Enhancing Tertiary EFL Students’ Critical Reading through the CIRC Model: A Mixed-Methods Classroom Action Research Study

Authors

  • Abdul Gafur Marzuki UIN Datokarama Palu, Indonesia
  • Fatima Fatima UIN Datokarama Palu, Indonesia
  • Huriyah Huriyah Universitas Islam Negeri Siber Syekh Nurjati Cirebon, Indonesia
  • Risa Triassanti Universitas PGRI Ronggolawe, Indonesia
  • Ivan D. Baguilat Ifugao State University, Philippines

DOI:

https://doi.org/10.35445/alishlah.v18i2.8931

Keywords:

Cooperative Integrated Reading and Composition (CIRC), critical reading, classroom action research, cooperative learning, EFL reading instruction

Abstract

Critical reading is a fundamental component of higher-order literacy in tertiary EFL education; however, many university students continue to struggle with analytical interpretation, evaluative judgment, and inferential comprehension. This study investigated the extent to which the Cooperative Integrated Reading and Composition (CIRC) model could enhance tertiary EFL students’ critical reading skills.The study employed a two-cycle classroom action research design with an embedded mixed-methods approach. Twenty English Education students at an Indonesian university participated in the intervention. Quantitative data were collected through parallel-form pre- and post-tests measuring three critical reading subskills: analytical interpretation, evaluative judgment, and inferential comprehension. Data were analyzed using paired-sample t-tests, Cohen’s d effect sizes, and 95% confidence intervals. Qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews and analyzed thematically.The findings revealed significant improvement in students’ overall critical reading performance from the pre-test to Cycle 2 (t(19) = 9.87, p < .001), with a large effect size (d = 2.21). Significant gains were also observed across all critical reading subskills, with effect sizes ranging from 1.39 to 1.75. Qualitative findings indicated increased peer-initiated discussion, more frequent use of textual evidence, enhanced evaluative reasoning, and greater metacognitive awareness during reading activities.The convergence of quantitative and qualitative findings suggests that the CIRC model can effectively support the development of critical reading skills in tertiary EFL contexts by fostering collaborative meaning-making and evaluative engagement with texts. Although the absence of a control group limits causal generalization, the study provides evidence that structured cooperative reading–writing cycles can strengthen critical literacy practices in higher education.

References

Agonafir, A. M. (2023). Using cooperative learning strategy to increase undergraduate students’ engagement and performance. Educational Action Research, 31(5), 981–997.

https://doi.org/10.1080/09650792.2022.2061883

Ahmed Abdel-Al Ibrahim, K., Cuba Carbajal, N., Zuta, M. E. C., & Bayat, S. (2023). Collaborative learning, scaffolding-based instruction, and self-assessment: Impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety. Language Testing in Asia, 13(1), 16. https://doi.org/10.1186/s40468-023-00241-9

Alacapınar, F. G., & Uysal, H. (2020). The effect of cooperative learning in education: A meta-analysis study. Research on Education and Psychology, 4(1), 54-72.

Apriani, E., Daulay, S. H., Aprilia, F., Marzuki, A. G., Warsah, I., Supardan, D., & Muthmainnah. (2025). A mixed-method study on the effectiveness of using ChatGPT in academic writing and students’ perceived experiences. Journal of Language and Education, 11(1), 26–45.

https://doi.org/10.17323/jle.2025.17913

Brown, A. L., & Palincsar, A. S. (2018). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393–451). Routledge.

Ceylan, E., & Comoglu, I. (2024). Action research in initial EFL teacher education: Emerging insights from a CAR project. Educational Action Research, 32(3), 438–453.

https://doi.org/10.1080/09650792.2023.2193523

Fuad, M., Suyanto, E., Muhammad, U. A., & Suparman. (2023). Indonesian students’ reading literacy ability in cooperative integrated reading and composition learning: A meta-analysis. International Journal of Evaluation and Research in Education, 12(4), 2121–2129.

https://doi.org/10.11591/ijere.v12i4.25171

Hasjaya, A., Sulkipli, M., Idris, I., Maryam, A., & Ahmad, R. E. (2022). The cooperative integrated reading and composition model to enhance reading comprehension skills. Journal of Learning Improvement and Lesson Study, 2(2), 32–36.

Kim, S., Ramos, K. A., Chung, H., & Choi, S. (2020). Integrating critical multiliteracies pedagogy in ESL/EFL teaching. Journal of English Learner Education, 11(1), 54–82.

Latif, M. M. A. (2022). EFL teachers’ critical literacy instructional perspectives and practices: The case of the Egyptian university context. Teaching and Teacher Education, 115, 103733. https://doi.org/10.1016/j.tate.2022.103733

Legesse, A., & Kitila, T. (2024). The effect of CAR on English language teachers’ beliefs about action research. Journal of Research on English and Language Learning (J-REaLL), 5(1), 55–74.

