IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH NEUROLOGICAL IMPRESS METHOD (N.I.M)
AT THE EIGHT GRADE OF MTS AL-MANSUR BIANGLOE
(A Classroom Action Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment of the Requirement for the Degree
of Education in English Department BY:
INA SYAHRIANI 105351101916
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2022
MY MOTTO
“Time won’t make you forget, it will make you understand things”
DEDICATION
From the bottom of my heart, I would like to dedicate this thesis to:
1. My beloved parents, Mr.Misbahuddin and Mrs.Marwati always pray and give me support in finishing this thesis.
2. My beloved brother Ismail and my best friend, Tora who always give me support and motivation.
3. My beloved classmate of awesome who gives the best memories.
4. And the important one for myself.
ABSTRACT
Ina Syahriani. 2022. The Students’ Reading Comprehension through Neurological Impress Method (N.I.M) At The Eight Grade of MTS Al-Mansur Biangloe (A classroom Action Research). A Thesis of English Education Department the Faculty of Teachers Training and Education, Makassar Muhammadiyah University, supervised by H. Bahrun Amin and Muh. Zia UI.
Haq.
This research aimed at improves the students’ reading ability at the eighth grade through Neurological Impress Method in term of literal comprehension dealing with main idea and supporting details.
To explain the improvement, the researcher used a classroom action research (C.A.R) which was conduct in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the eighth grade students of MTS Al-Mansur Biangloe with a number of the subject were 20 students.
The research findings indicated that the application of Neurological Impress Method was Significant in improving the students reading ability in term of literal comprehension dealing with main idea and supporting details. It was proved by the mean score of cycle I was 40. It was classified as poor then improve to be 83.75. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 32.5 that classified as very poor. Therefore, there was the improvement of the students reading ability in teaching and learning process from cycle I to cycle II in term of literal comprehension dealing with main ideas and supporting details.
Keywords: Neurological Impress Method, Literal Comprehension.
ABSTRAK
Ina Syahriani. 2022. Pemahaman Membaca Siswa Melalui Metode Neurological Impress (N.I.M) Di Kelas VIII MTS Al-Mansur Biangloe (Penelitian Tindakan Kelas). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar dibawah bimbingan H. Bahrun Amin dan Muh. Zia UI. Haq.
Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa kelas VIII melalui Metode Neurological Impress dalam hal pemahaman literal terkait ide pokok dan detail pendukung.
Untuk menjelaskan peningkatan tersebut peneliti menggunakan penelitian tindakan kelas (C.A.R) yang dilaksanakan dalam dua siklus dimana setiap siklus terdiri dari empat pertemuan. Lokasi penelitian ini diambil di kelas VIII MTS Al- Mansur Biangloe dengan jumlah subjek penelitian sebanyak 20 siswa.
Hasil penelitian menunjukkan bahwa penerapan Metode Neurological Impress signifikan dalam meningkatkan keterampilan membaca siswa dalam hal pemahaman literal terkait gagasan utama dan detail pendukung. Hal ini dibuktikan dengan nilai rata-rata siklus I adalah 40, tergolong kurang kemudian meningkat menjadi 83,75. Pada siklus II cukup baik. Nilai tersebut lebih tinggi dari rata-rata skor tes diagnostik sebesar 32,5 yang tergolong sangat buruk. Oleh karena itu, terjadi peningkatan kemampuan membaca siswa dalam proses belajar mengajar dari siklus I ke siklus II ditinjau dari pemahaman literal terkait ide pokok dan detail pendukung.
Kata kunci: Metode Neurological Impress, Pemahaman Literal.
ACKNOWLEDGMENTS
AlhammdulillahwassyukurillahiRabbil’aalamiin, The writer wishes to express his heartfelt appreciation to the Almighty God, the Merciful Lord Allah SWT, the sole creator who has bestowed upon us His unending
blessings, guidance, inspiration, motivation, and health during the process of writing this thesis. Sending Shalawat and Salam to the prophet Muhammad SAW, who introduced Islam to our civilization, will always be an obligatory duty for those who believe themselves to be his ummah.
I would like to express my deepest profound gratitude to my parents, my father Misbahuddin, my mother Marwati for their for their prayers, finances, motivation, sacrifice for their success, and their sincere and pure love without time.
Finally, the thesis will never be flawless, because nothing is perfect save the sole creator who created everything, including the universe, the world, and all stuff included therein. As a result, the researcher would like to extend his heartfelt gratitude to the following individuals:
1. Prof. Dr. H. Ambo Asse, M.Ag, as rector of Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D, as Muhammadiyah University of Makassar Dean, who has given a chance to complete education at Muhammadiyah University of Makassar.
3. Dr. Ummi Khaerati Syam, S.Pd, M.Pd and Ismail Sangkala S.Pd., M.Pd, as head and secretary of English Education Department at Muhammadiyah University of Makassar.
4. The first consultant Dr.H.Bahrun Amin, M.Hum and the second consultant Muh. Zia Ul Haq S.Pd., M.TI. who have given their valuable time and patient, to support assistance and guidance to finish this thesis.
5. My heartful thank to all of the lectures of English Education Department for teaching precious knowledge and share the wonderful experience.
6. My heartful thank to my family as a supporter in all conditions for me
7. My appreciation for awesome class that always supporting each other’s since 2016.
8. Finally, for everyone who has provided valuable advice, guidance, assistance, and advice to complete this thesis, may Allah S.W.T. be with us now happily ever after.
