Impress Method

UNIVERSITASMUHAMMADIYAHMAKASSAR FAKULTASKEGURUANDANILMUPENDIDIKAN APPROVAL SHEET. : Using Neurological. Title. Impress Method. to. Increase the. Second Year Students Reading Comprehension (A Classroom Action Research ut the Eighth Grade of SMP Somba OPu Gowa) Name Reg. Number. Program. : : :. MUH.NURZAMNUR.H 10535 342648. English Education Department / Strata 1 (Si). Makassar,. December 20i3. Approved bY Consultant I. Head of Engiish. NBM:860. 934.

,& ,W, UNIVERSITAS MUHAMMADIYAII MAKASSAR FAI(ULTAS KEGURUAF{ DAN ILMU PEI\TDTDIKAN. LEMBAR PENGtrSAHAN Skripsi atas natna MUH. NURZAM NUR. H, NIM. 10535 3.126 08 diterima dan disahkan oleh Panitia Ujian berdasarkan Surat Keputusan Reklor Universitas Muhammadiyah Makassar No. 172 Tat,llr;r 1$5 H/2013 M, sebagai saiah satu syarat. guna memperoleh gelar Sarjana Pendidikan pada Jurusan Pendidikan Bahasa. Inggris, Fakultas Keguruan dan llmu Pendidikan Universitas Muhammadiyah Makassar pada hari Sabtu, tanggal 30 November 2013.. '^f. a. 12 Syafar 1435. H. Makassar,. l5 I)esember 2013 M PANTTIA LTJIAN. 1.. Pengawas Umum. Dr. H. Irwan Akib. A4.Pd.. 2.. Ketua. Dr. Anrtri Sukri Syamsuri, M.Hum.. 3.. Sekretaris. Khaeruddin, S.Pd., M.Pd.. 4.. Penguji. i. Dr. Bahrun Amin. M.Hum.. /. (.--. .-. (....... 2. Amiruddin, S.Pd., M.I{um. 3. Drs. Abd. Waris Hamid. M.Hum.. 4. Amar Ma'ruf, S.Pd., M.Hum.. Makassar. 4',$lll3k*){. frffii \:i.ry-:. i. !\. 't.\. ..

ABSTRACT MUH NURZAM NUR H., 2013. “using neurological impress method improve the second year student’s reading comprehension at SMP SOMBA OPU GOWA” A thesis of English Department, Faculty of Teachers Training and Education, Makassar Muhammadiyah University (Guided by H. Bahrun Amin and Amiruddin). The objective of the research was intended to know the improvement of the students’ reading comprehension after using Neurological Impress Method at the eight grade students of SMP SOMBA OPU GOWA. The method of this research was Classroom Action Research that consisted of two cycles. One cycle consisted of four meetings. This classroom action research was done at eight grade students of SMP SOMBA OPU GOWA for English subject. As subject in this research was VIII IIA Class in 2012-2013 academic years which consisted of 26 students those consisted of 19 women and 7 men. The instruments used were reading comprehension test and observation sheet. The finding of the research was the students’ reading comprehension improvement that coped with integrative process comprehension and making summary. In D-Test, the students’ mean score was 3.32. In the cycle I, the students’ mean score had improved to be 6.25, and in the cycle II the students’ mean score became 7.83. It meant that the improvement of the students’ reading comprehension from D-Test to cycle I was 88.25%, cycle I to cycle II was 25.28%. Neurological Impress Method was one of the reading comprehension strategies that could improve the students’ reading comprehension in case of integrative process comprehension and making summary at the eight grade students of SMP SOMBA OPU.. vii.

80. APPENDIX 5 ANSWER KEY DIAGNOSTIC TEST 1. The crocodile stopped in the middle of the river because the crocodile was very hungry. 2. The monkey told the crocodile to swim back to the bank of the river because he knew that the crocodile wanted to play trick on him. 3. The monkey called the crocodile “foolish” because the crocodile failed to get his heart. 4. The pronoun “he” in the paragraph 2, line 2 refers to the crocodile’s father. 5. The pronoun “it” in the paragraph 3 line 3 refers to the monkey’s heart. 6. The pronoun “him” in the paragraph 4 line 1 refers to the monkey. 7. One day a monkey wanted to across a river. He saw a crocodile in the river so he asked him to help him. In the middle of the river the crocodile was very hungry, so he tried to fool the monkey by asking them that his father needed his heart. The monkey then thought for a while and asked the crocodile to swim back to the bank of the river. Therefore, the crocodile failed to get the monkey’s hearth. CYCLE I 1. Goldilocks did not like to sit on a big chair because it was hard. 2. The three bears surprised because they found that someone had tasted their porridge. 3. The poor baby was upset because he found that his little chair broke into pieces. 4. The pronoun “it” in the paragraph 3 line 1 refers to the big chair. 5. The pronoun “they” in the paragraph 4 line 1 refers to the three bears. 6. The pronoun “she” in the paragraph 5 line 1 refers to the Goldilocks..

81. 7. Once there was a little girl named Goldilocks whose house near with the three bears’ house. One day, when the bears got out from their house, Goldilocks came into their house. She ate their porridge and slept in their house. While she was sleeping, the three bears came home. They got very surprised when they found someone had tasted their porridge. They also found Goldilocks has been sleeping. Goldilocks woke up when she saw the three bears. She jumped out of bed and ran out of the house to her home. CYCLE II 1. The dolphin considers as a clever animal because it may be even cleverer than chimpanzees. 2. The dolphin only can be able to speak to particular man because it cannot hear the kind of sounds man can make. 3. The dolphins very friendly toward man because there are many stories about dolphins guiding ships through difficult and dangerous water. 4. The pronoun “it” in paragraph 2 line 1 refers to dolphin. 5. The pronoun “they” in paragraph 3 line 1 refers to dolphins. 6. The pronoun “he” in paragraph 3 line 4 refers to man. 7. For many years, people believed that the cleverest animals were the chimpanzees. But now, dolphins are cleverer than these big apes. Dolphin is not fish. It is a mammal. They also have simple language that can make them talk one another. The man who want to talk to them have to make a third language because it cannot hear the kind of sounds man can make. Dolphins are also friendly toward man..

