Students' Reading Comprehension Using Neurological Impress (N.I.M) Method in Eighth Grade MTS Al-Mansur Biangloe (Classroom Action Research). This research aimed to improve the reading ability of eighth grade students using the Neurological Impress method in terms of literal understanding of the main idea and supporting details. The research findings showed that the use of the Neurological Impress method was significant in improving students' reading ability in terms of literal understanding of the main idea and supporting details.
Pemahaman bacaan siswa melalui metode Neurological Impress (NIM) di Kelas VIII MTS Al-Mansur Biangloe (Penelitian Tindakan Kelas). Penelitian ini bertujuan untuk meningkatkan keterampilan membaca siswa kelas VIII melalui metode Neurological Impress ditinjau dari pemahaman literal gagasan pokok dan rincian pendukung. Hasil penelitian menunjukkan bahwa penerapan metode Neurological Impress signifikan dalam meningkatkan keterampilan membaca siswa dalam hal pemahaman literal terhadap gagasan utama dan rincian pendukung.
INTRODUCTION
- Background
- Problem statement
- Objective of the study
- Significant of the study
- Scope of the study
Therefore, it becomes one of the challenges for teachers to provide methods that can improve students' reading comprehension skills. Where the teacher reads a passage at a fairly fast pace, the teacher's voice is directed to the ears of the students. From the background of the foregoing, researchers were interested in the issues raised by the formulation of a title "Improving the students' reading comprehension through neurological impression method (N.I.M) at the Eight Grade of Mts Al-Mansur Biangloe".
Improving students' literal text in terms of main idea and supporting details in reading comprehension using the Neurological Impress method in eighth grade MTS Al-Mansur Biangloe.
REVIEW OF THE RELATED LITERATURE
- Previous Related Research Findings
- Concept of Neurological Impress Method
- Reading Comprehension
- Conceptual Framework
- Hypothesis
The instructor's reading section is fairly fast paced, with the instructor's voice, aimed at the students' ears. The teacher should participate in the selection of reading material and make sure that it is easy for the students (interesting books with low vocabulary are recommended). Fourth, the teacher asks the students to read the text aloud in front of the class one by one.
The goal is to understand the text rather than to derive meaning from individual words or sentences. According to Syatriana in mislaini (2015: ), the reading process includes three processes: (1) recognizing letters and words, (2) understanding concepts and (3) reacting and assimilating new knowledge with the reader's past experience. Readers relate what they read to personal experiences (text-to-self), to information from the text (text-to-text), and to information about the world (Text-to-world) to improve self-understanding.
The main idea of the text is exactly what the name means the main massage. According to Burns and Roe in Mohaidat (2018), how to find the main idea of the paragraph: . a) The main idea is the point of the paragraph. To understand the main idea, ask yourself this question: what is being said about the person, thing, or idea (theme)? . b) The main idea is usually in the first sentence.
A writer organizes each paragraph's main idea and supporting details to support the topic or focus, and each paragraph supports the previous paragraph. So the main idea can be stated at the beginning, in the middle or at the end of the paragraph. Ha: There is a significant improvement in students' literal reading in terms of main idea and supporting details by using the Neurological Impressor Method.
Ho: There is no significant improvement in the literal reading of the students in terms of main idea and supporting details by using the Neurological Print method.
METHOD OF RESEARCH
- Research design
- Variable and indicators of research
- Population and sample
- Research instrument
- Data analysis
The study indicator was the measurement of students' understanding of the main idea and supporting details. 4 Did not identify the main idea of the story or provide any evidence, details related to the main idea 1. The results of the findings show that teaching reading comprehension through the Impress Neurological Method can improve students' achievement in word comprehension.
A number of studies have also indicated the role of the neurological impress method in improving students' reading comprehension in terms of main idea and supporting details. This means that the neurological impression method can be used as one of the alternatives for teaching narrative text. An analysis of students' ability to identify the main idea in the first grade narrative section by sma puteri sion medan.
The main idea of the first paragraph is an ant that is thirsty and slips into the water. The main idea of the third paragraph is that the ant tries to repay the kindness of the pigeon by preventing the hunter's attack. The main idea of the first paragraph is that one day there lived a deer who was looking for food in the forest and met a herd of crocodiles.
The main idea of the third paragraph is that the deer eventually survived the crocodile herd because of its intelligence. The crocodile believed in the deer because he said he brought a message from the lion, the king of the jungle.