Makassar,30 Mei 2022
Ina Syahriani
TABLE OF CONTENT
TITLE PAGE ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET ... iii
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO DAN PERSEMBAHAN ... vii
ABSTRACT………….. ... viii
AKNOWLEDGEMENTS ... x
TABLE OF CONTENT ... xiii
LIST OF TABLE ... xiv
LIST OF FIGURE ... xv
LIST OF GRAPHIC ... xvi
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem statement ... 3
C. Objective of the study ... 4
D. Significant of the study ... 4
E. Scope of the study ... 4
CHAPTER II REVIEW OF THE RELATED LITERATURE... 5
A. Previous Related Research Findings……….. 5
B. Concept of Neurological Impress Method ... 6
C. Reading Comprehension ... 13
D. Conceptual Framework ... 24
E. Hypothesis ... 25
CHAPTER III METHOD OF RESEARCH ... 25
A. Research design ... 25
B. Variable and indicators of research ... 28
C. Population and sample ... 29
D. Research instrument ... 29
E. Data analysis ... 29
CHAPTER IV FINDINGS AND DISCUSSION ... 33
A. Findings ... ... 33
B. Discussion ... 38
CHAPTER V CONCLUSION AND SUGGESTION ... 40
A. Conclusion ... 40
B. Suggestion ... 40
BIBLIOGRAPHY ... 41 APPENDIXES
CURRICULUM VITAE
LIST OF TABLE
Table Page
Table 3.1 Scoring Rubric of Main Idea ... 30
Table 3.2 Scoring Rubric of Supporting Details ... 30
Table 3.3 Classification of Students’ Reading Comprehension ... 31
Table 4.1 Students’ Mean score in Main Idea ... 34
Table 4.2 Students’ Mean Score in Supporting Details ... 35
Table 4.3 Students’ Scoring Classification in Term of Main Idea ... 36
Table 4.4 Rate percentage and frequency Supporting Details. ... 37
LIST OF FIGURE
Page Figure 2.1 Conceptual Framework ... 24
LIST OF GRAPH
Page Graphic 4.1Graph of the increase in student scores ... 34 Graphic 4.2 Graph of changes in the classification of student test results
related to supporting details ... 35 Graphic 4.3 Rate percentage and Frequency Main Idea ... 36 Graphic 4.4 Rate percentage and Frequency Supporting Details ... 37
CHAPTER I INTRODUCTION
A. Background
English lessons is one of the important lessons in supporting the students' ability to learn a foreign language. Where there are four essential skills that must be mastered by the student, such as listening, speaking, reading and writing. Referring to Harmer in Ismail et.al (2017) four skills are grouped into two classifications namely productive skills, namely speaking and writing and receptive skills of reading and listening.
According to Grellet (1992) reading is a constant process of guessing and what one brings to the next is often more important than what one finds In reading, the students should be taught to use what they know to understand knowledge, whether the simple words most people do silent reading. They need an isolation environment to comprehend the reading. To understand the text applying the suitable tool is important to make easier for students to understand because the main point of the reading is not just about read all of the text but also to get the point of the text and evaluate ideas from material.
Of the four skills above, students are generally aware that reading just reading but reading is also the process of building and comprehend written text (Cassady and Smith, 2005). Reading can also improve language and their own experience with information and ideas they need to know. And as an output, the students will understand what they read, or better known as reading comprehension. In the reading comprehension of students to use their
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knowledge and experiences, vocabulary, structure, and knowledge or skills they are about to read.
Reading comprehension is designed to create students. The role of materials is one of the important factors in the teaching process which is closely related to student learning success, as Pennycook (1989) state that the role of teaching materials in individual learning systems may include the following specifications: The material will enable students to increase the speed of learning on their own, materials will provide opportunities for different learning styles, materials will provide opportunities for independent style and use and materials will provide opportunities for self-assessment, evaluation, and progress in learning. But the fact that was found was that students could read words but could not understand what they had read.
Reading comprehension is incredibly complex and multifaceted cited Nurdiana and Rizki (2017), it means they did not read and that happened in one of the schools where the researcher had applied teaching practice.
Therefore, this becomes one of the challenges for teachers to provide methods that can improve students' reading comprehension skills. Therefore, the researcher will research different schools using the Neurological Impress Method to improve students' reading comprehension.
Heckleman(1969) explained Neurological Impress Method is a fast reading technique. In which the teacher reads a passage at a fairly rapid pace, the teacher's voice is directed to the ears of the students. To be successful in teaching English, there is a dominant factor that must be considered by a teacher of English, especially in teaching reading. In teaching reading,
teachers should introduce other materials as an alternative to provide a variety of situations to the students in the class. These materials may be media, can create a comfortable atmosphere, interesting and can stimulate student motivation for learning in the classroom. On the other hand, the highest motivation necessary to learn to read.
Through reading, one can improve their experience, develop new concepts, solve problems, and expanding the horizons of thinking, which is necessary to ensure sustainable personal growth and adopting changes in the world, yet the importance of reading has not been realized by most people.
our society the majority of our population is classified as poor readers and most people are content to read poor quality ingredients.
Observation, researcher found some problems when students read the text, the first problem is the students bored reading English texts because it is not interesting, Second, students have a limited vocabulary so difficult to understand. meaning reading text. From the background of the foregoing, researchers interested in the issues raised by formulating a title“Improving The Students’ Reading Comprehension Through Neurological Impress Method (N.I.M) At The Eight Grade of Mts Al-Mansur Biangloe”.
B. Problem Statement
Based on the background of the study, the researcher formulated the research questions as follows:
How is the improvement of students’ literal in term of main idea and supporting detail in reading comprehension at the eight grade of MTS Al- Mansur Biangloe through the use of Neurological Impress Method?
C. Objective of the Study
Related to the research questions mentioned above, the researcher stated that objectives of the study are to find out:
The improvement of the students’ literal in term of main idea and supporting detail in reading comprehension through the use of Neurological Impress Method at the eight grade of MTS Al-Mansur Biangloe.