LIST OF APPENDICES 1. APPENDIX 1. Rencana Pelaksanaan Pembelajaran (RPP) .............. 52 2. APPENDIX 2. Diagnostic Test (D-Test) .............................................. 77 3. APPENDIX 3. Test of Cycle I ................................................................ 78 4. APPENDIX 4. Test of Cycle II............................................................... 79 5. APPENDIX 5. Answer Key .................................................................... 80 6. APPENDIX 6. The Observation Result of the Students’ Activeness .. 82 7. APPENDIX 7. The Result of D-Test...................................................... 84 8. APPENDIX 8. The Result of Cycle I Test............................................. 87 9. APPENDIX 9. The Result of Cycle II Test ........................................... 90 10. APPENDIX 10. The Calculation of the Students’ Improvement ....... 93 11. APPENDIX 11. Students’ Reading Comprehension Score................. 94 12. APPENDIX 12. Students’ Attendant List............................................. 95 13. APPENDIX 13. Students’ Observation Sheet ...................................... 96 14. APPENDIX 14. Documentation of Teaching and Learning Process..104 15. APPENDIX 15. Curriculum Vitae.........................................................107. xv.

LIST OF TABLES 1. Table 1. The Improvement of Student’ Integrative Process Comprehension…...30 2. Table 2. The improvement of Students’ Proficiency in Making Summary……..33 3. Table 3. The Improvement of the Students Reading Comprehension…………..36 4. Table 4. The Observation Result of the Students’ Activeness …………………38 5. Table 5. The Percentage of the Students’ Integrative Process Comprehension..42 6. Table 6. The percentage of the Students’ Proficiency in Making Summary……45.

LIST OF GRAPHICS 1. Figure. 1:. The. Improvement. of. Students’. Integrative. Process. Comprehension…………………………………………………………..32 2. Figure 2: The Improvement of the Students Proficiency in Making Summary…………………………………………………………………35 3. Figure. 3:. The. Improvement. of. the. Students’. Reading. Comprehension……………………………………………………………37 4. Figure 4: The Observation Result of Students’ Activeness in Teaching and learning Process…………………………………………………………..39.

1. CHAPTER 1 INTRODUCTION A. Background Language is a social construct. It is learned through interaction with others, with social structures and with social forces. It allows one to communicate with others and it plays a key role in the development and the maintenance of culture (Avison and Kunkel,1987: 51). Language is as integral to culture, as culture is to a person’s sense of being. One of the social functions of a language is to express and pass on one’s cultural ideas and attitudes.. Just as language. rationalizes one’s environment and its culture, the environment in which one lives influences his language and cultural habits (Marland, 1980; Whorf, 1969). Hence, language enables a person to put across his individuality. However, in this age of accelerated globalization, language, specifically the English Language, has also become an instrument in the evolution of various cultures. Despite the security of using the “mother tongue” among relatives and friends, it has become imperative for Indonesia to learn English in order to deal with economic matters, to acquire information, to facilitate learning, and to deal with different social and global citizenship concerns. Teaching procedures should be used with the neurological impress method. In the beginning the teacher should make the child aware that they will be reading together each day for 15 minutes to improve the child's reading. The accompanying reader should be the same person throughout the program and he/she should also be thoroughly familiar with the goals of the program and.

2. important factors for becoming a fluent reader. The teacher should participate in the selection of the reading materials, making sure that they will be easy for the student (high interest low vocabulary books are recommended).. Because. anticipation of potentially problematic words is also required, the teacher should be thoroughly familiar with the student's reading abilities. The teacher must also refrain from quizzing the child about the materials they have just read, nor can he/she turn it into a lesson on getting clues from context or sounding out the words. All comments made must be positive. Heckelman believes that the Neurological Impress Method is one way of breaking word calling and gaining fluency in reading. A review of the studies on the neurological impress method suggests that more research on the technique is needed with special consideration given to selecting preferred treatment for individual students. Struggling readers need guided and motivating instruction on a daily basis in order to improve their literacy skills in a significant way. One approach for providing this type of instruction is through the use of an at-home literacy program. In this study, parents were given training and feedback in the use of simple, inexpensive, yet motivating reading techniques which they used at home with their children. A comprehensive literature review on the Neurological Impress Method (NIM), oral reading fluency, and the connection between parent involvement and student achievement and/or literacy development was conducted. Based on information obtained from the literature review, the study examined the effect of the NIM, used in an at-home program on the oral reading fluency, and.

3. word recognition in struggling readers. The study followed an experimental design in which a treatment group and a control group simultaneously completed a ten week at-home program. At the end of the program, two parents in each group were interviewed, and a NIM questionnaire was given to parents in the treatment group. The study showed no significant difference in the gain in oral reading fluency, and increase in word recognition for struggling readers whose parents used the NIM compared to the struggling readers whose parents used the read aloud technique. Based on parent responses obtained from the interviews and the NIM questionnaire, the study also showed that parents demonstrated an attitude of interest and support for the at-home literacy program. The findings of this study can serve as a reference point for educators interested in creating athome literacy programs, as well as a topic for further research. It appears that the at-home literacy program seemed to create opportunities for parent/child bonding. Since the at-home program offered parents an opportunity to spend one-to-one quality time with their children, it seems likely that the at-home program would have a positive effect on the parent/child relationship. Because this form of parent involvement could motivate children's interest in learning, and perhaps lead to increased literacy development and academic achievement, further research in this area should be conducted. Based on those problems above, the writer wants to solve those problems by applying Neurological Impress Method in teaching and learning english , especially in reading comprehension. The english teaching is aimed at develoving reading skill. Teachers must teach the students as well as they could, so they can.

4. use neurological impress method well. In understanding neurological impress method, the writer wants to solves problems by using teaching – learning cycle. Based on the situation above the writer is interesting to carry out a class action research titled “ Using Neurological Impress Method To Increase The Second Year Students Reading Comprehension At SMP SOMBA OPU GOWA” B. Problem Statement 1. How does Neurological Impress Method improve students’ reading comprehension in case of integrative process comprehension (Pronoun reference and cause effect relationship) at the second years of SMP SOMBA OPU GOWA? 2. How does Neurological Impress Method improve students’ reading comprehension in case of summarizing (Organization and sentence smoothness) the text at the second years of SMP SOMBA OPU GOWA? C. Objective of the Study 1. How. Neurological. Impress. Method. improve. students’. reading. comprehension in case of integrative process comprehension (Pronoun reference and cause effect relationship) at the second years of SMP SOMBA OPU GOWA 2. How. Neurological. Impress. Method. improve. students’. reading. comprehension in case of summarizing (Organization and sentence smoothness) the text at the second years of SMP SOMBA OPU GOWA.

5. D. Significance of the Study The result of the study is expected to be useful information for students in reading comprehension and also this research expected to be able to give contribution for the English teacher in develop the students’ ability in reading comprehension through useful approach. E. Scope of the Study The researcher limits the scope of the study so that the problem will not be to wide and the study will be effective. The reading comprehension here means the student’s ability to improve the integrative process comprehension and to summarizing of certain text..

