The Difference in Reading Skills Intensivethe Learning Model Cooperative Integrated Reading and Composition (CIRC) and Jurisprudential Inquiry (JI) Grade X SMA Negeri 2 Cotton Stalks South Pesisir Regency

Abstract

This study aims to • determine differences in the results of intensive reading by using the model of class X and the CIRC. SMAN 2 Cotton Stalks South Pesisir Regency. The theory used in this study is, learning intensive reading, learning models and learning models JI Circ. This type of research quasi (quasi-experimental) and the design used in this study is a 2 x 2 factorial. The study population was class X SMAN 2 Cotton Stalks South Pesisir Regency. Sampling of 60 using purposive sampling techniques. The data collected through the test. Based on the results of data analysis and discussion, it was concluded the following four things. First, there are differences in outcomes between the intensive reading students taught by CIRC. learning model and JI. On average skill intensive reading students taught by CIRC. learning model is 81.37, while students taught with the model JI is 77.78. Second, there are differences in outcomes between the intensive reading students who have a high initial ability taught learning model CIRC. and JI. The average reading skills early intensive high ability students are taught by CIRC. learning model is 84.45, while being taught by the model of JI is 76.67. Third, there is a difference between the results of intensive reading ability of students taught with low initial learning model CIRC. and JI. On average skill intensive reading students lower initial ability taught by CIRC. learning model is 81.95, while a low reading interest of students who are taught by the model of JI is 78.89. Fourth, there is the effect of the interaction between the learning model CIRC. with the JI on the results of intensive reading in class X SMAN 2 Cotton Stalks South Pesisir Regency.