D. The Significance of the Research
The researcher hopes this research can be a studying material in this case of reading improvement through neurological impress method.
E. The Scope of the Study
In this research, the researcher focus on improving the students’
ability to find the literal comprehension focus on main idea and supporting detail of reading text through neurological impress method at the eight grade of MTS Al Mansur Biangloe.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research Findings
This section looks at the discovery of two of the findings of researcher on the use NIM to improve students' reading comprehension.
Heckleman in 1969 found a method NIM significantly improve student fluency in reading activities as evidenced by the 24 students achieving an average of more than two grade levels or about 7.5 hours of instruction over a period of eight weeks. Meanwhile, in 2005, the results of a similar study were also found for Flood’ research. In her research, she incorporates oral reading and comprehension components into students' five-week oral reading schedules. As a result, 20 students in grades 3-6 passed the 10-minute NIM lesson four days a week. And after reaching the fifth week, students' reading speed increased by 15 minutes from 97-112 words in one minute and also boosted students' understanding significantly.
Novita found that the students at eight grade of MTS PAB 2 Sampali Medan in 2018 were active, enthusiastic, and interested in teaching learning process used neurological impress method.in the same year with Novita, elia also found the similar findings where the neurological impress method was useful in the students’ reading comprehension.
While in 2019, Harahap also found neurological impress method is affective in improving students’ reading comprehension where the students
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more enjoy, cheerful, cheerful, and active in reading activities specially in express their ideas about a text.
Based on the previous findings above, it shows that the Neurological Impress Method (NIM) is an effective way to be applied in reading activities.
It includes three parts of language skills, namely reading, listening, and then pronounce it by focusing on understanding. Thus, the purpose of reading can be achieved naturally. Through these findings, this study will apply the NIM as did researcher in previous studies, in which students will read material with a teacher several times and then ends with the reading itself.
B. Concept of Neurological Impress Method (N.I.M) 1. Definition Neurological Impress Method (N.I.M)
Heckleman (1969) explain Neurological Impress Method is a fast reading technique. The instructor reading section with a fairly rapid pace, with the instructor's voice, is directed to the ears of the students. Master began as the dominant voice reading, but gradually the students spend more time leading these sessions. Students who have studied mechanics without sufficient reading fluency, often benefit from this, as well as students who read with slow or hesitant on some words but were able to identify most of the words in a sentence. A student is directed to read a reading without error.
This method works most effectively when done in a short time each day.
According to Townsend cited in Indah (2018) Neurological Impress Method (NIM) is the method of improving reading by supporting and without threatening. It is an enjoyable method of improving reading activities with the child. Besides that, Flood, Lapp, and Fisher (2005:145) state Neurological
Impress Method (NIM) Helps the students build confidence and focuses on comprehension and develops reading fluency and comfort in reading.
Bedsworth in Fitri through his observations of using NIM with her middle schoolers that she, parents, and other teachers noticed major changes in attitudes and reading behaviors of these students. She suggests one reason that the NIM works is that it offers a non-threatening reading experience that gives the same freedom from failure as "lap reading" does for preschooler21.
Strong and-Traynelis-Yurek found that the neurological impress method improved the self-confidence, comprehension, oral reading fluency, and attitude of remedial readers. They stated that their subjects were reading more pages persession with increased fluency regardless of the source of their reading problems. Henk, Helfeldt and Platt state that "Many students report enjoying the NIM because it allows them to deal with more challenging and interesting material in a way that resembles the pace and sound of mature reading"
Advantages of the Neurological Impress Method (NIM) are reading aloud gives the teacher a valid way of evaluating the progress of reading skill, that is intonation, word pressure, beheading, phrasing, and finding specific teaching needs, reading aloud provides verbal practice for reader and enhances the listening ability for listeners, reading aloud is the teacher's medium in guiding wisely, it can be used to improve the ability to adjust to shy students. Meanwhile, for disadvantages are aloud requires more power than reading in the heart, reading in the heart most popular than reading aloud, and reading aloud caused a commotion.
2. The Importance of Using Neurological Impress Method ( N.I.M ) Heckleman in Imran (2010:11) states that the importance of using the NIM method in several ways is as follows:
a. Help students learn to decode words accurately and automatically without conscious thought. Fluent readers decode words accurately and automatically, without (or with minimal) use of their limited attention or conscious cognitive resources. The theory that supports this aspect of fluency begins with the notion that readers have limited attention resources.
b. Encourage students to become more efficient readers and strategic.
Students often follow an extremely literal or "in their head" approach when answering questions about what they have read. Understanding question-answer relationships helps students learn the kind of thinking that different types of questions require, as well as where to go for answers in the text. It encourages students to be more efficient and strategic readers.
c. It can help students to ask for effective reading andv responding to text effectively. According to research cited by the National Institute for Literacy, teaching about question-answer relationships is an effective strategy for improving comprehension when used as part of a multiple- strategy model Hamer (2001). Teachers use questioning strategies to guide and monitor student learning and to promote higher-level thinking in their students.
d. To guide and monitor students' learning and promote higher-order thinking in their students. Teachers help students to reflect on and monitor their own learning process through feedback and opportunities to improve their knowledge.
e. To help students understand how the NIM works as an important component of understanding the text.Neurological Impression Technique is a fast-reading technique. The instructor reads a passage at a fairly rapid rate, with the voice directed into the student's ear. The teacher begins the session with the dominant voices, but gradually more time is needed for this session. Students who have learned mechanics without sufficient learning about reading with fluency often benefit from this, as do students who read slowly or who are sung for a few words but are able to determine most of the words in a sentence. A student is directed to read a passage without errors.