6. CHAPTER II REVIEW OF RELATED LITERATURE. A. Previous Related Research Findings Reading is one of the major language skills, which is distinctive characteristic from others. Some linguistic gave some definitions of reading that may help us to get clearer description. Harris and Sipay (1980:9), reading may be defined as the act of responding with appropriate meaning to print or written verbal symbols. From that statement we know that the author’s idea. So, we absorb the information from the text. In line with this idea, Callahan and Clark (1982:260) asset that reading is an active process in which people attempt to extract ideas, concepts, thoughts, or images from the pattern of words set forth on the printed page. In this regard, Stuffer in Petty and Jensen (1980:207) states: 1. Reading is a complex process. 2. Reading means to get information from printed page. 3. Reading is the ability to pronounce and comprehend the printed words. 4. Reading is interpreting sign, letters, symbols, by assigning meaning to them. 5. Reading is receiving ideas and impression from an author via the printed page. Reading is one of the best ways to learn a new language. It has a very important place in learning English as a foreign language. English texts enrich the readers with new vocabularies, structure of English sentences, and also the.

7. knowledge of its culture. By reading books in English, they can study more about the components for language such as vocabulary, pronunciation, and structure. B. Some Pertinent Ideas 1. The General Concept of Reading a. Definition Reading in the Educator’s Encyclopedia is defined as the art of understanding the meaning or written or spoken words. Reading is extremely important in education, and is the only spoken words used as second means of communication between people (1961:594-595). The definition of reading will be discussed as follows : a.. Mortimer and charles (1972:6) say that reading is complex activity, just as writing is it consists of a large number of separate act, all of which much be performed in a good reading.. b.. Jeremy (1991:190) the states that reading is an exercise dominated by the eyes and the brain. The ayes receive the message and the brain then has to work out the significance of these message.. c.. Hornby (1989:1043 ) says that reading is an action of a person who reads be faund in reading matter.. d.. Laurie Rozakis (1995:3) says that reading is a process by which our minds translate symbols into ideas.. e.. Julia S. Falk (1973 : 273 ) conveys that reading is more than the ability to convert written symbols into sounds, for the purpose of reading is ultimately to determine meaning from the painted page..

8. From the explanation above given by the experts, we can notice several points on reading they are : a.. Reading is a process, which is an active process. b.. The aim of reading is to grass symbolization used the writers’ message.. c.. There is a process in our minds to form good ideas and determine meaning of the text.. d.. Reading in thinking process.. b. The Elements of Reading There are some elements of reading based on the defenition above; a). The object of reading activity is graphic symbols.. b) Reading is an interpreting of graphic symbols, which involves an interaction between the writer and the reader. c) In reading process, there are two essential aspects involved; 1) word recognition; refers to the ability to give meaning to a printed symbol. 2) Comprehension; refers to the ability to understand and apply the material. c. Kinds of Reading a) Reading Aloud Reading aloud is used as anderson ( 1996 : 96 ) when a reader is learning to combine words with meaning. Reading aloud is very important devices that cannot be over lucked because it is great aid in develoving our reading skill. In reading aloud, the students will get experience in producing the sound. By reading aloud, the students also can improve their skill in pronounciation and intonation through reading..

9. b) Silent Reading Silent reading is often such a controlled class activity that the students are enabled to read effectively on their own. It is a skill to crictize what is written, to disscus something means to draw infrence and conclusion as well as to express a new idea on the basic of what is being read. c) Speed Reading This kind of reading is used to improve speed and comprehension in reading. This is skill is very important to the students. If they dont have skill of speed reading, all the process of studying will be slow and ineffective. Reading speed should be regarded as one of the main skill in reading. The skill of reading that is comprehension. d) Oral Reading Into oral reading a reader vocalize the printed word one by one this reader who does oral reading must a good pronounciation, oral reading is used when reader is learning to combine word with meaning ( Anderson,et.al 1969 : 96 ) d. Reading Process According to Alexander ( 1988 : 15 – 16 ) there are five processes in reading as follows : 1) Recognition – Initiation The brain must recognize a grafic display in the visual fields as written language and initiate reading. Normally this would occur once in each reading.

10. activity, through it is possible for reading to be interupted by other activities. Examining pictures for example and then to initiated. 2) Prediction The brain always anticipating as it seeks orders and significance in sensory inputs. 3) Confirmation If the brain predicts, it must also seek the variety its prediction. So it monitors to confirm with subsequent input what is expected. 4) Termination The brain terminates the reading when the reading text is completed but termination may accurate for other reason. The text is not produktive in little meaning is already known or other story is interesting or the reader finds it inappropriate for the paricular purpose. C. The Concept of Reading Comprehension 1. Definition Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to us. we can probably read Sniptops are finbuggle because we can decode the sounds in the words, but we can't comprehend it because two of the words are nonsense. The definition of reading comprehension from many source as follow : a.. Alderson ( 2000 : 160 ) state that reading comprehension an abusively by constructing meaning from interacting with material that is read. From this,.

11. we can comprehend that reading comprehension is the capability of getting ideas from printed pages. b.. According to Redway ( 1992 ) Reading comprehension process in grasping ideas, asses their contents and connect them to other ideas in written language.. c.. Smith and Robinson ( 1980 : 205 ) state that reading comprehension. means. the. understanding,. evaluating,. utilizing. of. information and gaining through an interaction between raeder and author. 2. Kinds of Reading Comprehension The different types of reading comprehension are distinguishing based on the reader purpose and type of reading that they use. The following are commonly referred to Goodman ( 1988 ) : a.. Literal comprehension reading in order to understands, remember or recall in information explicitly contained in passage. The literal comprehension kinds because the reader must first understand what the author expresses before drawing an inference, making an evaluating or gaining an appreciation.. b.. Inferential comprehension. Reading in order to find information that is not explicitly stated in the passage. To make a complete inference, the reader must read the passage carefully, put ideas and fact, together to draw a conclusion then inference it by using their experience and intuition.. c.. Critical or evaluative comprehension. Reading in order to compare information in passage with the reader own knowledge and evaluating whether or not information expressed by the authors..

12. d.. Appreciative comprehension. Reading in order to gain emotional or other kinds of valued response from passage.. 3. Strategies in Guided Reading Comprehension a.. Monitoring Comprehension Read a page and remembered absolutely nothing about it. Readers who. monitor their comprehension realise when they haven't understood a word, sentence, or page. They realise that they need to clarify their understanding. Sometimes simply rereading the story can help them do this. If rereading does not help, they use the subsequent strategies to help them comprehend. b.. Activiting Background Knowledge When readers activate background knowledge, they connect things they. already know with what they are reading. Reading a fictional story set during the Civil War, for example, causes them to remember what they learnt about the Civil War during history class. Young readers get used to activating background knowledge by looking through the pictures in a picture book before trying to read it or reading the comprehension questions before reading the text. c.. Questioning the Text Good reading comprehension requires not only asking, "Do I understand. what I am reading?" but, "What else do I want to know?" Many people use post-it notes to write down their questions while reading. Sometimes it may be as simple as wanting to know what a specific word mean, or as complex as knowing about an historical event..

