The Big Book of Narrative Text Pagerwunung Based on CIRC Model Efforts to Improve Cursive Writing Skills
Abstract
Purpose of the study: This study aims to describe the design, feasibility, and effectiveness of an upright writing big book media developed to enhance the writing skills of second-grade students. The big book presents narrative texts integrating local wisdom, specifically highlighting the Pagerwunung Nature Reserve, to foster both literacy and cultural appreciation.
Methodology: Employing the Research and Development (R&D) method with the Borg and Gall model, the study was conducted up to the eighth stage, focusing on feasibility and effectiveness testing due to time and cost constraints. The Cooperative Integrated Reading and Composition (CIRC) learning model was embedded into the media to strengthen collaborative reading and structured writing activities.
Main Findings: The big book media design received a feasibility score of 90% from media experts and 93% from material experts, both categorized as “very feasible.” Effectiveness testing showed a significant improvement in students’ upright writing skills, supported by their increased engagement and comprehension of narrative structure.
Novelty/Originality of this study: This research introduces a dual innovation: (1) integrating upright writing instruction with localized narrative content rooted in the Pagerwunung Nature Reserve, enabling students to visualize and contextualize learning through familiar cultural and environmental references; and (2) embedding the CIRC learning model into big book media, fostering cooperative literacy development while enhancing writing accuracy and fluency. By combining cultural literacy with technical writing skills, this approach not only supports academic achievement but also strengthens students’ sense of place and environmental stewardship, offering a replicable model for culturally responsive literacy instruction.
References
W. Korab-Karpowicz, “Social harmony or a happy society,” International Journal of Philosophy, vol. 9, no. 3, 2021, doi: 10.11648/j.ijp.20210903.18.
M. Z. Yasin, M. A. Noor, A. Bibi, and A. Fakhar, “The purposeful life: an exploration of life’s priorities according to the objectives of Islamic Shariah,” Remittances Review, vol. 9, no. 2, pp. 574-593, 2024.
S. Aisida, and M. N. Huda, “Al-Ghazali holistic education concept: An analysis of relevance to indonesia’s national education system,” Jurnal Multidisiplin Madani, vol. 5, no. 7, pp. 729-742, 2025, doi: 10.55927/mudima.v5i7.495.
S. Sarbaitinil, R. Rudagi, I. Rahmat, N. Elfemi, and I. Isnaini, “Expressing philosophical discourse in pencak silat as a pillar of character education and strengthening social ties in society,” Journal of Pragmatics and Discourse Research, vol. 3, no. 2, pp. 150-162, 2023, doi: 10.51817/jpdr.v3i2.301.
H. H. H. Ali, “The importance of the four English language skills: Reading, writing, speaking, and listening in teaching Iraqi learners,” Humanities & Natural Sciences Journal, vol. 3, no. 2, pp. 154-165, 2022, doi: 10.53796/hnsj3210.
D. A. Arasomwan, and N. J. Mashiy, “Early childhood care and education educators' understanding of the use of music-based pedagogies to teach communication skills,” South African Journal of Childhood Education, vol. 11, no. 1, pp. 1-12, 2021, doi: 10.4102/sajce.v11i1.896.
A. R. Hidayati, A. S. B. Ningrum, and D. N. Suci, “The development a 3D english module for english lesson in 4th grade in elementary school,” English Education: Journal of English Teaching and Research, vol. 7, no. 2, pp. 205-221, 2022, doi: 10.29407/jetar.v7i2.18298.
A. Laila, C. A. Budiningsih, and K. Syamsi, “Textbooks based on local wisdom to improve reading and writing skills of elementary school students,” International Journal of Evaluation and Research in Education, vol. 10, no. 3, pp. 886-892, 2021, doi: 10.4102/sajce.v11i1.896.
A. Rofi'i, and S. V. Susilo, “The development of teaching materials based on mobile learning in english learning for elementary schools,” Al-Ishlah: Jurnal Pendidikan, vol. 15, no. 2, pp. 2062-2075, 2023, doi: 10.35445/alishlah.v15i2.2475.