3. The Advantages of Using Neurological Impress Method (N.I.M) Flood et. al (2005) explained that the advantages of using the NIM method are as follows:
a. Develop reading fluency. Reading comprehension refers to the act of understanding what you read. It is very important for students to continuously develop their reading comprehension skills.
b. Help memorable words into the memory of students. Raise your students' awareness of the difficulties they will have remembering, and highlight what they can do. You can tell them some of the following: look out for
the words and expressions you are trying to learn when you are reading or listening.
c. Help students imitate correct pronunciation, intonation, and expression of true. Students in their turn should be taught to practice all these aspects through exercises and many other activities . It helps to students to pronounce sounds like the English people do and to develop a great instinct in each learner to speak a beautiful English.
d. Provide immediate feedback and success in reading. Feedback can improve a student's confidence, self-awareness and enthusiasm for learning. Effective feedback during the first year in university can aid the transition to higher education and may support student retention.
4. The Teaching Procedures Will Use The Neurological Impress Method According to Heckleman in Imran (2010:18) states that the the teaching procedures should be used with the Neurological Impress Method. In the beginning the teacher should make the student aware that they will be reading together each day for 15 minutes to improve the student 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 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 students (high interest low vocabulary books are recomended).
Beacuse 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 they student about the materials they
have just read, nor can he/she turn it into a lesson on getting clues from contextor 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 out loud 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 student 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 student 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 student progresses, the teacher may let the student take the lead in reading while he/she trails slightly behind as reinforcement.
e. In order for the students 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.
5. Steps for Neurological Impress Method in Teaching Reading Comprehension
Flood et. al (2005) stated that the way in using the N.I.M strategy as follows:
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 speak into the student’s ear .
c. Move the finger under each word as you read it. The stdents rest his or her finger on top yours .
d. As you read the text aloud together, set the place by reading slightly fasterthan the student. Model fluency and expression, chunking word 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. N.I.M PLUS : after reading,ask the student to retell the text to you and discuss a few comprehension question.
g. When students are provided with models and explanations of the reasoning involved in reading, they are better able to use the modeled strategies on their own.
h. Typically a science-related read aloud focuses on a science concept, the author's craft or a particular literary feature.
i. Don't do everything with one read aloud; use a variety of opportunities to revisit a particular focus and limit how much you focus on with any one book.
j. Inspire questions and investigations by modeling curiosity and question- posing-- let the students in on the 'secret' of how you, the teacher, construct questions.
k. Explicitly share thinking processes-thinking aloud is making thinking public
l. Improve comprehension of science text by modeling the use of reading strategies that are most helpful for reading a particular type of literature.
m. Use books about scientists and their work to inspire questions about scientific processes or the importance of life events in choosing a career.
While Elia (2018) tahught reading with the Neurological Impress
Method as the teacher distributes the text to all students. The second, Then all students and teachers read the text with a loud voice. The third, After all students and teachers finish reading in a concurrent voice. The fourth, The teacher asks the students to read the text aloud in front of the class one by one. The last, Students repeat reading that have been corrected by the teacher in a loud voice.
C. Reading Comprehension
There were many opinions of experts about reading comprehension according to experts such as:
Risko et. al(2008) stated that a prevalent and current view is that comprehension is a special kind of thinking process. The reader comprehends by actively constructing meaning internally from interacting with the material that is read. Kustaryo in Miftayana (2010: 11) states that reading is an active thought process that does not only depend on the ability of understanding. He
cited "Reading Comprehension understands what has been read it is an active thought process that depends not only on the understanding vocabulary involves understanding the relationship between words and concepts, organization, ideas, identify the author's purpose, assessment, and evaluation".
Kintsch and van Dijk and Kintsch in Sabouri (2016 : 230) “defined reading comprehension as the process of creating meaning from text. The purpose is to get an understanding of the text rather than to acquire meaning from individual words or sentences. The outcome of reading comprehension is the mental representation of a text meaning that is combined with the readers’ previous knowledge”.
Van Oostendorp and Goldman in Sabouri (2016 : 233) “expressed that when a reader is reading a text, he can create a mental representation of the text that explains how the reader understands the text. A lot of researches supported the many levels of representation are included in constructing meaning”.
According to Syatriana in mislaini (2015: ), reading process includes three processes: (1) letter and word recognition, (2) comprehension of concepts, and (3) reaction and assimilation of the new knowledge with the reader’s past experience. It means, the reader must be to know how to analyze in the reading process.
According to Kintsch in Sabouri (2016 : 233) “when a reader is reading a text, three various levels of mental representation are created. They are the surface component, the text-base, and the situation model”. Troyka
and Joseph Wayne Theweatt in Fitrawati (2009:90) “who say that reading comprehension is a complex, diverse process”.
Anderson in Fitrawati (2009:90). “She says that reading comprehension is a process that involves meaningful construction of an author’s message by the use of prior knowledge, especially the knowledge of language”.
Harris in Fitrawati (2009: 90) explains reading comprehension can be gained from several skills. They are:
1. If the students have a large amount of vocabulary 2. If the students have skill in identifying unfamiliar words 3. If the students have a good eye-movement habits
4. If the students have proper habits of posture, holding books, etc 5. If the students have speed and fluency in silent reading
6. If the students can develop oral reading skill; phrasing, expression, pitch.
From the point of view above, the researcher concluded that reading comprehension is an interactive activity between the reader and the text. It is how able the reader to derive the meaning of what is read. On the other hand, reading is also an active process, where the readers try to gain information from the author and understand what they have read automatically.
In reading there are various kinds of text, one of which is narrative text. Narrative text is a type of text in the form of an imaginary story, an engineered true story, or a fairy tale. Narrative text tells a story that has a series of connected chronological events. This type of text aims to entertain
the reader. Generally, the sentences in narrative text aim to entertain the reader. Narrative text gives the reader knowledge about a story, whether it is fiction (composition) or non-fiction. The purpose of narrative texts, apart from entertaining, is to provide readers with an aesthetic experience, to add knowledge, information, and insight to readers.