13. d.. Drawing References Reading comprehension also means to combine prior knowledge and current. reading to predict what may happen next in the text or to figure out what a word means by its use in the text. e.. Visualising Often when books are adapted into movies, there is criticism that this actor. or that setting was, "wrong". That's because reading comprehension involves creating mental images of the people, places and things in books. When directors choose things that don't fit readers' mental images, book fans are often outraged. But visualising isn't only an aspect of reading fiction, it's also important for reading non-fiction, such as how-to articles. f.. Determining Importance Finding the main idea, that popular part of comprehension questions, is only. a part of determining importance. Good comprehension requires that readers can not only determine the main idea, but also themes, secondary ideas and clues as to what will happen next. g.. Synthesising Information Readers who infer from, question and connect to the text are then able to. synthesise the information. Synthesising is the Holy Grail of reading comprehension, in that it allows readers to take and retain new information from the text. A simple form of synthesising is when you no longer read the directions to make a favourite recipe, but instead incorporate a few new ideas that you remember from the cookbook you borrowed last week..

14. D. The Concept of Teaching Reading 1.. Definition Traditionally, the purpose of learning to read in a language has been to have. access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level. 2. The Reading Purpose Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or.

15. writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts. The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens. Reading research shows that good readers: a.. Read extensively. b.. Integrate information in the text with existing knowledge. c.. Have a flexible reading style, depending on what they are reading. d.. Are motivated. e.. Rely on different skills interacting: perceptual processing, phonemic processing, recall. f.. Read for a purpose; reading serves a function.

16. 3. Reading as a Process Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. Reader knowledge, skills, and strategies include a. Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words. are structured. into sentences b. Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another c. Sociolinguistic competence: knowledge about different types of texts and their usual structure and content d. Strategic competence: the ability to use top-down strategies, as well as knowledge of the language (a bottom-up strategy). The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose..

17. 4. Goals and Techniques for Teaching Reading Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. 1.. The Reading Process To accomplish this goal, instructors focus on the process of reading rather than on its product. a.. They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.. b.. They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.. c.. When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.. d.. They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage.

18. students to be conscious of what they're doing while they complete reading assignments. e.. They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.. f.. They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and courserelated information in written form: office hours, homework assignments, test content.. g.. They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill. By raising students' awareness of reading as a skill that requires active. engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the. confidence to handle communication. situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language. 4. Integrating Reading Strategies Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading..

19. Before reading: Plan for the reading task a. Set a purpose or decide in advance what to read for b. Decide if more linguistic or background knowledge is needed c. Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases) During and after reading: Monitor comprehension a. Verify predictions and check for inaccurate guesses b. Decide what is and is not important to understand c. Reread to check comprehension d. Ask for help After reading: Evaluate comprehension and strategy use a. Evaluate comprehension in a particular task or area b. Evaluate overall progress in reading and in particular types of reading tasks c. Decide if the strategies used were appropriate for the purpose and for the task d. Modify strategies if necessary E. The Concept of Narrative Teks 1.. Definition Anderson & anderson (199:8) affirm that a narative is a piece of text. which tells a story to inform and antertain the reader and listener. Gerrotnand wignel (1994:204) states that narative deals with the action of the characters or problematic events which lead to a crisis or turning point of some kind, which in turn find resolution. The purpose in narative in not only proving entertaiment but also making the audience think about an issue, teavh them a lesson or excite their.

20. emotion. Feez and joyse (200, cited in Suharti 2006) states that narative text is aimed to tell stories which are about a person or a group of people bovercoming problems, show how people react and experiences, explore social and cultural value and entertain and audience. According to Anderson & Anderson, (1997:18) and deremianka (2004;40) states that there are some kinds of narative text; a.. Romance. b.. Legend. c.. Myth. d.. Fable. e.. Adventure Based on kinds of narative above, the research utilized romence, legend,. myth, fable, and adventure because it is suitable with the students knowledge. 2.. The Generic Sructure and Language Feauters of Narrative. There are five phases in generic structures of narative . according to. Anderson & Anderson (2003:8) and feez and joyse (1998, 2000 in suharti 2006) the stages of narative text as follows; a.. Orientation Introduces the characters and tells the readers something about them;tells. the reader, when, where, who, what and why;gives a hint about the problems which the characters will encounter..

21. b. Complication which is where the readers discovers the problem and something happens that the characters do not expect c. Evaluation Which is ussualy attached to teh complication or woven into it:is where the story teller comments in the event and is his way gives significances to them;makes the reader are about what happens to the characters;shows the action down and creates suspense which makes the raeders want to find out what happen next. d. Resolution Which is where the problems solved Coda which rounds off the story with short comments on what happened or with a comment about the future lives of characters many fairy tales have a coda suvh as and they livedhappily ever after. Meanwhile, anderson & anderson (2003:8) and derewianka (2004:42) argues that the language features of narative cover specific character, normaly use simple past tense, time words that connect the actions that occur in the story, use conectivity many lingking words to do with time, descriptive words to portray the characters and setting and dialogue often included. Gerrot and widnell (1994:204, cited in Rahayu 2009) states that the languages features of narative textare specific often individualy participants with define identities, material process to show what relational process to identify something or to assign a quality of something, mental process as a process of.

22. sensing, temporal conjuntion and temporal circumstances that describe time and place, and it also use simple past tense. 3. The Importance in Teaching Narrative Text Garvie (1990, cited in Savitri, 2003) explain that the story helps us to relate the itemthe field of learning, which is meaningful, interesting, and activating. Garvie (1990) also propose some points to be taken into account whem ppeople decedi to use stories for learning activities in the following eplanation. It is in line with Wilson (cited in Savitri, 2009) who mentions some reasons why story should be integral part of education. Those are follows; a.. Stories addres the emotional inner life.. b.. Living thruogh experiencies in the imaginary world prepares us for experiences in this world.. c.. Story teach creative problem solving.. d.. Story demonstrate action and consequence. e.. Stories facilitate understanding of people from diverse places and background.. f.. Stories illuminate the universality of human condition.. F. The Concept of Short Story 1. Definition A short story is a short piece of fiction aiming at unity of characterization, theme and effect. The authors of the modern English short story no longer attempt to make daily life more entertaining by inventing exotic plots. Instead, modern short story writers have tended to base their narratives on their own experience;.