R. Soliman, and S. Khalil, “The teaching of Arabic as a community language in the UK,” International Journal of Bilingual Education and Bilingualism, vol. 27, no. 9, pp. 1246-1257, 2024, doi: 10.1080/13670050.2022.2063686.
Z. Karasheva, A. Amirova, L. Ageyeva, M. Jazdykbayeva, and E. Uaidullakyzy, “Preparation of future specialists for the formation of educational communication skills for elementary school children,” World Journal on Educational Technology: Current Issues, vol. 13, no. 3, pp. 467-484, 2021, doi: 10.18844/wjet.v13i3.5954.
S. Hadiaty, and D. Irman, “Developing fine motor skills through calligraphy art in early childhood,” International Journal of Ethno-Sciences and Education Research, vol. 5, no. 1, pp. 14-19, 2025, doi: 10.46336/ijeer.v5i1.841.
I. Fitriyah, and H. Asyiah, “Implementing gradual sewing activities to improve children's fine motor skills at RA Darul Ma'sum Probolinggo,” Asian Journal of Education and Teaching, vol. 1, no. 1, pp. 103-117, 2025, doi: 10.62945/ajet.v1i1.15.
H. Wei, K. Chen, Z. H. Chen, and D. B. Luh, “Personalized daily hand movement training methods and effects: A case study,” Applied Sciences, vol. 14, no. 12, pp. 5297, 2024, doi: 10.3390/app14125297.
P. Moll-Khosrawi, J. Küllmei, C. Zöllner, and L. Schulte-Uentrop, “Efficacy of an integrated simulation-based education approach to train non-technical skills in medical undergraduate students,” Education Sciences, vol. 13, no. 9, pp. 853, 2023, doi: 10.3390/educsci13090853.
S. Houston, “Embodied agency through soft skills development in dance,” Frontiers in Cognition, vol. 3, pp. 1396904, 2024, doi: 10.3389/fcogn.2024.1396904.
M. A. Moreira, B. R. Arcas, T. G. Sánchez, R. B. García, and M. J. R. Melero, “Teachers’ pedagogical competences in higher education: A systematic literature review,” Journal of University Teaching and Learning Practice, vol. 20, no. 1, pp. 90-123, 2023, doi: 10.53761/1.20.01.07.
H. Zhang, and M. Tian, “Unpacking the multi-dimensional nature of teacher competencies: a systematic review,” Scandinavian Journal of Educational Research, vol. 69, no. 5, pp. 1004-1025, 2025, doi: 10.1080/00313831.2024.2369867.
A. Hernandez, “Closing the achievement gap in the classroom through culturally relevant pedagogy,” Journal of Education and Learning, vol. 11, no. 2, pp. 1-21, 2022, doi: 10.5539/jel.v11n2p1.
I. O. Biletska, A. F. Paladieva, H. D. Avchinnikova, and Y. Y. Kazak, “The use of modern technologies by foreign language teachers: developing digital skills,” Linguistics and Culture Review, vol. 5, no. S2, pp. 16-27, 2021, doi: 10.21744/lingcure.v5nS2.1327.
K. I. Hossain, “Reviewing the role of culture in English language learning: Challenges and opportunities for educators,” Social Sciences & Humanities Open, vol. 9, pp. 100781, 2024, doi: 10.1016/j.ssaho.2023.100781.
L. Rusconi, and M. Squillaci, “Effects of a universal design for learning (UDL) training course on the development teachers’ competences: A systematic review,” Education Sciences, vol. 13, no. 5, pp. 466, 2023, doi: 10.3390/educsci13050466.
R. F. Dewinna, “Analysis of the use of the cooperative integrated reading and composition (CIRC) method in improving elementary school students’ english reading and writing skills,” International Journal of Curriculum Development, Teaching and Learning Innovation, vol. 3, no. 2, pp. 69-79, 2025, doi: 10.35335/curriculum.v3i2.215.
J. Patty, “Enhancing reading comprehension through the Cooperative Integrated Reading and Composition (CIRC) strategy,” Research Horizon, vol. 3, no. 4, pp. 362-377, 2023.