Examples of narrative texts are short stories, novels, and inspirational stories about one's life struggles. Many of these inspirational stories have been written and read by people because they have a positive influence for readers to follow. Types of narrative text in short stories or fiction novels can vary, such as fables (animal stories), myths, legends, folklore (folkore), fairy tales, romantic stories, horror, everyday stories, science fiction.Narrative text in English is called Narrative Text. In English, Narrative Text is included in reading skills. According to Fajri (2020) state that Narrative text contains of stories whose purpose is to entertain the reader. Sentences in the narrative are easier to understand and please the reader.
a. The Characteristics of Narrative Text
The following are the characteristics of narrative text:
b. Plot
Narrative text has a clear storyline from the beginning to the end of the story.
c. Story style
Narrative text tells certain stories and events using narrative language.
The explanation of the narrative is a text that is not dialogue, its contents are historical stories, series of events, and others.
d. Topic
Each narrative text has a topic, background story, plot, characters, and player point of view.
e. Conflict
In fiction, events or events in narrative text have conflict. This conflict is what makes a narrative story more interesting and entertaining for the reader.
1. The Structure of Narrative Text
There are four structures in narrative text, namely orientation, complication, resolution, and reorientation are as follows:
a. Orientation
The author makes sentences that describe the setting of time, place, explanation of the characters and their character. Narrative text tells the point of view of each character.
b. Complication
In the narrative text there are important events or events. This event is told in detail starting from the causes, triggers, to the emergence of conflicts between characters. This conflict causes other events to reach its climax.
c. Resolution
The third structure tells the story conflict that is decreasing. Then the conflict can be resolved.
d. Reorientation
The fourth structure is the closing of the text. In narrative text, the closing conveys the moral message of the story. However, reorientation is optional and may not be presented in the text.
2. Strategy for Teaching Reading Comprehension
Mattis in Imran (2010:10) states that there are several strategies for teaching reading comprehension as follows:
a. Making Connections
Readers connect what they read to personal experiences (text-to-self), with information from the text (text-to-text), and with information about the world (Text-to-world) to improve the understanding of the self. , text, and life. Teachers can help their students connect on a larger scale. They can connect things from books to real-world events. By doing this, it improves students' understanding
b. Questioning
Asking is the key to understanding. They lead us to understand.
Students need to feel that their questions are important when students ask questions they have a desire to learn for understanding. This leads to understanding. Several methods will be used by the teacher. One is that teachers can share the questions they may have as they read. By doing this, it shows that even adults have questions about what they read. Another strategy that may work for questions is the use of a question book. When students are reading and they have a question about something, they can make a list of questions. When the class is discussing reading, the class can help answer student questions. Teachers seem to focus on questions that test students to
see what they know about a topic. The teacher begins to focus on a different type of question. The question is one they probably don't know the answer to either. This question may require research by the teacher and the class.
Another question makes them wonder. These are the types of questions that are likely to bring understanding and meaning to students.
c. Visualizing and Inferring
Visualization is creating an image in our minds. When students visualize, they make 'their films in their minds. Teachers can use picture books that do not have the words to help students make their mental movies.When we read, we create a picture in our minds we make amalgam-a conclusion that we pull, the interpretation that we made (Hoffart and Keene, 1998). We read and create this image with everything we know or have ever experienced. Things come to life when we use sensory images. Teachers can help provide these images through the lessons that evoke the thought process.
2. Types of Reading Comprehension
Reading is an interactive activity. This activity involves getting meaning from the text and comprehending it. There are various types of comprehension; higher levels of thinking, Burns and smith in Parker and Burns (2014) have the same opinion about the level of comprehension and they divided it into four levels of skills: They are literal reading, interpretative reading, critical reading, and creative reading. Each of these skills could be explained. As follows:
1) Literal reading
Literal reading refers to the idea and fact that are directly stated at the printed pages. The literal level comprehension is fundamental to all reading skills at any level because a reader must first understand what the writer said before he can draw inference or make evaluation.
Literal reading is getting the primary, direct, literal meaning of an idea in context. The readers are only able to use the information which is stated explicitly in the text. The readers are able to answer such a question the simply, demand them to recall from memory what the exact words give in the book. Although it only needs little or no thinking on the part of the readers, it gives them opportunity to practice in recalling and reproducing statements of facts and have a place in detailed factual reading refers to the acquisition of meaning of ideas or information that is explicitly stated in the text. Some specific reading skill at the literal level of comprehension are: identifying the main idea and supporting idea, sequencing ideas when explicitly signal are given, and following instruction.
1) Identifying the Main Idea
According to Nurdiana and Rizki, (2017), the main idea is the point of the paragraph. It is the most important thought about the topic. The main idea of the text is exactly what the name implies the main massage. The author scatters supporting details troygh out the text that points to the most important idea.
A paragraph is a group of sentences related to a particular topic or central theme. Every paragraph has a key concept or main ideas. The main idea is the most important piece of information the author wants you to know
about the concept of the paragraph. When authors write, they have an idea in mind that they trying to get across. This is especially true as authours compose paragraphs. An author organizer each paragraph’s main idea and sporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it by breaking it up into logical seps you will succeed in determining the main thread in the text you’re reading.
According to Burns and Roe in Mohaidat (2018), how to finding the main idea of the paragraph:
a) The main idea is the point of the paragraph. It is the most important thought about the topic. To figure out the main idea, ask yourself this question: what is being said about the person, thing, or idea (the topic)?
b) The main idea is usually at the first sentence. The writer then uses the rest of the paragraph to support the main idea.