FINDINGS AND DISCUSSION
Findings
Students' improvement in literal reading comprehension in terms of main idea and supporting details. The table shows that the student's diagnostic test was classified as poor with a score of 32.5, while in the first and second cycle the score rose from 40 (poor) to 83.75 (good). As in the previous explanation, the graph above is intended to detail the effect of using the neurological print method on student scores.
The process of increasing the value in question increased by 8.5 points after applying the N.I.M method in the first cycle and by 43.75 points in the second cycle. The increase was quite significant in the second cycle, with a student test score of 66.25 or classified as fairly good. Gradually, the number of students still in the very poor category (16 people) was reduced to 12 students.
In cycle 2, the category of students saw an increase to fairly good, then in cycle 2 it was dominated by 10 students in the excellent category. Student score classification during supporting details Table 4.4 Rate percentage and frequency Supporting details. From the above tables and graphs, it can be seen that in the D-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, and in the second cycle, 6 students were in the excellent category.
Discussion
In main idea questions, students are always fixated on the position of the main idea, always at the beginning of the paragraph, even though it can be in the middle, at the end, or known in addition to being at the beginning of the paragraph. as inductive, deductive and even a combination of both. However, as evidenced by the research results presented in Tables 4.1 (main idea) and (supporting details), the NIM method applied to students is indicated to improve students' reading comprehension, providing a reading experience that helps students find ways to overcome the difficulties found in the previous diagnostic test and increase students' sensitivity in marking the criteria for the main idea and strengthen students' understanding of the supporting details in the narrative text being tested, whether there can be said to elicit students' comprehension of text (Flood et. al, 2005). In some, 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 impression method to improve students' reading comprehension.
The main idea in the second section is to see that the ant is in trouble, the pigeon quickly drops the leaf from the tree and immediately drops it in the water near the ant trying to save itself. The moral of the story of the Ant and the Dove is to always be kind to those who have helped us. Suddenly a crocodile came up to the surface of the water and said "Who is that screaming.
Otherwise we will eat you!” The mouse deer replied, “Calm down crocodile, I am here with a message from the king of the jungle. The king of the jungle asked me to count the number of crocodiles in this river. But apparently, it was just a clever tactic by the deer to cross the river full of crocodiles.
The main idea of the second paragraph is that the deer tried to deceive the crocodile by saying that he wanted to convey a message from the king of the jungle. The mouse deer tricked the crocodiles by saying that the king of the jungle asked them to count the number of crocodiles.
CONCLUSION AND SUGGESTION
Conclusion
After discussing the research above or in the previous chapter, we can conclude that the neurological printing method can improve students' reading comprehension in finding the main idea of students in class VIII B, MTS Al Mansur Biangloe. This research is evidenced 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 from the value of 40 (Cycle I) and 32 .5 (D key). Then, the increase in students' reading comprehension on the supporting details, sequentially from the poor category in the diagnostic test and cycle I, counted from 36.25 reinforcement to 39 to reach marks 66.25 (fairly good) in cycle II.
Suggestion
To improve high school students' reading comprehension through reading strategies derived from a genre-based approach. Improving the speaking skills of students through a neurological impression method of the second grade of the secondary school of the Islamic boarding school Arraudhatul Hasanah Medan in the academic year 2017/2018. The effect of applying the neurological impression method on the reading comprehension of MA LAB UIN-SU Medan (doctoral dissertation, Universitas Islam Negeri Sumatera Utara).
Improving Students' Reading Comprehension of Narrative Text Using Fables in Grade X SMAN 1 Bonai Darussalam. Implementation of Impress Neurological Method to Improve Students' Reading Comprehension of Narrative Text in Eighth Grade MTs PAB 2 Sampali Medan (PhD Dissertation, Universitas Islam Negeri Sumatera Utara). Seeing that the ant was in trouble, the pigeon quickly dropped a leaf from the tree and immediately dropped it into the water near the fighting ant.
Hello crocodile, have you had lunch?” The mouse deer called out to the crocodile in the river. I'm just interrupting my nap!” The other crocodiles also briefly answered the deer's question "Shut up you deer. So don't eat me yet." The crocodiles were also curious about the message from the deer.
After the herd of crocodiles lined up, the deer jumped up as they counted the crocodiles.