Lin, L., King, R. B., Fu, L., & Leung, S. O. (2024). Information and communication technology engagement and digital reading: How metacognitive strategies impact their relationship. British Journal of Educational Technology, 55(1), 277–296. https://doi.org/10.1111/bjet.13352

Mahdahera, D. D. U., & Ridwan, I. (2023). EFL students’ engagement in reading comprehension using cooperative integrated reading and composition (CIRC) technique. Bahtera: Jurnal Pendidikan Bahasa dan Sastra, 22(1), 1–7. https://doi.org/10.21009/bahtera.221.01

Misa, M. (2023). Multiliteracies pedagogy: A case study of critical reading in ELT classroom by implementing situated practice. English Review: Journal of English Education, 11(2), 489–500. https://doi.org/10.25134/erjee.v11i2.7460

Moir, T., Boyle, J., & Woolfson, L. M. (2020). Developing higher-order reading skills in mainstream primary schools: A metacognitive and self-regulatory approach. British Educational Research Journal, 46(2), 399–420. https://doi.org/10.1002/berj.3570

Muthmainnah, M., Apriani, E., Marzuki, A. G., Al Yakin, A., Aeni, N., Azar, A. S., & Riyawi, M. R. (2024). Navigating education 5.0 robotic technique for teaching foreign languages in todays classroom: Unveiling the potential of virtual pedagogical agents. In Preconceptions of Policies, Strategies, and Challenges in Education 5.0 (pp. 118-138). IGI Global.

Muthmainnah, M., Cardoso, L., Marzuki, A. G., & Al Yakin, A. (2025). A new innovative metaverse ecosystem: VR-based human interaction enhances EFL learners’ transferable skills. Discover Sustainability, 6, 156. https://doi.org/10.1007/s43621-025-00913-7

Oranga, J., & Gisore, B. (2023). Action research in education. Open Access Library Journal, 10(7), 1–10. https://doi.org/10.4236/oalib.1110413

Patty, J. (2023). Enhancing reading comprehension through the cooperative integrated reading and composition (CIRC) strategy. Research Horizon, 3(4), 362–377.

https://doi.org/10.54518/rh.3.4.2023.362-377

Prajogo, S. (2021). The use of cooperative integrated reading and composition (CIRC) method to improve students’ reading comprehension. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 13(1), 78–85.

Setiawan, A., Hang, N. T. T., Fauzan, F., & Derana, G. T. (2023). Critical reading research and its implications for critical reading skills for Indonesian language teachers: A systematic literature review. BAHASTRA, 43(2), 152–182. https://doi.org/10.26555/bahastra.v43i2.27762

Singh, S., Kaur, B., & Kaur, K. (2023). Integration of independent and collaborative learning in educational settings. International Journal for Multidisciplinary Research (IJFMR), 5.

Slavin, R. E. (2019). Educational psychology: Theory and practice (13th ed.). Pearson.

Sukirman, & Kabilan, M. K. (2023). Indonesian researchers’ scholarly publishing: An activity theory perspective. Higher Education Research & Development, 42(8), 2030–2047.

https://doi.org/10.1080/07294360.2023.2191234

Syafryadin, S., Safnil, S., Noermnzah, N., Wardhana, D. E. C., Marzuki, A. G., Astrid, A., & Amalia, S. (2024). TAGANA thematic textbook: Cultivating junior high school students’ English proficiency with HOTS-PBL integration. Studies in English Language and Education, 11(3), 1636–1651. https://doi.org/10.24815/siele.v11i3.36651

Tadesse, T., Ware, H., Asmare, A., & Gillies, R. M. (2024). Enhancing student engagement and outcomes: The effects of cooperative learning in an Ethiopian university’s classrooms. Education Sciences, 14(9), 975. https://doi.org/10.3390/educsci14090975

Unrau, N. J., Alvermann, D. E., & Sailors, M. (2018). Literacies and their investigation through theories and models. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed., pp. 3–34). Routledge.

Wallace, C. (2021). Critical reading in language education (2nd ed.). Bloomsbury Academic.

Wang, Y. (2023). Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: A comparative study. Frontiers in Psychology, 14, 1255389. https://doi.org/10.3389/fpsyg.2023.1255389

Werner, C., Füssl, E., Rieß, J., Resch, B., Kratochwil, F., & Loidl, M. (2022). A framework to facilitate advanced mixed methods studies for investigating interventions in road space for cycling. Sustainability, 15(1), 622. https://doi.org/10.3390/su15010622

Zhang, J., & Yan, Y. (2025). The power of grit and enjoyment on engagement of students majoring in teaching Chinese to speakers of other languages (TCSOL) in robot-assisted language learning environment: A self-determination theory perspective. Learning and Motivation, 92, 102185. https://doi.org/10.1016/j.lmot.2024.102185

Downloads

Published

2026-06-24

How to Cite

Marzuki, A. G., Fatima, F., Huriyah, H., Triassanti, R., & D. Baguilat, I. (2026). Enhancing Tertiary EFL Students’ Critical Reading through the CIRC Model: A Mixed-Methods Classroom Action Research Study. AL-ISHLAH: Jurnal Pendidikan, 18(2), 2350–2361. https://doi.org/10.35445/alishlah.v18i2.8931

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.