Application of the Cooperative Integrated Reading and Composition (CIRC) Model in Teaching Writing Modules to Students

The ability to write modules is one of the competencies that students must have in teaching materials courses. Therefore, this study aims to determine the effect of using the Cooperative Integrated Reading and Composition (CIRC) model on students' module writing abilities. This study used a quantitative approach with a one-group pretest-posttest design. The research subjects consisted of 27 students who took teaching materials courses in the Indonesian Language and Literature Education Study Program at PGRI University of West Sumatra. The data in this study were obtained through a module writing performance test before and after the application of the CIRC model. The assessment of module writing skills was based on four indicators, namely the module title, general instructions, module material, and semester evaluation. Data analysis was conducted descriptively and inferentially, including normality tests, homogeneity tests, and paired t-tests. The results showed that the average writing ability score before the CIRC model was implemented was 66.35, which was more than adequate. After the CIRC model was implemented, the average score increased to 79.93, which was good. The normality test showed that the data was normally distributed, and the homogeneity test showed that the data was homogeneous. The paired t-test showed a significance value of 0.000 < 0.05, so the alternative hypothesis was accepted. Thus, it can be concluded that the use of the CIRC model has a significant effect on improving students' module writing skills and is effective when applied in writing instruction in higher education.