S. M. Nasim, S. M. S. Mohamed, M. N. Anwar, M. Ishtiaq, and S. Mujeeba, “Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition (CIRC) technique to enhance EFL reading comprehension skills,” Cogent Education, vol. 11, no. 1, pp. 2401667, 2024, doi: 10.1080/2331186X.2024.2401667.
N. Wongsuwan, and A. A. Regiana, “Examining the effect of Cooperative Integrated Reading and Composition (CIRC) on students’ reading comprehension,” International Journal of Research in Education, vol. 3, no. 1, pp. 51-61, 2023, doi: 10.26877/ijre.v3i1.13591.
B. Chaves-Yuste, and C. de-la-Peña, “Cooperative integrated reading and composition model to improve EFL reading comprehension and foster inclusive education,” The International Journal of Literacies, vol. 30, no. 1, 2022, doi: 10.18848/2327-0136/CGP/v30i01/1-18.
A. Susilo, R. Mufanti, and A. Fitriani, “Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses,” Studies in English Language and Education, vol. 8, no. 3, pp. 917-934, 2021, doi: 10.24815/siele.v8i3.21149.
S. Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R&D [Qualitative Quantitative Research Methods and R&D]. Bandung: Alfabeta.
Z. Soghomonyan, and A. Karapetyan, “Teaching strategies of the 21st century skills adapted to the local needs,” European Journal of Teaching and Education, vol. 5, no. 3, pp. 48-69, 2023, doi: 10.33422/ejte.v5i3.1097.
R. Stacey, S. Gangstad, A. King, and B. Pennie, “Critical Skill-making: Staff–student syllabus design in English literature,” English: Journal of the English Association, vol. 73, no. 283, pp. 300-307, 2024, doi: 10.1093/english/efaf008.
A. J. Rohm, M. Stefl, and N. Ward, “Future proof and real-world ready: The role of live project-based learning in students’ skill development,” Journal of Marketing Education, vol. 43, no. 2, pp. 204-215, 2021, doi: 10.1177/02734753211001409.
H. Aldamen, H. Alkhateeb, K. Kercher, K. Duncan, and J. Hollindale, “Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting,” Accounting Education, vol. 30, no. 4, pp. 385-412, 2021, doi: 10.1080/09639284.2021.1906719.
R. Navasca, J. Abaquita-Espiritu, M. Calaranan, M. Navasca, N. B. Tugelida, and S. Tamayo, “Culturally Rooted pedagogies in technical-vocational education: Teaching practices and cultural integration among TVL-TLE instructors and professors in Philippine higher education,” International Journal on Culture, History, and Religion, vol. 7, S12, pp. 372-387, 2025, doi: 10.63931/ijchr.v7iSI2.207.
A. M. Roussou, C. C. Argyrakou, and E. D. Milakis, “Integrating STEAM and theatrical methods in early childhood environmental education: A framework for holistic learning,” International Journal of Geography, Geology and Environment, vol. 7, no. 2, pp. 19-42, 2025, doi: 10.22271/27067483.2025.v7.i2a.336.
T. Bhattarai, “Contextualizing Socio-cultural resources in secondary level classroom instruction in lumbini cultural municipality, Rupandehi Nepal,” IJSAT-International Journal on Science and Technology, vol. 16, no. 1, 2025, doi: 10.71097/IJSAT.v16.i1.6961.
L. N. Yeganeh, N. S. Fenty, Y. Chen, A. Simpson, and M. Hatami, “The future of education: A multi-layered metaverse classroom model for immersive and inclusive learning,” Future Internet, vol. 17, no. 2, pp. 63, 2025, doi: 10.3390/fi17020063.
F. Ariyani, and D. Andrianto, “Enhancing the fifth aspect’s of writing by cooperative integrated reading and composition (CIRC),” Symfonia: Jurnal Pendidikan Agama Islam, vol. 4, no. 1, pp. 1-18, 2024, doi: 10.53649/symfonia.v4i1.83.