23. here the focus is much more on the less spectacular aspects of life, on the significance underlying what is apparently trivial. The result of such perceptive writing is perfection of form, harmony of theme and structure, and precision of style to reveal the subtleties of the human mind and of human behaviour. Many attempts have been made to define the short story. But on a few points at least, the opinion of most critics is unanimous. This does not imply that the literary form of the American short story can be set up in a rigid way. It has undergone and will probably still undergo many changes as the literary taste and demands of the reading public also change in the course of time with new outlooks on life. 2. The elements of short story a. short story is a piece of prose fiction which can be read at a single sitting. b. It ought to combine matter-of-fact description with poetic atmosphere. c. It ought to present a unified impression of temper, tone, colour, and effect. d. It mostly shows a decisive moment of life (which can entail a fatal blow). e. There is often little action, hardly any character development, but we get a snapshot of life. f. Its plot is not very complex (in contrast to the novel), but it creates a unified impression and leaves us with a vivid sensation rather than a number of remembered facts. g. There is a close connection between the short story and the poem as there is both a unique union of idea and structure..

24. Short story, brief fictional prose narrative that is shorter than a novel and that usually deals with only a few characters. The short story is usually concerned with a single effect conveyed in only one or a few significant episodes or scenes. The form encourages economy of setting, concise narrative, and the omission of a complex plot; character is disclosed in action and dramatic encounter but is seldom fully developed. Despite its relatively limited scope, though, a short story is often judged by its ability to provide a “complete” or satisfying treatment of its characters and subject.. G. Concepts of Integrative Processes and Summary a. Integrative Processes Comprehension. Integrative processes comprehension is one of the basic comprehension stated by Irwin in Janette K. Klingner (1991:91). When the reader progressed through individual sentences, he or she is processing more than the individual meaning units within sentences. He or she is also actively making connections across sentences. This process of understanding and inferring the relationships among clauses is referred to as integrative processing. Subskills involved in integrative processing include being able to identify and understand pronoun referents, being able to infer causation or sequence. The following two sentences demonstrate how these subs kills are applied: Michael quickly locked the door and shut the windows. He was afraid. To whom does he apply? Good readers seem to automatically know that he in the second sentence refers to Michael in the first sentence. Good readers also infer that Michael locked the door and shut the windows because he was afraid. Then, it is also inferred that Michael locked the door before shutting the windows..

25. From the explanation above, the write concludes that there are two main points of integrative processes comprehension. Those are the ability to identify and understand pronoun reference and the ability to infer cause-effect relationship. 1) Pronoun Reference Martin and Moody (2001:4) state that a pronoun is a substitute for noun. It is used as short hand instead of saying the object or the person’s name that is the subject of the sentence try saying “it”, or “he”, or “she”. The word a pronoun refers to is called antecedent. In order to make clear about what pronoun reference is actually and how to use it, the examples are presented below: a). After tom caught the ball and scored a touchdown, he then spiked it on the turf. In the sentence above, we can replace Tom with “he”, and ball with “it”.. b) After Tom got a drink of water, he later threw it back up on the next again we can replace Tom with ”he”, and water with “it”. In relation to pronoun reference, Dorothy (2011:3) states that pronouns usually refer to other words, called their antecedents because they (should) come before the pronoun. A pronoun’s antecedent may be either a noun or another pronoun, but in either case, it must be clear what the antecedent. 2) Cause-effect Relationship According to William (2006:3) cause-effect relationship is a reason of paragraph or essay development in which a writer analyze the reasons for-and/or the consequences of-an action, event, or decision. To express it, the writer uses some kinds of connectors. In order to make it clear, it is shown in the following.

26. examples: “The children survived because the old man had help”. This sentence informs us that to make the children could survive is the help of old man. In addition, Karlin (1971:15) states that cause and effect relationship is one that describe how one event, motive or action resulted in another. The emphasis may be on the reason for a particular action or event, or the result of a particular action or event. A reader is not called upon to speculate here; if the causal relationship was not clearly stated, then that is what a reader says. A reader only needs to comprehend what has been explicitly said. b. Summary Williamson (2009:21) states that summarizing is how we take larger selections of text and reduce them to their bare essentials; the gist, the key ideas, the main points that are worth noting and remembering. Webster’s calls a summary the “ general idea in brief form”, it’s the distillation, condensation, or reduction of a larger work into its primary nations. It is the process of synthesizing, condensing, and restating the important ideas of a text. Summarizing is useful in helping students to identify and connect the main ideas and significant detail from a piece, while eliminating unnecessary or redundant information. In relation to summary, Rachel (2011:3) states that a summary is a record in a reader’s own words that gives the main points of a piece writing such as a newspaper article, the chapter of a book, or even a whole book. It is also possible to summarize something that we have heard, such as a lecture, or something that we have seen and heard, such as a movie. A summary omits details, and does not include the reader’s interpretation of the original text..

27. From the explanation above, the researcher concludes that summary is process of reducing a text into smaller one which consists of its bare essential such as key ideas and some important points that the readers consider necessary to note or remember. The activity to summarize a text could help the students to be able to connect the main ideal and is significant details and to be able select which is the significant point of text to take or remember and which unnecessary information to reduce. I. Neurological Impress Method 1. Definition The Neurological Impress Method is a form of paired reading in which a student and tutor read the same text almost simultaneously. Sitting side-by-side, the tutor reads a text slightly faster and louder than the student while both follow the text with their fingers. Reading along with a more fluent reader is thought of as "an impress, an etching in of word memories on the natural process" (Heckelman, 1969). In addition, positive reinforcement from the tutor may help build students' self-confidence and enjoyment of reading. The Neurological Impress Method is a very effective way to teach your child how to read. It takes story time to the next level by involving your youngster directly. If you're patient and increase the demand slowly, over time, your child will acclimate to advanced reading levels naturally and be ready for further advancement in no time at all..

28. The Neurological Impress Method (Heckleman, 1966, 1969) is a technique in which the teacher and student read aloud simultaneously from the same material. R. G. Heckleman, a learning psychologist, hypothesized that individuals with severe fluency difficulties have actually established “neurological traces” for the nonfluent style in which they read, and that the problem could only be corrected by re-establishing new, fluent neurological traces. The simultaneous oral reading of student and teacher is structured in the following way. The purpose of Neurological Impress Method The goal of this method is to build reading rate and fluency. Use the method 10 to 15 minutes daily for a period of from 8 to 12 instructional hours. Heckelman (1966) noted that the method is ineffective if the student has not made some progress after 4 hours of total instruction. The method works effectively with a student whose listening comprehension is higher than his/her present level of word recognition skill. The procedure of Neurological Impress Method by Heckelman : a. Select high-interest reading materials that are slightly below the student's grade level. b. Sit side-by-side with the student slightly in front. c. Read material with the student in unison. In beginning sessions, read in a louder voice and at a slightly faster pace than the student. Reread initial lines or paragraphs until a normal, fluid reading pattern is established. Encourage the student not to worry about mistakes..