According to Burns in Musfira (2021) defined main idea is the most important piece of information the author wants you to know about the concept of that paragraph. When authors write they have an idea in mind that they are trying to get across. This is especially true as authours compose paragraphs. An author organize each paragraph’s main idea and supporting details in support of the topic or central, and each paragraph supports the paragraph preceding it.
The main idea is very commonly found at the beginning and followed by supporting sentences. Sometimes the writer uses a few sentences to introduce the topic, places the main idea in the middle and follows it with
supporting sentences. So, the main idea may be stated at the beginning, in the middle, or at the end of the paragraph.
2) Supporting Details
Supporting details are those facts and ideas that prove orexplain the main idea of a paragraph. When we read an articleor any other type of reading, we will notice that in addition tohave a thesis statement, the document will also have points that support that thesis. The thesis provides the author's topic and purpose for writing. The supporting details help the author make that topic and purpose clear to ther eader.
The supporting details of a reading can bedivided in to major supporting details and minor supporting details, and they are found in the supporting paragraphs, or body paragraphs, of an article or essay. Distingu is hing between major and minor supporting details will help you break downthe paragraphs in a reading, making it easier to understand. In this lesson, you will learn how to identify both major and minor supporting details in a reading. According to Cuesta (2022), supporting details support the main idea by telling how, what, when, where, why, how much, or how many. There are two kinds of supporting details:
a) Major supporting details: topic sentences in each body paragraph that support the thesis statement
b) Minor supporting details: sentences that support the major supporting details
3. Types of supporting details
There are many types of supporting details that a writer can use to explain or support a main idea. When we read we should notice the type of details a writer uses as well as be able to identify which details are most important, among the most common types of supporting details are illustrations and examples, facts and statistics, reasons, and description.
a. Illustrations and Examples
One way the supporting details are explained through illustrations or examples. Usually, a writer uses examples to make a concept, problem, or process understandable by showing its application in situation.
b. Facts and statistic
Another way to support and further explain the main idea is by giving the facts and statistics.
A sentence is not enough be a paragraph for academic purposes.
Based on Danna in Evandreas (2009), supporting sentences follow the topic sentence in a paragraph. Supporting sentences add details to the paragraph by listing; Examples, Steps, Reasons, Facts or Quotations.
Besides, there are also major and minor details as a supporting detail.
D. Conceptual Framework
Figure 2.1 Conceptual Framework E. Hypothesis
Hypothesis for this research were:
1. Ha: There is a significant improvement of the students’ literal reading in term of main idea and supporting details by using Neurological impress method.
2. Ho: There is no significant improvement of the students’ literal reading in term of main idea and supporting details by using Neurological impress method.
Neurological impress method (N.I.M)
Classroom Action Research
Planning Action
Observation Reflection
Cycle I Cycle II
The Improvement of Students in Reading Comprehension
Literal
Main idea Supporting Detail
CHAPTER III RESEARCH METHOD
A. Research Design
This study uses classroom action research (CAR) which serves to determine the problems faced by the students and then solve them. According to D. Hopkins in Fitri (2017), action research is a form of self-reflection investigations undertaken by participants in social situations (including education) to improve the rationality and (a) justice social or educational practices of their own (b) their understanding of these practices, and (c) a situation in which the practice is done. To gain those objectives, classroom action research applied investigation process through cycle which consists of:
1. Cycle 1 a. Planning
1) In this section, the teacher will prepare material that will be given to students. Teachers will prepare some hortatory exposition selection of reading material.
2) Teacher made a lesson plan, and prepare materials for lesson plan
3) The teacher made observations paper to observe the conditions of the learning process.
4) The teacher devised a test to determine the learning outcome after learning.
b. Action
1) Teachers and students choose the materials that will be read.
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2) Then, the teacher explained the role of reading.
3) The teacher read the text out loud and the students followed silently. It will be done at the same time.
4) The teacher read a few lines or words from the text, then the next sentence will be followed by several students in parallel with pointing at random by the teacher.
5) Once the text is completed, the teacher will ask students to close the text and ask the students at random about what words are impressed in their minds to represent the meaning of the text.
c. Observation
1) Teachers identified and recorded all the problems encountered in the process of learning by observation papers that have been prepared.
2) Teachers evaluated the use of learning outcomes to determine improvement. Here, students will be given a worksheet with questions based on the text they have read. This type of question 5W + 1H (Where, What, Why, Who, When, or How)
3) Teachers allowed students to advise on action research.
d. Reflection
The results of the data that has been done will continue to be reflected in the analysis until after the action research. Reflection has been discussed as well as the guidance of professors to decide the planning study for the next cycle. The research plan is a plan for the next cycle as an improvement from the first cycle.
2. Cycle 2
In this section, researcher taken further action based on the reflection of the first cycle, namely:
a. Planning
1) The teacher made planning more in the process of acquiring the scenario of the results of the first cycle of reflection.
2) Action research will be improved b. Action
1) The teacher and the students choose a material to be read.
2) The teacher explained the role of reading activity and told some tips in answering questions of reading material.
3) The teacherread the text in loud voice and the students followed without voice.
4) The students asked to find out and translate difficult words in reading material.
5) For the next step, after the teacher read some lines or sentences of the text, then the next sentences will be continued by some students in parallel by pointing randomly by the teacher.
6) Once the text is completed, the teacher will ask students to close the text and ask the students at random about what words are impressed in their minds to represent the meaning of the text.
c. Observation
1) The teacher identified and notes all problems that are faced in teaching process based on observation paper that has arranged.
