. The students' lack of understanding causes the
learning activities of students to do more questions to the
teacher about the equation of accounting. Thus the time
available for the learning process to be ineffective.
With the weaknesses in Cycle I, several things to be
done in Cycle II are as follows :
1. Creating an exciting learning atmosphere.
2 Provide guidance to students who are still unable to find
fault.
3 Keep the atmosphere pleasant.
4. The role of the teacher in the class directs student
activities so that the class becomes excited by giving
awards in the form of praise, thumbs up and gifts to
students who are active, careful, responsive and fast.
Cycle II
a. Planning
This activity includes making a Learning Implementation
Plan (RPP) for cycle II, preparing learning resources that are
suitable with the subject matter, preparing teaching materials,
submitting subject matter that is accounting equation, filling out
the observation sheet by checking the list on the prepared lane,
observers observing each student activities according to format
b. Implementation
In the first meeting on Wednesday, November 25, 2015 using
the Cooperative Integrated Reading and Comprehension (CIRC)
learning method in class XI (IIS) 1, this learning activity was
focused on student learning activities. Economic lessons in class
XI (IIS) 1 began at 7:30, economics teacher and observer (Hilda
Sridewita) entered the class, the researcher stood in front and the

8. observer sat in the back. Furthermore, the learning steps taken by
the researcher are to look at the neatness of the class and the
readiness of students to receive lessons and then mengapsensi
students. Motivate students by asking questions about the
notions of debit and credit, then conveying learning objectives
The next step the teacher divides students into 6 groups
where each group consists of 5-6 students and each group is
given a discussion theme. Then each group reads an accounting
book in accordance with their respective discussions. After that
each group presents to the front of the class the other groups
listen and pay attention
After completing the presentation the opportunity was given
to each group to ask a maximum of 2 questions, then the
questions were answered by the group that appeared. Then the
teacher provides reinforcement of the questions raised by each
group
During the teaching and learning process the observer
observes student activity and the results of the observation sheet
are discussed together with the teacher to discuss issues related
to the course of learning.
c. Observation
Cycle II which was carried out at the 2nd meeting with
Basic Competence. Indicators observed were student learning
activities including: interest in reading, attention, perseverance,
concentration.
Table. Data distribution of student learning activities in cycle II
N
o
Information Mean TCR Category
1 Read 3.43 85.83 Well
2 Attention in PBM 3.20 80.00 Well
3 Perseverance in learning 3.50 87.50 Well
4 Concentration in PBM 3.13 78.33 Enough
Source: Primary data processing
The table above can be seen in the following chart:

9. M
em
baca
Perhatian
dalam
PBM
Ketekunan
dalam
belajar
Kosentrasidalam
PBM
86%
80%
88%
78%
Siklus II
From observations in cycle 2, it can be concluded that there is
an increase in student activity in teaching and learning. Student
activities in reading activities with an achievement level of 85.83 in
both categories. Attention in PBM with an achievement level of 80.00
in the good category. Perseverance in learning with achievements of
87.50 in the good category. Concentration in PBM with 78.33
achievements in the sufficient category.
d. Reflection
From the observations of the researcher and observer at the first
to the last meeting in the second cycle, the implementation of the
study in general has proceeded as expected. This is due to the act of
giving gifts to the most active students and students are familiar
with the learning model that has been applied, student activities
have increasingly shown improvement. Therefore, researchers
sufficient research in this second cycle.
In the study found a positive influence on the learning process
Cooperative Integrated Reading and Comprehension (CIRC) on the
subject of Economics. Cooperative Integrated Reading and
Comprehension Learning (CIRC) can improve student learning
activities as seen from the many activities of students' interest in
reading, attention, perseverance, and concentration.
The implementation of the learning process using Cooperative
Integrated Reading and Comprehension (CIRC) is complemented by
giving praise by giving a thumbs up to those who can answer
questions or explanations so that this will be able to increase
students' seriousness towards learning. As according to Sardiman
(2005: 94) states that "with the right praise will foster a pleasant
atmosphere and enhance the enthusiasm of learning and will arouse
self-esteem"

10. From the description above, the researchers conclude that the
use of Cooperative Integrated Reading and Comprehension (CIRC)
learning methods can increase learning activities in economic
subjects of class XI (IIS) 1 SMA Negeri 1 Tanjung Raya.
This increase can be seen from the comparison of student
learning activities in the cyclical I and cycle II in the following tables
and graphs :
Student activities cycle I cycle II
Read 64,17 85,83
Attention in PBM 51,67 80
Perseverance in learning 62,5 87,5
Concentration in PBM 64,17 78,33
Source: primary data processing
Comparison graph of student learning activities in cycle I and
cycle II
0
20
40
60
80
100
Siklus I
Siklus II
CONCLUSION
Based on the results of the research and discussion above, then
in this study it can be concluded that the activity of reading on the first
cycle is equal to 64.17%, and in the second cycle to 85.83% which
means an increase of 21.66%. The activity of attention in PBM in cycle 1
is 51.67% , and in the second cycle to 80.00% which means an increase
of 28.33%. The perseverance activity in cycle 1 is 62.50%, and in the
second cycle to 87.50% which means an increase of 15%. The

11. concentration activity in cycle 1 is 64.17%, and in the second cycle to
78.33% which means an increase of 14.16%.
The learning approach using the Cooperative Integrated
Reading and Comprehension (CIRC) learning model can improve
economic learning activities by giving a thumbs up and giving praise
to students who are brave and can answer questions from each group
during the learning process that took place in class XI (IIS) 1 SMA
Negeri 1 Tanjung Raya.
Based on the conclusions listed above, the researcher proposes a
number of suggestions, namely the form of economic learning using
the Cooperative Integrated Reading and Comprehension Learning
(CIRC) model, which needs to be considered by the teacher to be used
as a reference in selecting learning models so that they can try and
apply a learning model that is more varied with the aim that students
can be interested in following the lesson. To the Principal of High
School and related officials may be able to give attention to teachers,
especially in increasing student learning activities in the learning
process. For researchers as teachers, can add knowledge that will later
be useful and for researchers who want to apply this learning model,
can conduct research similar to other material.
REFERENCES
Ahmad, Abu.2002. Pengelolaan Pengajaran. Jakarta,PT. Rineka Cipta
BNSP. 2006. Model Penilaian Kelas. Jakarta: Depdiknas
UUD RI. 2006. Undang-undang RI tentang Guru dan Dosen: Sekneg
Djamarah. 2002. Proses Belejar Mengajar. Bandung : PT. Tarsito
Hamalik. Oemar. 2012. Proses Belejar Mengajar. Jakarta :Bumi Akasara.
Rusman. 2012. Model – Model Pembelajaran : Mengembangkan
Profesionalisme Guru. Jakarta : PT. Raja Grafindo Persada.
Sisidiknas. 2003. UU RI No. 20 Th.2003.Jakarta: sinar Grafika
Short History of the Author :
Erneti S.Pd was born in Maninjau, after graduating from high school
continuing to IKIP Padang D3 / A3 skills. After graduating in 1984
teaching at Solok State High School for 5 years, then moved to SMAN 1
Tanjung Raya in 1989 until now. Continue studying at UT majoring in
Economics and Cooperatives S1 / A4 Program from 2004 to 2005.