Insights into Reading Comprehension: A Qualitative Exploration of STAD and CIRC Learning Models among Students

This study investigates the impact of two cooperative learning models—STAD (Student Teams Achievement Divisions) and CIRC (Cooperative Integrated Reading and Composition)—on students' reading comprehension and motivation. Using a qualitative approach, the research involved observing and analyzing student interactions and engagement within these models. The results indicated that both models were effective in enhancing students’ reading comprehension; however, the effectiveness varied due to differences in how each model fosters collaboration and individual responsibility. The STAD model, with its structured team roles and competitive framework, significantly increased student motivation and engagement, as students felt accountable to their peers. On the other hand, CIRC's more flexible and interactive group discussions were beneficial but required clearer task distribution to ensure balanced participation. Students in CIRC groups showed varying levels of engagement, which impacted overall effectiveness. Despite these challenges, both models provided valuable insights into collaborative learning strategies and their potential for improving reading comprehension. The study suggests that a combination of the structured approach of STAD and the flexible interaction in CIRC may offer a more holistic solution to fostering both motivation and reading skills in students. The findings highlight the need for teachers to adapt learning models to suit the needs of their students to optimize learning outcomes.