2) The teacher evaluated which uses the result of the study to know the improvement. Here, the students will be given worksheet which the question is based on the text they have read. Kinds of question were 5W+1H (Where, What, Why, Who, When or How)
3) The teacher gave the student chance for giving suggestion in action research.
d. Reflection
Reflection has function to find out the result of the second cycle action process to analysis the understanding and make conclusion of activity. The teacher will analyze the first cycle to know whether the action of this cycle success or not which it is based on the test result of the second action.
B. Research Variable and Indicator
There were two variables in this research. They were:
1. The Independent Variable
The researcher used Neurological Impress Method (N. I. M) as the independent variable.
2. The Dependent Variable
The dependent variable was literal comprehension in term of main idea and supporting detail.
3. Indicators
The indicator of the study was to measure students’ comprehension in term of main idea and supporting detail.
C. Population and Sample 1. Population
The population of this research was the second grade of MTS Al Mansur Biangloe.
2. Sample
This study uses a quota sampling technique where the school appoints class VIII B to be studied and there awere 20 students.
D. Research Instruments
In this study, researcher gave a reading test before and after applying the neurological impress method (N.I.M). This test contains several questions related to students' reading ability both from the literal and interpretative side.
In the reading test, there are 4 questions related to the narrative text being tested.
E. Procedure of Data Analysis
Data analysis was carried out after providing a diagnostic test and then applying N.I.M and then testing the results of applying the method by giving a post-test. Here are some brief descriptions of the data analysis process in question:
1. Diagnosa Test
Researcher observed the activities of students in participating in classroom teaching and learning process to determine the student data about the presence and activities in the learning process.
2. Treatment
Carry out the learning process using the neurological impress method to class VIII B students.
3. Post Test
Researcher gave a reading test for students to know the increase.
a. Following the assessment criteria the student answer sheet as follows:
Table 3.1 Scoring Rubric of Main Idea
No Criteria Score
1 Clearly identified the main idea by providing strong 4
evidence, details relating to the main idea 4 2 Identified the main idea and providing adequate
evidence, 3 details relating to the main idea 3 3 Limited main idea identification and limited evidence, 2
details relating to the main idea 2
4 Did not identify the main idea of the story or provide any 1 evidence, details relating to the main idea 1
Depdikbud (2004) Table 3.2 Scoring Rubric of Supporting Details
No Criteria Score
1 Relevant telling quality details give reader important information that goes beyond the obvious or predictable
4 2
Supporting details or information were relevant, but one key issue almost unsupported or more predictable than others
3 3 Supporting idea or information were relevant, but one
more key issue almost unsupported or fairly predictable
2 4
Supporting idea or information were somewhat relevant, but several key issue were unsupported or all fairly predictable
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b. Scoring the students’ score on main idea and supporting details
The researcher used the following formula by Gay (1981) to know the students’ achievement, it was:
Score=𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠
′𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 16 𝑋 100
c. Mean score on main idea and supporting details
Calculating the mean score of the students’ reading comprehension test by using the following formula and to decide the classification of the students’ reading comprehension:
X = ∑x
𝑁
Where: X = The mean score ∑x = The total raw score
N = The number of students (Gay in Sukardi, 2008 : 88).
Table 3.3 Classification of Students’ Reading Comprehension
No Classification Score
1 Excellent 96 – 100
2 Very Good 86– 95
3 Good 76 –85
4 Fairly Good 66 – 75
5 Fair 56 – 65
6 Poor 36 – 55
7 Very Poor 0 – 35
Depdikbud (2004) d. Calculate the percentage students’ reading comprehension
To calculate the percentage of the students’ score, the formula which are used as followed(Sudjana in Nursyamsi, 2010:28):
P=F
𝑁x100
P : Rate percentage
F : Frequency of the Correct Answer N : The Total Number of Students
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presented the finding and discussion of the research. The finding consist of the data obtained through achievement test to see the students’
achievement after being taught the materials of reading comprehension through Neurological Impress Method and data collected through observation and evaluation to see the students’ improvement in learning reading comprehension after given treatment in the first and second cycles of the research.
A. Findings
The results of the findings indicate that teaching reading comprehension through Neurological Impress Method can improve the students’ achievement in literal comprehension. Further interpretations of the data analysis are given below:
1. The Students’ Improvement in Literal Reading Comprehension in Term of Main Idea and Supporting Details
a. The Students’ Improvement in Literal Reading Comprehension in Term of Main Idea
The improvement of the students’ literal reading comprehension, which focused on main idea as indicators in VIII class of MTS Al-Mansur Biangloe as result of the students’ assessment of cycle I and cycle II was described as follows:
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Table 4.1 Students’ Mean score in Main Idea Non Method
Classification The Application of N.I.M
Classification
Diagnosa Test cycle I Mean Score
32.5 very poor Cycle I 40 Poor
Cycle II 83.75 Good
The table above shows the mean score of students in determining the main idea. The table shows that the student's diagnostic test was classified into poor classification with a score of 32.5, while in the first and second cycles, the score increased from 40 (poor) to 83.75 (good).
Table 4.1 Graph of the increase in student scores
As in the previous explanation, the graph above is intended to show in detail the effect of using the neurological impress method on student scores.
The process of increasing the value in question increased by 8.5 points after the application of the N.I.M method in the first cycle and 43.75 points in the second cycle.
0 10 20 30 40 50 60 70 80 90
Diagnosa Test Cycle I Cycle II
Students' Mean Score in Main Idea
b. The Students’ Improvement in Literal Reading Comprehension in Term of Main Idea
The improvement of the students’ literal reading comprehension, which focused on main idea as indicators in VIII class of MTS Al-Mansur Biangloe as result of the students’ assessment of cycle I and cycle II was described as follows:
Table 4.2 Students’ Mean Score in Supporting Details Non Method
Classification The Application of N.I.M
Classification
Diagnosa Test Cycle Mean Score
36.25 poor Cycle I 39 Poor
Cycle II 66.25 fairly good In the table of the student mean score supporting details, it is detected that the student's diagnostic test score is 36.25 which is not much different from the student's score in the first cycle of 39 which is classified into poor classification. The increase was quite significant in the second cycle with a student test score of 66.25 or classified as fairly good.
