The Uniqueness of STAD and CIRC Models in Poetry Learning (Keunikan Model STAD dan CIRC dalam Pembelajaran Puisi)

Abstract

The purpose of this study is to describe the uniqueness of the Student Team Achievement Division (STAD) and Cooperative Integrated Reading and Composition (CIRC) models in terms of poetry learning. This is a quantitative study that uses a pure experimental method. The randomized posttest in the control group was used as the experimental design. With the average similarity test, the study sample was chosen randomly, class of Experiment I and Experiment II. The STAD model was used to teach poetry to experimental class I, and the CIRC model was used to teach poetry to experimental class II. Both learning models can be employed in poetry learning, according to the findings, because they improve poetry understanding skills, social skills in terms of interpreting poetry content, and the process and ultimate outcomes of poetry learning. Both types have their own distinct characteristics that make them suited for poetry instruction. The STAD model differs from others in that it creates opportunities for students to collaborate in groups, take responsibility, and high abilities. The CIRC model is unique in that it divides students into groups according to their level of reading interest, collaborate and encourage one another.

The Learning of Narrative Text Uses a Cooperative Integrated Reading and Composition (Circ) Model

“…Each member in the group is considered important and must be responsible for their performance so that they are expected to actively participate in the learning process. These assigned responsibilities encourage face-toface interaction and promote one another's a success by sharing resources, encouraging (Yanda & Ramadhanti, 2021). The division of groups in pairs between students who have high reading interest and students who have a low reading interest.…”