Enhancing Reading Abilities in Students with Learning Disabilities Through Cooperative Integrated Reading and Composition Based on Team-Based Learning
DOI:
https://doi.org/10.56916/jirpe.v4i4.2362Keywords:
cooperative learning, reading disabilities, team-based learning, inclusive education, elementary interventionAbstract
Students with learning disabilities frequently struggle with reading acquisition, requiring specialized interventions that address their unique learning needs. This study investigated the effectiveness of integrating Cooperative Integrated Reading and Composition (CIRC) with Team-Based Learning (TBL) principles to improve reading abilities among fourth-grade students with learning disabilities. A classroom action research design was employed using the Kemmis and McTaggart cyclical model across two intervention cycles. Four fourth-grade students with identified reading difficulties participated in the study conducted at SD Negeri 007 Muara Bengkal, Indonesia. The intervention progressed from simple syllable patterns (KVKV) in Cycle I to complex patterns (KKVV and KVKK) in Cycle II. Data collection utilized validated reading assessment instruments, systematic observation protocols, and documentation. Assessment components included word reading, writing abilities, sentence construction, storytelling, and learning engagement, analyzed through descriptive statistics and percentage calculations. All participants demonstrated substantial improvements from pre-intervention to post-intervention assessments. The class average increased from 48.56% in Cycle I to 73.88% in Cycle II, representing a 25.32 percentage point improvement. Students with the most severe initial difficulties achieved the greatest gains, with individual improvements ranging from 4.75% to 34.25%. All participants progressed from below-standard categories to adequate or good performance levels. Observational data revealed enhanced engagement, collaborative behaviors, and sustained task persistence throughout the intervention. The CIRC-TBL integration effectively addressed reading difficulties while promoting collaborative learning skills. The intervention's success supports theoretical frameworks emphasizing cooperative learning and multisensory instruction for students with learning disabilities. Findings demonstrate that structured collaborative approaches can serve as effective alternatives to traditional remediation, enabling inclusive classroom practices that benefit diverse learners.
References
Alberti, S., Motta, P., Ferri, P., & Bonetti, L. (2021). The effectiveness of team-based learning in nursing education: A systematic review. Nurse Education Today, 97, 104721. https://doi.org/10.1016/j.nedt.2020.104721
Al-Mahrezi, A. (2016). Learning disabilities: Opportunities and challenges in Oman. Sultan Qaboos University Medical Journal, 16(2), e129-e136. https://doi.org/10.18295/squmj.2016.16.02.001
Arisqa, W. P., & Anas, N. (2025). Pengaruh Model CIRC (Cooperative Integrated Reading and Composition) Terhadap Kemampuan Membaca Pemahaman Siswa Kelas V Madrasah Ibtidaiyah. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(2), 411-420. https://doi.org/10.54069/attadrib.v8i2.921
Balıkcı, O. S., & Melekoglu, M. A. (2020). Early signs of specific learning disabilities in early childhood. International Journal of Early Childhood Special Education, 12(1), 84-95. https://doi.org/10.20489/intjecse.722383
Basri, A. (2024). Penerapan Model Pembelajaran Cooperative Integrated Reading And Composition (Circ), Meningkatkan Kemampuan Membaca Di Sekolah Dasar. Primary Education Journal (PEJ), 8(1), 29-33. https://doi.org/10.30631/pej.v8i1.131
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Bressane, A., Zwirn, D., Essiptchouk, A., Saraiva, A. C. V., Carvalho, F. L. de C., Formiga, J. K. S., Medeiros, L. C. de C., & Negri, R. G. (2024). Understanding the role of study strategies and learning disabilities on student academic performance to enhance educational approaches: A proposal using artificial intelligence. Computers and Education: Artificial Intelligence, 6, 100196. https://doi.org/10.1016/j.caeai.2023.100196
Burton, R., Kellett, U., Mansah, M., & Sriram, D. (2024). A systematic review of online team based learning approaches in health professional education. Nurse Education Today, 138, 106156. https://doi.org/10.1016/j.nedt.2024.106156
Burton, R., Kellett, U., Mansah, M., & Sriram, D. (2021). Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore. BMC Nursing, 20(1), 1-82. https://doi.org/10.1186/s12912-021-00593-4
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12(3-4), 169-190. https://doi.org/10.1023/A:1008131926604
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271
Chen, M., Ni, C., Hu, Y., Wang, M., Liu, L., Ji, X., Chu, H., Wu, W., Lu, C., Wang, S., Wang, S., Zhao, L., Li, Z., Zhu, H., Wang, J., Xia, Y., & Wang, X. (2018). Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Medical Education, 18(1), 77. https://doi.org/10.1186/s12909-018-1179-1
Considine, J., Berry, D., Allen, J., Hewitt, N., Oldland, E., Sprogis, S. K., & Currey, J. (2021). Team-based learning in nursing education: A scoping review. Journal of Clinical Nursing, 30(7-8), 903-917. https://doi.org/10.1111/jocn.15599
Dearnley, C., Rhodes, C., Roberts, P., Williams, P., & Prenton, S. (2018). Team based learning in nursing and midwifery higher education a systematic review of the evidence for change. Nurse Education Today, 60, 75-83. https://doi.org/10.1016/j.nedt.2017.09.012
Dorius, C., Madeka, K., Bender, H. S., Johnson, J., Gillette, M. T., & Chapman, J. (2021). The readiness assurance process in online team-based learning classrooms. New Directions for Teaching and Learning, 2021(165), 25-39. https://doi.org/10.1002/tl.20434
Estyawati, N., Fajriyah, K., & Damayanti, A. (2022). Efektivitas Penggunaan Model Pembelajaran Cooperative Integrated Reading And Composition (CIRC) Dalam Meningkatkan Kemampuan Membaca Pemahaman Pada Siswa Kelas Iii Sd Muhammadiyah 17 Semarang. Majalah Lontar, 34(3), 1-14. https://doi.org/10.26877/ltr.v34i3.13738
Faggella-Luby, M. N., & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78. https://doi.org/10.1111/j.1540-5826.2008.00265.x
Fletcher, J. M., Lyon, R. G., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.
