READING COMPREHENSION ABILITY IN EIGHT CLASSES OF SMP PGRI 1 BRAJA SELEBAH IN THE ACADEMIC YEAR 2019/2020. USE OF THE BRAIN GYM METHOD TO INCREASE THE READING COMPREHENSION ABILITY OF STUDENTS IN THE EIGHTH GRADE SMP PGRI 1 BRAJA SELEBAH. The objectives of this research were to increase the reading comprehension ability of students at SMP PGRI 1 Braja Selebah using the Brain Gym method.
Penelitian ini dilakukan dengan seorang guru bahasa Inggris di SMP PGRI 1 Braja Selebah yaitu Ny. Tujuan utama dari penelitian ini adalah untuk meningkatkan pemahaman membaca siswa di SMP PGRI 1 Braja Selebah dengan menggunakan Metode Brain Gym. Hasil penelitian ini menunjukkan bahwa metode Brain Gym berperan positif dalam meningkatkan kemampuan membaca pemahaman siswa kelas VIII SMP PGRI 1 Braja Selebah.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
- Prior Research
Based on the illustration above, the researcher would like to know if the application of Brain Gym Method can increase students' reading comprehension ability. Therefore, the researcher was interested in conducting the research entitled "The Use of Brain Gym Method to Increase the Students". The second previous research was carried out by Erviani with the title "The application of brain gym method to increase the students' reading comprehension ability in the tenth grade students of SMAN 1 Punggur Central Lampung".4 In this research, the author analyzes that many problems will be faced becomes when the processing of reading as has not read habit.
The result showed that the use of the Brain Gym Method could increase the students' reading comprehension ability. The differentiation from the third previous research and this study is the sample of the study. The third previous research observes primary school students, while this study observes secondary school students. 4Erviani, The Application of Brain Gym Method to Increase The Students' Reading Comprehension Ability at The Tenth Graders of SMAN 1 Punggur Central Lampung, Bachelor Thesis Paper, (English Education Department Islamic Education and teacher Training Faculty The State Institute for Islamic Studies of Metro 2017 ).
THE REVIEW OF RELATED THEORIES
- The Concept of Reading
- The Concept of Reading Comprehension
- The Concept of Reading Comprehension Ability
- The Measurement of Reading Comprehension Ability
- Scoring Rubric of Reading Comprehension
- The Concept of Brain Gym Method
- The Definition of Brain Gym Method
- Procedure of Implementation Brain Gym Method
- Advantages and Disadantages of Brain Gym Method
- Action Hyphotesis
Snow argues that reading comprehension is a process of simultaneously extracting and constructing the meaning through interaction with the text.13 It means that understanding the text involves the interaction between reader and text, which are interrelated while reading, reading and proofreading. -reading. Meanwhile, Catherine and Chair argue that reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and engagement with. Reading comprehension is the product of processes that take place during reading to create a mental representation of the situation described by the text, known as a situation model.22.
In addition, the ability to read comprehension is a complex cognitive ability that requires the ability to connect textual information with the knowledge of the listener or reader and results in the creation of a mental representation.23 This means that with the ability to read comprehension, students must actively process what they read. Based on the above statements about the theories of reading comprehension, it is clear that the ability of reading comprehension is not only the process of knowing the meaning of words, but also the process of catching the idea of the text, whether it is stated or not. Components of Reading Comprehension and Scholastic Achievement, in International Journal in Science Direct, (Italy Department of General Psychology, University of Padua, 2006), p.
RESEARCH METHODOLOGY
The Research Setting
In this action, the researcher made pre-test, treatment and post-test to the students. The sketch of SMP PGRI 1 Braja Selebah Figure 3. The sketch of SMP PGRI 1 Braja Selebah. The result of the students' pre-test scores can be seen in the table as follows:
Because the action was not successful, cycle 2 must be held again in the stage to repair the weakness in cycle 1. The steps of cycle 2 as follows: .. pre-test post-test 1 . a) Planning. The results of the pre-test showed that most of the students found it difficult to answer the test.
Object of Research
Subject of Research
Action Plan
Data Collecting Method
Research Instrument
To determine the reading comprehension ability of eighth grade students of SMP PGRI 1 Braja Selebah, the researcher used a reading test. To calculate the percentage of students' results, the researcher uses the following formula: 45. Observation of the students' activities takes place when the learning process has continued.