29. d. While reading, track the words with your finger. Later, as skill develops, have the student track the line of print with his/her finger. e. By the end of eight 15-minute sessions, increase the difficulty level of the material. At this time, you may use materials at the student's reading frustration level.. Steps for NIM (adapted from Flood et al, 2005). a) Select an instructional-level text (or better yet, ask the student to select the text). b) Sit next to the student so that you can speak into the student's ear. c) Move your finger under each word as you read it. The student rests his or her finger on top of yours. d) As you read the text aloud together, set the pace by reading slightly faster than the student. Model fluency and expression, chunking words in meaningful phrases and pausing for punctuation. e) Gradually release the "lead" to the student as the he or she becomes more comfortable with the text. f) NIM PLUS: After reading, ask the student to retell the text to you and discuss a few comprehension questions (Flood et al, 2005).. Teaching procedures should be used with the Neurological Impress Method. In the beginning the teacher should make the child aware that they will be reading together each day for 15 minutes to improve the child's reading. The accompanying reader should be the same person throughout the program and.

30. he/she should also be thoroughly familiar with the goals of the program and important factors for becoming a fluent reader. The teacher should participate in the selection of the reading materials, making sure that they will be easy for the student (high interest low vocabulary books are recommended).. Because. anticipation of potentially problematic words is also required, the teacher should be thoroughly familiar with the student's reading abilities. The teacher must also refrain from quizzing the child about the materials they have just read, nor can he/she turn it into a lesson on getting clues from context or sounding out the words. All comments made must be positive. a. The student sits on the teacher's left and holds the book. They read outloud simultaneously, the teacher being sure to read at the same rate as the student. b. At the same time, the teacher uses a finger or a pen to point to the words as they are read, moving the pen slowly, to focus the child's attention to both the words and the smooth flow of the reading. c. This flow is only interrupted when a problem word is reached, at which point the pen is held at this word and the child is given the chance to sound it out (aided or not as the case may be). If it is a sight word, the teacher should provide it quickly for the student to repeat and reading should continue (the word is simply noted for later review, which occurs at the beginning of each subsequent lesson, until it is read as a sight word 3 to 4 times). d. As the child progresses, the teacher may let the child take the lead in reading while he/she trails slightly behind as reinforcement..

31. e. In order for the child to see his/her progress, two sentences or one minute of reading may be repeated at each session and the errors graphed, over time since, with practice, the number of errors will decrease and/or amount of text read will increase..

32. J. Conceptual Framework The conceptual framework of this research is illustrated the following diagram.. Reading Comprehension Material. Neurological Impress Method. Classroom Action Research. Reading Comprehension. Integrative processes. Making Summary. Comprehension. (Organization and Sentence Smoothness). (Pronoun Reference and Cause Effect Relationship). The Improvement of Students’ Reading Comprehension.

33. The conceptual framework above explains the process of teaching English reading in improving the students’ reading skill in terms of reading comprehension dealing with conceptual meaning and the main ideas of the text through Neurological Impress method. In this method include some strategies that help the students to get the meaning of the text and identify main ideas by collaborative learning in pairing activity and collaborative learning between teacher and students. So, the students can increase their reading ability particularly in getting the conceptual meaning of the text and identifying main ideas though..

34. CHAPTER III RESEARCH METHOD A. Research Design This study used a Classroom Action research (CAR) in which the researcher acted on the procedures of the study, namely: planning, implementing the plan, observing the action, and reflecting the result of the action. It used some instruments to collect data that were tabulated and put into percentage. The research was divided into two cycles, they were: cycle 1 and cycle 2. Each cycle consisted of planning, action, observation and reflection. B. Research Variables and Indicators 1. Variables There were two variables of this research. Those were independent variable and dependent variable. Independent variable was application Neurological Impress method and Dependent variable consisted of the student’s reading comprehension in term integrative process comprehension and making summary. 2. Indicators There were four indicators in this research based on the dependent variables above. Cause-effect relationship and pronoun references were the indicators of integrative process comprehension, organization and sentence smoothness were the indicators of making summary..

35. C . Research Subject Research subject in this classroom action research was the eight class students of SMP SOMBA OPU GOWA Regency. The class consist of 30 students with 20 women and 10 men. D. Research Procedures In this Classroom Action Research (CAR), the observer used the CAR principle to collect the data. The research was divided into two cycles with each cycle consisted of four phases. The cycle was described through the scheme of action research phases as follow:.

36. The scheme of Classroom Action Research Planning. Reflection. Action Cycle I. Observation. Planning. Reflection. Cycle II. Observation. ? Action In this research procedure will be divided into two cycles: Cycle I. Action.

37. It refers to the teaching and learning process and it was conducted in four meetings and each meeting consist of 2 x 40 minutes. Here, each meeting will be recognized as for steps namely planning, action, observation and reflection. 1. Planning Before conducting the teaching process, firstly the researcher prepared some things that was considered important and useful for supporting the teaching process. In this case, there were three things that researcher prepared, they are: a. The researcher made lesson plan of reading ability through Neurological Impress Method b. The researcher prepared teaching material c. The researcher prepared instrument 2. Action At the beginning of each meeting, before the teaching and learning process took place, the teacher firstly was appercepted by greeting to students and given a little bit warning up. It was intended to make the students ready to learn and encourage them to join the teaching and learning process. After the apperception has been done, the teacher begin to teach based on the procedure of Neurological Impress Method through the following ways: a. Introduction to the skill or strategy 1) Teacher introduced the Neurological Impress method though examples and review. 2) Teacher and students discussed how and why the strategy or skill are used..

38. 3) Teacher and students discussed the questions together until the reading purpose stated b. Optional 1) Teacher had the students volunted additional examples read the text. 2) Teacher and students discussed. 3) Teacher monitored and reminded the students of reading purpose stated before. c. Labeling modeling, defining, and explaining 1) Teacher labeled, modeled, defined, and explained the skill. 2) Teacher explained that they are going to learn more about how to find the main idea. 3) Teacher explained that the students was going to learn more about how to find the conceptual meaning. d. Guided practiced 1) Teacher and students read together an examples together. 2) Teacher gave the text. e. Independent practice 1) Teacher directed the students to some text. 2) Teacher had students share their choice text and practice. f. Application 1) Teacher asked the students to find the main idea in the text. 2) Teacher asked the students to find the conceptual meaning..

39. 3. Observation In this phase, researcher observed the students response and activeness during the teaching and learning process by making some notes about all the students’ activities. Some of those activities were the response of the students in delivering questions or answering the given question and many other activities that occur during teaching and learning take place. 4. Reflection Reflection was to see the whole first cycle action process and it meant as analyzing, understanding, and making conclusion activity. It was a process of giving judgment and responses toward the action in the class. Through reflection, the action was evaluated, the result of data was checked to draw a conclusion, and if the criteria were success, the action was finished and if it was unsuccess, the action was continued. So, by this activity the researcher was able to create a new better process in the second cycle. Cycle II The second cycle was conducted after finishing the first cycle and the target of improving students’ reading ability through Neurological Impress Method had not been achieved or success yet. It was conducted after getting reflection of the first cycle. By considering the finding fact in the first cycle, a revised plan was applied in the second cycle..

