This study aims to determine whether the implementation of a motor imaging strategy can improve reading skills and learning activity among eighth graders at MT's Darul A'mal West Metro. The subjects of this research were 25 eighth grade students of MTs Darul A'mal West Metro. The study was conducted in collaboration with the English teacher at MTs Darul A'mal West Metro.
The result of this research showed that Motor Imaging Strategy had the positive result in improving the reading ability and learning activity of the eighth grade students of MTs Darul A‟mal West Metro. It means that the Motor Imaging Strategy can improve the reading skills and learning activity of the students. PENGGUNAAN STRATEGI MOTOR IMAGING FOR KETERAMPILAN MEMBACA DI KELAS DELAPAN MTs DARUL A'MAL METRO BARAT.
Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan strategi motor imagery dapat meningkatkan keterampilan membaca dan aktivitas belajar siswa kelas VIII MTs Darul A'mal Metro Barat. Hasil penelitian ini menunjukkan bahwa strategi motor imagery memberikan hasil yang positif dalam meningkatkan keterampilan membaca dan aktivitas belajar siswa kelas VIII MTs Darul A'mal Metro Barat.
INTRODUCTION
- Background of The Study
- Identification of The Problem
- Limitationof The Problem
- Formulation of The Problem
- Objectives and Benefits of The Study
- Prior Research
Based on the above explanation, it is known that the reading proficiency among the eighth grade students of MTs Darul A'mal needs to be increased by implementing the appropriate teaching strategy namely Motor Imaging Strategy. In this case, the researcher conducted classroom action research titled “Using Motor Imagery Strategy to Improve Students' Reading Skills Among the Eighth Graders at Mts Darul A'mal West Metro”. Therefore, the title of this research is "Using a Motor Imagery Strategy to Improve Students' Reading Skills Among the Eighth Graders at Mts Darul A'mal West Metro".
Can the implementation of motor imagery strategy improve the students' reading skill and the learning activity among the eighth graders at MTs Darul A'mal West Metro?”. With the implementation of the Motor Imaging strategy, teachers can create conducive English learning situations. Sari with the research title TEACHING VOCABULARY THROUGH THE COMBINATION OF MOTOR IMAGERY AND INTERACTIVE WORD WALLS STRATEGY AT THIRD GRADE OF EACH SCHOOL.1 The aim of the first preceding research is to examine the use of the combination of motor imagery strategy and interactive word wall strategy in vocabulary teaching. to discuss. elementary students.
STRATEGY IN JUNIOR MIDDLE SCHOOL STUDENTS.2 The purpose of this research is to find out the benefits of using SCANR and motor imagery strategy. The similarity between this research and that one is in the same language skill and teaching strategies used which are reading skill and motor imagery strategy.
THEORETICAL REVIEW
The Concept of Reading Skill
- The Nature of Reading Skill
- The Strategies of Reading Skill
- The Assesment of Reading Skill
- The Measurements of Reading Skill
Based on the above statements, it can be inferred that literacy is the individual's ability to make a reading assessment that a person is able to use when interacting with texts. Students use their background knowledge and clues from the text to figure out what will happen next. Students study features that are not part of the main text, including subheadings, captions, key words, and titles.
Here are some possible tasks that a teacher can use to assess the lexical and grammatical aspects of reading ability.8. By far the most popular method of testing reading knowledge of vocabulary and grammar is the multiple-choice format, mainly because of its practicality: it is easy to administer and can be assessed quickly. The simplest .multiple-choice items may have little context, but may serve as a vocabulary check or granitarian.
Many of the multiple-choice tasks described above can be converted into fill-in-the-blank, or "fill-in-the-blank," items in which the test-taker's response is to write a word or phrase. To know how far students' reading ability should be measured, use the reading proficiency assessment.
The Concept of Motor Imaging Strategy
- The Nature of Motor Imaging Strategy
- The Advantages and Disadvantages of Motor Imaging Stategy
- The Implementation of Motor Imaging Stategy
- Example of Motor Imaging Strategy
The teacher repeats each new word and instructs the class to do the pantomime and at the same time recite a short meaning or synonym. f) The students' next encounter with the word is in the assigned reading material. To identify the students' reading ability of the eighth grade of MTs DarulA'mal Metro, the researcher applied reading test. The test measures the ability of the students on the subject of reading. The comparison of percentage of the students' completeness grade on pre-test and post-test I.