The students note that the teacher's explanation from the first meeting to the next meeting has improved.
Criteria of Success
RESULT OF THE RESEARCH AND INTERPRETATION
Description of the Location
Descriptionof the Research
This meeting was started with prayer and greeting, checking the attendance list and asking about the students' condition. After the students had read the material, they tried to answer the question in the newspaper. At the end of the meeting, the teacher motivated the students and encouraged the student to complete the material.
The meeting was started with prayers and greetings, checking the list of participants and asking about the condition of the students. The third meeting was held on Wednesday 6 November, this meeting used to post test 1, for 2x40 minutes after the students had given the action. This meeting was started by praying and greeting, checking the attendance list and asking the condition of the students.
In the post-test 1 only 8 students got a good score, but the result of the student test was better than the student test before giving treatment. The observation of the students is carried out while the learning process continued with the created observation sheet. In this study, the researcher gave a pre-test and a post-test that focused on the students' reading comprehension.
This meeting began by praying and greeting, asking the students' condition and checking the attendance list. At the end of the meeting, the teacher gave motivation to the students and stimulated the student to finish the material. This meeting began by praying and greeting, asking the students' condition and checking the attendance list, and aperitif.
The third meeting took place on Thursday, November 14, this meeting was used to post test 2 in the final cycle of 2, for 2x40 minutes after the students gave the activity, the researcher gave the students the post test.
Discussion
- The Result of students Learning
- Result Observation of Students Activity
7, the students' average was 45.77, which shows that the majority of students have not yet achieved the minimum knowledge criteria (70). In order to see how the students read English after the treatment was carried out, the researcher conducted a post-test 1. Based on Table 9, the mean of the students was 56.54, which showed that most of the students had not yet reached the minimum mastery criteria (70). .
To see the students read English after implementing the treatment, the researcher conducted the post-test 2. Based on Table 11, it can be seen that the average of the students was 73.08, showing that most of the students passed the minimum mastery criteria (70). The students who asked or answered questions from the teacher improved from the first meeting to the next.
Based on the above explanation, it can be concluded that the learning activity of students increased from I. to II. It was caused by learning in cycle II, which students began to take responsibility for themselves, so that it can positively influence the activity in the learning process. Based on the result of using the Brain Gym method in the reading comprehension ability, it was possible to conclude that the reading comprehension ability of the students increased with the use of the Brain Gym method.
This made it easier for the students to understand the material so that it could increase the students' reading comprehension ability. It was clear that Brain Gym Method can be used to increase the students' reading comprehension ability. Based on the observation of the class, the students will be more active after the teacher gives motivation to the students.
The application of brain gym method to increase the students' reading comprehension ability in the tenth grade students of SMAN 1 Punggur Central Lampung.
CONCLUSION AND SUGGESTION
Suggestion
Dengan bimbingan dan arahan guru, bertanya dan. mempertanyakan fungsi sosial, struktur tekstual, dan unsur kebahasaan dari masing-masing fabel tersebut. Perbandingan fungsi sosial, struktur teks, dan unsur kebahasaan berbagai fabel yang dikumpulkan dari berbagai sumber tersebut di atas. Guru membimbing siswa untuk mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari contoh fabel tersebut.
Guru membimbing siswa untuk mempertanyakan ciri-ciri sosial, unsur kebahasaan, gagasan pokok dan detail dari contoh-contoh fabel tersebut. Menyusun teks naratif dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Guru membimbing siswa mengamati ciri-ciri sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dari contoh-contoh fabel tersebut.
A story from the farmyard Two roosters fought fiercely for the king of the farmyard. Suddenly he sprang into the air, 'aha.: then he walked to the edge of the river. Then the crocodiles lined up from one edge of the river to the other.
You stand on your hind legs and put your front legs against the side of the well. The goat did as he was asked and the fox got on his back and climbed out of the pit. The goat stood on its tiptoes and put its forelegs against the side of the well.
The lion was so tickled by the idea that the mouse could help him. The little mouse went to him and quickly scratched the ropes that restrained the beast king. So he climbed onto the back of the other frog to see the city.