40. In this cycle just like the first cycle, the second cycle was planned as along four times meeting. The phase that was done in this cycle was not completely different with the previous cycle. It was done based on the reflection of cycle I. Thus, everything that was still less in the first cycle was improved in this cycle. 1. Revised Plan After analyzing the result of the cycle I showed that there were some weaknesses on particular items need repairing, the researcher then concludes to revise some particular items and they were presented as follow: a. The researcher made a new lesson plan of reading ability through Neurological Impress Method. b. The researcher prepared a new teaching material. c. The researcher prepared reading test for cycle 2. 2. Action At the beginning of each meeting, before the teaching and learning process took place, the teacher firstly did apperception by greeting the students and gave a little bit warming up. It was intended to make the students ready to learn and encourage them to join the teaching and learning process. After the apperception done, the teacher began to teach based on the procedure of the Neurological Impress Method through the following ways: a.. Setting a Reading Purpose 1) Teacher provided a reading passage and gave away to the student.

41. 2) Teacher elicited some general questions about the text such as: (1) What is the material about?, (2) What type of the material is this?, Why are reading this material? 3) Teacher and students discussed the questions together until the reading purpose stated. b.. Silent Reading for a Purpose and a Criterion Task 1) Teacher instructed the students to read the text silently. 2) Teacher elicited some questions related to given text. 3) Teacher monitors and always reminded the students of reading purpose stated before.. c.. Crystallizing Comprehension through Writing 1) Teacher instructed the students to write their response to the given questions. 2) Teacher instructed the students to write everything that they found confusing.. d.. Discussing the Lesson 1) Teacher divided the students into some small groups. 2) Teacher asked each student to discuss their interpretation and everything they found confusing. 3) Teacher asked each student to share and explain the basis of her or his conclusion. 4) Teacher leaded the process of discussion.. e.. Writing and Comparing.

42. 1) Teacher asked the students to compare their interpretation one another and regenerated their second interpretation if any changes. 2) At the end of meeting, teacher gave correction (if any) and gave feedback. 1. Observation In this phase, researcher observed the students response and activeness during the teaching and learning process by making a note all the students’ activities. Some of those activities were the response of the students in delivering questions or answering the given question and many other activities that occured during teaching and learning took place. 2. Reflection Reflection was done to see the whole first cycle action process and it was meant as analyzing, understanding, and making conclusion activity. It was also a process of giving judgment and responses toward the action in the class. Through reflection, the action was evaluated, the result of data was checked to draw a conclusion, and if the criteria were success, the action was finished and if it was not, the action was continued. So, by this activity the researcher was able to create a new better process in the second cycle. A. Research Instrument In this research, the researcher used two instruments for collecting data: 1.. Reading Comprehension Test. This test was used to get data about the students’ integrative process comprehension and making summary of a text. It was given in.

43. three steps. The first test was given before the action of cycle I applied. It was considered as diagnostic test. The second test was given after the action of cycle one applied. The last one was given after applying whole action of two cycles as evaluation test. The kind of test was essay test. It consisted of seven numbers in which six numbers related to integrative process comprehension and one number related to making summary. 2.. Observation Sheet. Observation sheet aimed to collect data about the students’ activeness in teaching learning process through neurological impress method. It consisted of four columns in which each column was filled by the category of students’ activeness that were observed. The score of each category was different. Minimum score was 1 and maximum score was 4.. B. Data Collection In this classroom action research, the data were taken through test and observation. The test was given after conducting the teaching learning process in both cycle 1 and cycle 2. Observation was done in every meeting during the teaching and learning process took place. 1. Test was used to measure the students’ integrative process comprehension and making summary of a text through Neurological Impress Method. The test was done by delivering each student a reading text, asked them to read the text silently in 15 minutes and then asked them to answer the questions related to the text..

44. The answers of the students was scored through the following ways: d.. Giving score of the students’ integrative process comprehension through the following criteria:. SCORE. 10. 7. 5. 1. Pronoun. Contains a. Contains a. The answer. Contains. reference. clear answer. clear answer. contain some. minimal. of all story. of most. story. or. elements. story. elements. incomple. elements. te of story elements. Cause effect. The answer. relationship. The. The. The. must be based information. information. answer. on the correct. in the. in the answer. may be. passage and. answer is. may be. incomple. supported. correct, but. correct and. te, may. with. more. based on the. have. information. supporting. passage, but. several. and/or. information. may not be. mistakes. examples. and/or. clearly. or. from the. examples. written, or. inaccura. passage, as. based on the. exact enough. cies, and. asked for in. passage are. may not.

45. the question. needed. fulfill the task required by the question. e. Giving score of the students’ summary through the following criteria: SCORE. 10. Organization Organization. 7. 5. 1. Organization Organization. Events. is clearly. is defined. are written in. lack of. defined with. mostly. a somewhat. sequence. a beginning,. appropriate. disconnected. middle and. order with a. fashion. The. end. beginning,. beginning. middle and. middle or end. end. may be deleted. Smooth. The sentence. Some of the. There are a. The. Sentence. are easy to. sentences. lot of mistake. writing. read and the. are correct. in writing the. is. writing uses. and easy to. sentences, the. incorrect. correctsenten. read. sentence. and. illegibly. illegibly. ce structure. Harmer in Agustina (2011:37).

46. 2. Observation was used to know the students’ activeness in the teaching and learning process though Neurological Impress Method. It was done in every meeting along two cycles. It was done by scoring each students based in the level of his or her activeness. The result of the observation then tabulated and put into percentage. C. Technique of Data Analysis The data was taken from cycle I and II were analyzed through the following ways:. 1. To find out the means score of the students’ test, the researcher was used the following formula: ∑X X= N. Where: X = Mean Score ∑X = Total score of the students’ response N = The number of students / sample Gay in Agustina (2011:31) 2. Tabulating the score of the students formula into the following classification:.

47. No. Rate of score. Categories. 1. 9.6 – 10. Excellent. 2. 8.6 – 95. Very good. 3. 7.6 – 8.5. Good. 4. 6.6 – 7.5. Fairly good. 5. 5.6 – 6.5. Fair. 6. 3.6 – 5.5. Poor. 7. 0.0 -3.5. Very poor Depdiknas (1985:6). 3. Calculation the percentage of the students’ activity in learning process using formula: P=. Note:. X 100. P = Percentage f = Frequency N = Total Number of Subject (Sudjana, 1990:36) 4. To know the percentage of the students’ participation in teaching and learning process, the researcher will use the following formula: FQ P=. X 100 4XN. Where:.