The researcher then practiced this in front of the students by pantomiming the phrase "Book". The motor imagery strategy helps students understand the meaning of the words in the text. The researcher presented a post-test II to measure the students' skills after the treatment was administered. The researcher obtained the data from a reading test that lasted 90 minutes. It was seen that the assessment of the students in the post-test test II was different.
Among his famous cubist paintings are "Three musicians" and "Man with a guitar" which depicted the destruction of the Spanish city.
Action Hyphotesis
RESEARCH METHOD
Variable and Operational Definition of Variable
- Variable of The Research
- Operational Definition of Variables
The Research setting
The Subject of the Research
Research procedure
The Data Collecting Technique
Research Instrument
Data Analysis Technique
Indicators of Success
RESULT OF THE RESEARCH AND INTERPRETATION
Result of the Research
- Description of MTs Darul A`mal West Metro
- Description of the Research
- Planning
- Acting
- Observing
- Reflecting
The researcher also planned to give assessment to measure students' mastery of the given materials. After that, the researcher wrote the next phrase "Long trunk" on the board, then pronounced it and showed the meaning of the phrase which means "Belalai panjang". The researcher then rewrote the other phrase "Elephant" on the board and said it and gave the meaning of the phrase "Gajah".
Then the researcher asked the students to represent the phrase "Long skirt" again by asking students to use body movements related to the Long skirt phrase. Then finally the researcher asked the students to represent the phrase "Elephant" again by asking students to use facial movements and expressions related to the phrase Elephant. Then the researcher gave the next picture related to the phrase "elephant" and asked the student to describe the pantomime from the phrase elephant.
Then the researcher practiced it in front of the student by pantomiming the phrase "Elephant". Then the researcher wrote the next sentence "Boat sailing" on the board and pronounced it and told the meaning of the sentence which means. The researcher also planned to provide evaluation to measure students' mastery of the given materials.
After that, the researcher wrote the next phrase "Money" on the board, then pronounced it and showed the meaning of the phrase that it means. Additionally, in the third step the researcher provided a specific cue related to the expression “Pocket” by providing pictures of the pocket. After that, the researcher wrote the next phrase "Long legs" on the board, then pronounced it and showed the meaning of the phrase which means "Kaki panjang".
The researcher then rewrote the next phrase "Giraffe" on the board and said and gave the meaning of the phrase "Jerapah". Then finally the researcher asked the students to re-imagine the phrase "My bag" by asking the students to use the facial movements and expressions associated with the phrase Giraffe. The researcher then provided the next picture associated with the phrase "Giraffe" and asked the student to pantomime the phrase Giraffe.
Interpretation
- Result of Students Learning
- Comparison of Grade in Pre-Test, Post-Test I in cycle I,
- The Result of Students‟ Learning Activities in Cycle I
At this stage, the investigator moved on to cycle II because the post-test I grade in cycle I failed the MMC while only 24% passed the MMC. It was higher than post-test 1 in Cycle I. It means that the success indicator of this study was met, which was >70% of students achieving grade 70. Comparison of grade in Pre-Test, Post-Test I in Cycle I, and Post-Test II in Cycle II.
The Comparison of Students' Pretest, Posttest I Grade in Cycle I and Posttest II Grade in Cycle II. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant improvement of the students. Therefore, the researcher concludes that the research was successful because the indicator of success was achieved in this research.
The result of the students' learning activities in cycle I and cycle II Data for the students' learning activities were obtained from the whole Data for the students' learning activities were obtained from the entire students' learning activities on observation sheets. The students' attention to the teacher's explanation from the first meeting to the next meeting increased. The number of students asking/answering questions from the teacher was increased from the first meeting to the next meeting.
It showed that when the teacher gave the question to the students, they were brave to answer even though not all the questions could be answered well. Based on the data above, it could be concluded that the students felt comfortable and active with the learning process because most of the students showed good improvement in reading skills when motor imagery strategy was applied in learning process from cycle I to cycle II. Then, based on the explanation of cycle I and cycle II, it can be deduced that the use of motor imagery strategy the.
Furthermore, in post-test I there were 9 students or (36%) passed the test, indicator students get the grade >70 with an average of 57. Meanwhile, in post-test II there were 19 students or (76%) passed the test indicator students get grade >70 with mean 71. From the explanation, the researcher concluded that the research was successful and it could be stopped in cycle II because the indicator of success 70% of students scored 70 was achieved.
Discussion
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CONCLUSION AND SUGGESTION
Conclusion
The researcher began to greet the class, pray, check the attendance list, and ask the students' condition. Based on the above result, the researcher indicated that the learning process in cycle II was successful because the activity percentage of the students was >70%.
Suggestion