Franz, C., Ascherman, L., & Shaftel, J. (2017). A clinician's guide to learning disabilities. Oxford University Press.
Greenboim-Zimchoni, A. (2019). An exploration of the experience of adults with learning disabilities through art [Doctoral dissertation, Lesley University]. Lesley University Digital Commons.
Grigorenko, E. L., Fuchs, L. S., Willcutt, E. G., Compton, D. L., Wagner, R. K., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 Years of science and practice. American Psychologist, 75(1), 37-51. https://doi.org/10.1037/amp0000452
Haidet, P., Levine, R. E., Parmelee, D. X., Crow, S., Kennedy, F., Kelly, P. A., Perkowski, L., Michaelsen, L., & Richards, B. F. (2012). Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature. Academic Medicine, 87(3), 292-299. https://doi.org/10.1097/ACM.0b013e318244759e
Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662-720. https://doi.org/10.1037/0033-295X.111.3.662
Ilham, M., Rizal, M. S., & Ananda, R. (2022). Penggunaan model Cooperative Integrated Reading Composition (CIRC) meningkatkan kemampuan membaca pemahaman di sekolah dasar. Perspektif Pendidikan dan Keguruan, 13(2), 42-51. https://doi.org/10.25299/perspektif.2022.vol13(2).10527
Jamilah, S., Ismail, S., & Komaraiah, R. (2023). Penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dalam meningkatkan kemampuan membaca siswa. COLLASE (Creative of Learning Students Elementary Education), 6(3), 493-499. https://doi.org/10.22460/collase.v6i3.17134
Johnson, B. (2017). Learning disabilities in children: Epidemiology, risk factors and importance of early intervention. BMH Medical Journal, 4(1), 31-37. https://doi.org/10.1167/17.7.31
Kamran, M., Siddiqui, S., & Adil, M. S. (2023). Breaking barriers: The influence of teachers' attitudes on inclusive education for students with mild learning disabilities (MLDs). Education Sciences, 13(6), 606. https://doi.org/10.3390/educsci13060606
Karande, S., & Kulkarni, M. (2005). Specific learning disability: The invisible handicap. Indian Pediatrics, 42(4), 315-319. https://pesquisa.bvsalud.org/portal/resource/pt/sea-12673
Kim, Y.-S.-G. (2020). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667-684. https://doi.org/10.1037/edu0000407
Kirby, J. R., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45(3), 341-362. https://doi.org/10.1598/RRQ.45.3.4
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133-149. https://doi.org/10.1016/j.edurev.2013.02.002
Mallett, C. A. (2014). Youthful offending and delinquency: The comorbid impact of maltreatment mental health problems and learning disabilities. Child and Adolescent Social Work Journal, 31(4), 369-392. https://doi.org/10.1007/s10560-013-0323-3
Mize, M., Bryant, D. P., & Bryant, B. R. (2020). Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance. Assistive Technology, 32(6), 317-324. https://doi.org/10.1080/10400435.2018.1559896
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE guide no. 65. Medical Teacher, 34(5), e275-e287. https://doi.org/10.3109/0142159X.2012.651179
Patel, H., Sheth, V., & Shah, M. (2025). An Early Detection of Learning Disabilities Using Machine Learning: A Comparative Study of Models, Datasets, and Diagnostic Strategies. Intelligent Hospital, 100022. https://doi.org/10.1016/j.inhs.2025.100022
Roossien, L., Boerboom, T. B. B., Spaai, G. W. G., & de Vos, R. (2022). Team-based learning (TBL): Each phase matters! An empirical study to explore the importance of each phase of TBL. Medical Teacher, 44(10), 1125-1132. https://doi.org/10.1080/0142159X.2022.2064736
Savage, R., Georgiou, G., Parrila, R., & Maiorino, K. (2018). Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners. Scientific Studies of Reading, 22(3), 225-247. https://doi.org/10.1080/10888438.2018.1427753
Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N., & Solis, M. (2019). The effect of team-based learning on content knowledge: A meta-analysis. Active Learning in Higher Education, 20(1), 39-50. https://doi.org/10.1177/1469787417731201
Vannini, V., Alberti, S., Epifani, C., Valentini, O., & Ferri, P. (2024). The effects of online Team-Based Learning on undergraduate nursing students' performance, attitudes and accountability during COVID-19 pandemic. Acta Bio-Medica, 93(6), e2022346. https://doi.org/10.23750/abm.v93i6.13769
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. https://doi.org/10.1037/0033-2909.101.2.192
Yakut, A. D. (2021). Students with specific learning disabilities in inclusive settings: A study of teachers' self-efficacy. Learning Disabilities Research & Practice, 36(2), 136-144. https://doi.org/10.1111/ldrp.12241
Zisimopoulos, D. A., & Galanaki, E. P. (2009). Academic intrinsic motivation and perceived academic competence in Greek elementary students with and without learning disabilities. Learning Disabilities Research & Practice, 24(1), 33-43. https://doi.org/10.1111/j.1540-5826.2008.01275.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rusdiana, Ishartiwi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