Table 4.2 Graph of changes in the classification of student test results related to supporting details
0 10 20 30 40 50 60 70
Diagnosa Test Cycle I Cycle II
Students' Mean Score in Supporting
Details
2. Students’ Scoring Classification in Term of Main Idea
It has been mentioned in the previous chapter that after tabulating and analyzing the students’ scores into percentage, then they are classified into seven levels based on Depdikbud classification namely: Excellent,Very Good, Good, Fair, Poor, and Very Poor as can be seen in the following tables:
Table 4.3 Students’ Scoring Classification in Term of Main Idea
Graph 4.3 Rate percentage and Frequency Main Idea
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Diagnosa Test Cycle I Cycle II
Percentage of Students Score in Term of Main Idea
Excellent Very good Good Fairly good Fair Poor Very poor
No Classification Range
Non Method The Application Of Neurological Impress Method (N. I. M) Diagnosa Test Cycle I Cycle II
F % F % F %
1 Excellent 96-
100 1 5% 2 10% 10 50%
2 Very Good 86-95
3 Good 76-85
4 Fairly Good 66-75 7 35%
5 Fair 56-65
6 Poor 36-55 3 15% 6 30% 3 15%
7 Very Poor 0-35 16 80% 12 60%
Range 100% 100% 100%
Based on the tables and graphs above, students' understanding of the main idea varies. Gradually, the number of students who were still in the very poor category (16 people) was reduced to 12 students. In cycle 2 the category of students experienced an increase to fairly good, then in cycle 2 it was dominated by 10 students in the excellent category.
3. Students’ Scoring Classification in Term of Supporting Details Table 4.4 Rate percentage and frequency Supporting Details
No Classification Range
Non Method the application of Neurological impress Method (N. I. M) Diagnosa Test Cycle I Cycle II
F % F % F %
1 Excellent 96-100 2 10% 6 30%
2 Very good 86-95
3 Good 76-85
4 Fairly good 66-75 1 5% 4 20% 7 35%
5 Fair 56-65
6 Poor 36-55 7 35% 5 25% 1 5%
7 Very poor 0-35 12 60% 9 45% 6 30%
Range 100% 100% 100%
Graph 4.4 Rate percentage and Frequency Supporting Details
0%
10%
20%
30%
40%
50%
60%
70%
Diagnosa Test Cycle I Cycle II
Percentage of Students Score in Term of Supporting Details
Excellent Very good Good Fairly good Fair Poor Very poor
Based on the tables and graphs above, it can be seen that in the D-Test test there were students who were still in the very poor category (12 people) reduced to 9 students. And in cycle 2, the category of students increased to fairly good, then in the second cycle, 6 students were in the excellent category.
B. Discussion
This section discusses in detail the results of the analysis of increasing students' reading comprehension using the Neurological Impress Method (NIM) at Mts Al-Mansur Biangloe, precisely in class VIII B. This explanation of student understanding is also based on data analysis and findings by some previous researchers. This research was conducted intensively for 14 days. It was supported by the frequency and the rate percentage of the students' score in D-Test, cycle 1, and cycle 2.
In the results of this study, the N.I.M method is proven to be able to improve students' understanding where this method helps students better understand what is included in reading activities. This is also based on several facts after conducting a series of research processes, especially on diagnostic tests. They think that reading is just reading and there are also those who have a vague understanding, for example they are very familiar with questions about the characters and the setting of the place in the story being tested. They very easily determine both because to find out the characters and the setting where students only need to identify proper nouns (names of characters) and locations that are familiar to students, such as forests. However, for characters that use the third person singular they are
still confused. For questions about the main idea, students are always fixated on the position of the main idea always at the beginning of the paragraph even though apart from being at the beginning of the paragraph, it can also be in the middle, at the end or known as inductive, deductive, and even a combination of the two. This is as stated by Sitohang, et al (2021) stated students have lack of understanding about the main idea.
However, as in the research results presented in tables 4.1 (main idea) and (supporting details) the NIM method that has been applied to students is indicated to be able to improve students' reading comprehension where the method provides a reading experience that helps students find ways to overcome the problems found in the previous diagnostic test and increase students' sensitivity in marking the main idea criteria and strengthen students' understanding of the supporting details contained in the narrative text being tested or it can be said that students' understanding about text is raised up (Flood et. al, 2005). A number of studies have also stated the role of the neurological impress method in improving students' reading comprehension in the term of main idea and supporting details. Some of them, namely Novita and Elia in the same year, 2018 and then in 2019, Harahap also found the same research results regarding the effective application of the neurological impress method to improve students' reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS A. Conclusion
After discussing the research above or in the previous chapter, we can conclude that the neurological impress method is able to improve students' reading comprehension in finding the main idea of students in class VIII B, MTS Al Mansur Biangloe.
This research is proven by the increase in student achievement in cycle II which is greater than cycle I and D-test, where the value is 83.75 which is an increase in the value of 40 (cycle I) and 32.5 (D- test).
Then, the increase in students' reading comprehension on the supporting details sequentially from the poor category in the diagnostic test and cycle I counted 36.25 strengthening to 39 to reach points 66.25 (fairly good) in the cycle II.
B. Suggestions
With the results of this study, the authors hope that educators can further increase the intensity of activities that can improve students' reading comprehension.
Further, the researcher concluded that using neurological impress method in learning can make students more active, enjoy and motivate in teaching learning process. It means that the neurological impress method can be used as one of the alternative to teach narrative text.
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