48. P = Percentage FQ = Sum of all the students’ score N= Total of Students (Sudjana in Rismayanti, 2012:23) 5. To know the improvement of the students’ reading comprehension, the researcher used percentage formula as follows: X2 – X1 P=. X 100 X1. Where: P = Percentage of the students X1 = The first mean score X2 = The second mean score, (Hasan in Arief, 2011:32).

49. CHAPTER IV FINDINGS AND DISCUSSION This chapter consists of findings of the research and its discussion. The findings of the research present the result of the students’ activeness observation in teaching and learning process, the improvement of the students’ reading comprehension covers the students’ integrative process comprehension and making summary, and the discussion of the research covers farther explanation of findings. All the data is presented based on the action has been conducted. A. Findings The findings of this classroom action research covers with the answer of problem statement whose aim is to improve integrative process comprehension and making summary. They are indicated by comparing the students’ score from diagnostic test with the score of cycle I and cycle II. In order to see the result of the students’ improvement in integrative process comprehension and making summary, they are explained in detail and presented in the table. 1. The Improvement of the Students’ Integrative Process Comprehension Before conducting the cycle I, the researcher firstly gave the diagnostic test for the students in order to investigated their prior knowledge. The result of this test showed that the students’ reading comprehension was still low. Then the researcher began to teach in the cycle I by applied Neurological Impress Method. In every meeting, the researcher gave the students text and did some activities that based on the procedure of Neurological Impress Method. In these activities, the.

50. researcher gave explanation about how to identify cause-effect relationship and pronoun reference in the text. After conducting teaching and learning process for four meetings in the cycle I, the researcher tested the students. The result of the test showed that the mean score of the students’ integrative process comprehension in term cause effect relationship had significant improvement. However, the mean score of students in term of pronoun reference was still out of target. Therefore, the researcher then decided to continue the action to the cycle II In the cycle II, in every meeting the researcher gave more explanation about how to identify the pronoun reference. At the end of this cycle, the researcher then tested the students again, and it found that the result of the students’ integrative process comprehension had reached the target. In order to make it clear, the result of the students’ integrative process comprehension in terms cause effect relationship and pronoun reference is presented in the following table:.

51. Table: 1. The Improvement of Students’ Integrative Process Comprehension No. 1. Indicators. Improvement %. Cycle I. Cycle II. Mean. Mean. score. score. 7.89. 8.33. 5.58. 6.13. 8.47. 37.92. ∑X. 14.02. 16.8. 43.5. X. 7.01. 8.40. 21.75. Cause-effect relationship. 2. Pronoun Reference. The table above shows that the students’ improvement of integrative process comprehension in terms cause-effect relationship and pronoun reference. In the cycle I, the students’ mean score of cause effect relationship is 7.89. After conducting action for four meetings, the mean score becomes 8.33 in the cycle II. The improvement is 5.58%. It indicates that the target to improve the students’ integrative process comprehension in terms cause-effect relationship has been successful. In the pronoun reference, the target to improve the students’ mean score has been successful as well. It is proved by the significant improvement of students’ mean score from cycle I to cycle II. In the cycle I the students’ mean score is 6.13 and it becomes 8.47 in the cycle II. The improvement is 37.92%..

52. The improvement of the students’ integrative process comprehension in terms of cause effect relationship and pronoun reference can also be shown in the following chart: Figure 1: The Improvement of Students’ Integrative Process Comprehension. 40,00% 35,00% 30,00% 25,00% 20,00% 15,00% 10,00% 5,00% 0,00% Cause-effect Relationship's Improvement. Pronoun Reference's Improvement. The chart above shows that the students’ mean score of cause effect relationship and pronoun reference had significant improvement from cycle I to cycle II. The improvement of cause effect relationship is 5.58% and pronoun reference is 37.92%. It indicates that the target to improve the students’ integrative process comprehension has been reached. 2. The Improvement of the Students’ Proficiency in Making Summary The result of the diagnostic test given to the students indicates than students still lack of proficiency in making summary. Therefore, the researcher then applies Neurological Impress Method to improve the students’ proficiency in.

53. making summary. In teaching process in cycle I, the researcher used some texts as teaching material. The students leaded the teaching learning process through some activities in the classroom. Those activities based on the procedure of Neurological Impress Method. The activities included giving example and explanation of how to write the summary as well as possible. After conducting action for four meetings, the researcher then gave the test for the students. The result of the test showed that the students’ proficiency in making summary was still low. It was proved by the students’ mean score in making summary in terms of organization and smooth sentence were still fewer than 7.00. Considering those facts, the researcher then concluded to continue the action to the cycle II. In the cycle II, the action was done by using some texts as teaching material. In every meeting, the researcher gave more explanation and example of making summary. The researcher also gave the students more exercise in school and as homework. After conducting the action along for four meetings, the researcher then gave the test to the students. The result of the test showed a significant improvement of students’ mean score in making summary in terms of organization and smooth sentence. In order to see the improvement of students in making summary, it is presented in the following table:.

54. Table 2: The improvement of Students’ Proficiency in Making Summary sNo. Indicators. Cycle I. Cycle II. Mean. Mean. score. score. Improvement %. 1. Organization. 6.15. 7.02. 14.15. 2. Smooth. 4.90. 7.50. 53.06. ∑X. 11.05. 14.52. 67.21. X. 5.52. 7.26. 33.60. Sentence. The table above shows that there are significant improvement of students’ score in organization and sentence smoothness. In the cycle I, the students’ mean score of organization is 6.15. It then becomes 7.02 in the cycle II. The improvement is 14.15%. It indicates that the target to improve the students’ proficiency in making summary in terms of organization has been successful. In terms of smooth sentence, the improvement of students mean score also significant. In the cycle, the students mean score is 4.90 and it becomes 7.50 in the cycle II. The improvement is 53.06% it indicates that the target to improve the students’ mean score of students’ proficiency in making summary has been reached. The improvement of the students in making summary can also be seen in the following chart:.

55. Figure 2. The Improvement of the Students Proficiency in Making Summary. 60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00% Organization's Improvement. Sentence Smoothness's Improvement. The chart above shows that the students’ mean score of organization and sentence smoothness had significant improvement from cycle I to cycle II. The improvement of organization is 14.15%. And sentence smoothness is 53.06%. It indicates that the target to improve the students proficiency in making summary has been reached. 3. The Improvement of Students’ Reading Comprehension (Integrative Process Comprehension and Making Summary) In this case, the improvement of the students’ reading comprehension is calculated through the combination of the students’ improvement in integrative.