B. DaCosta, “Generative AI meets adventure: Elevating text-based games for engaging language learning experiences,” Open Journal of Social Sciences, vol. 13, no. 4, pp. 601-644, 2025, doi: 10.4236/jss.2025.134035.
E. Mailani, D. Tarigan, and A. K. Sitanggang, “Development of a learning tool using the cooperative integrated reading and composition (CIRC) model based on thinkable,” QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, vol. 16, no. 1, pp. 31-48, 2024, doi: 10.37680/qalamuna.v16i1.3512.
P. Rochmahwati, and M. D. Zuhri, “Redefining language learning: Embedding TELL in the outcome-based education syllabus,” Language Circle: Journal of Language and Literature,” vol. 19, no. 2, pp. 345-358, 2025, doi: 10.15294/lc.v19i2.21332.
D. Tsagari, and S. Armostis, “Contextualizing language assessment literacy: A comparative study of teacher beliefs, practices, and training needs in Norway and Cyprus,” Education Sciences, vol. 15, no. 7, pp. 927, 2025, doi: 10.3390/educsci15070927.
M. R. Anani Sarab, and S. Rahmani, “Development and validation of a scenario-based teacher language assessment literacy test,” International Journal of Language Testing, vol. 13, no. 1, pp. 67-103, 2023, doi: 10.22034/ijlt.2022.354972.1187.
A. J. L. Rebucias, and R. A. Mangaron, “Unveiling the teaching of reading skills at the senior high level: perspectives from General Santos City schools,” International Journal of Multidisciplinary: Applied Business and Education Research, vol. 5, no. 8, pp. 3040-3061, 2024, doi: 10.11594/ijmaber.05.08.10.
N. Nananukul, M. N. Annury, T. M. Hoangh, and N. Soontarin, “Project-Based learning and critical thinking development: A Mixed-methods analysis in undergraduate education,” Global Synthesis in Education Journal, vol. 2, no. 3, pp. 45-59, 2024, doi: 10.61667/qr0cyd82.
S. Wibowo, M. N. Wangid, and F. M. Firdaus, “The relevance of Vygotsky's constructivism learning theory with the differentiated learning primary schools,” Journal of education and learning (EduLearn), vol. 19, no. 1, pp. 431-440, 2025, doi: 10.11591/edulearn.v19i1.21197.
K. Rigopouli, D. Kotsifakos, and Y. Psaromiligkos, “Vygotsky’s creativity options and ideas in 21st-century technology-enhanced learning design. Education Sciences, vol. 15, no. 2, pp. 257, 2025, doi: 10.3390/educsci15020257.
L. Rahman, “Vygotsky’s zone of proximal development of teaching and learning in STEM education,” International Journal of Engineering Research & Technology, vol. 13, no. 8, pp. 389-394, 2024, doi: 10.17577/IJERTV13IS080042.
N. V. Sarmiento-Campos, J. C. Lázaro-Guillermo, E. N. Silvera-Alarcón, S. Cuellar-Quispe, Y. L. Huamán-Romaní, O. A. Apaza, and A. Sorkheh, “A look at Vygotsky’s sociocultural theory (SCT): The effectiveness of scaffolding method on EFL learners’ speaking achievement,” Education Research International, vol. 2022, no. 1, pp. 3514892, 2022, doi: 10.1155/2022/3514892.
M. Salajegheh, A. A. Sohrabpour, and E. Mohammadi, “Exploring medical students’ perceptions of empathy after cinemeducation based on Vygotsky’s theory,” BMC Medical Education, vol. 24, no. 1, pp. 94, 2024, doi: 10.1186/s12909-024-05084-z.
J. Hardman, “Vygotsky’s decolonial pedagogical legacy in the 21st century: Back to the future,” Mind, Culture, and Activity, vol. 28, no. 3, pp. 219-233, 2021, doi: 10.1080/10749039.2021.1941116.
Copyright (c) 2025 Dewi Safitri, Panca Dewi Purwati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- 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 acknowledgment of its initial publication in this journal.
- 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 and earlier and greater citation of published work.
.png)
.png)
