GRADE STUDENTS OF SMP ISLAM SUDIRMAN 1 BANCAK SEMARANG DISTRICT IN THE ACADEMIC YEAR 20162017) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) in English Educa

  

THE USE OF BRAIN-BASED LEARNING METHOD

TO IMPROVE THE STUDENTS’ READING

  

COMPREHENSION SKILL (A CLASSROOM ACTION

RESEARCH FOR THE 8

TH

GRADE STUDENTS OF

SMP ISLAM SUDIRMAN 1 BANCAK SEMARANG

DISTRICT IN THE ACADEMIC YEAR 2016/2017)

  

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd) in

  

English Education Department of Teacher Training and Education

Faculty State Institute for Islamic Studies (IAIN) Salatiga

Nita Susanti

113-12-141

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2017

  

MOTTO

  “When one door closes, another opens, but we often look so long and so regretfully upon the closed door that we do not see the one which has opened for us”

  (Alexander Graham Bell)

  

DEDICATION

  This graduation paper is whole heartedly dedicated to: 1.

  Allah SWT the Almigthy God for the everything to me.

  2. My beloved parents Mr. Hamim and Mrs. Siti Asiyah, who always educate me in doing good thing. And my beloved father Mr. Muhammad Damuri (Alm) who teach me the real life from the distances. They are my hero, thanks for all generosity, finance, and encouragement, and also thanks for your love, trust, and everlasting praying. Allah bless you mom and dad.

  3. My beloved sisterRifa Izatun Nisfa, and my younger brother Ahmad Rafie Zamzami thanks for your love and for support me.

  4. My beloved grandfather and grandmother Mr. Sukeri and Mrs. Sugini thanks for always being my inspiration.

  5. Thank you so much to all of my uncles ( M.Syafii, M. Nur Solikin) and my aunty (Endang, Neli) also all of my family members.

  6. My beloved friends, YuNitAtik (Yuyun, Yunita, Atik) our togetherness means a lot to me, love and peace gengs. I hope our friendship is never end.

  7. All my friends especially to TBI E class and generally to IAIN Salatiga 2012. Everyone has a special thing for me.

  

ABSTRACT

  Susanti, Nita. 2017. The Use of Brain-Based Learning Method to Improve

  Students’Reading Comprehension Skill ( A Classroom Action Research for Eighth Grade Students of SMP Islam Sudirman 1 Bancak, Semarang in Academic Year 2016/2017 . A Graduating Paper. English Education

  Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor : Mashlihatul Umami, M.A Keywords : Reading Comprehension, Brain-Based Learning Method.

  This research is aimed to improve the students‟ reading comprehension skill through Brain-Based Learning Method. This research has three objectives of the study, there are 1) How is the implementation of Brain-Based Learning method in

  th

  grade students of Smp improving students‟ reading comprehension skill for the 8 Islam Sudirman 1 Bancak?.

2) Whether any improvements of the students‟ reading

  th

  comprehension skill for the 8 grade students of Smp Islam Sudirman 1 Bancak by using Brain-Based Learning method or not? 3) How far is the improvement of Brain-Based

  Learning method in improving students‟ reading comprehension skill

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  for the 8 grade students of Smp Islam Sudirman 1 Bancak?. This research was conducted at SMP Islam Sudirman 1 Bancak in academic year 2016/2017 especially in 8B class. The method of this research used Classroom Action (CAR). There were two cycles; each cycles comprised planning, implementing of the action, observing and reflecting. The techniques of collecting data are observation, test and documentation. The results show that the student s‟ reading comprehension skill improves significantly. The T-calculation results of Cycle I is 2.89 and Cycle II is 3.98. the students who reach standarized score in cycle I, the percentage for Pre-test is 40.40 % and Post-test is 45.45 %. In cycle II, the percentage for Pre-test is 59.09 % and Post-test is 90.90%. So, it can be concluded that there is significant improvement of students‟ reading comprehension by applying Brain-Based Learning Method in 8B class of SMP Islam Sudirman 1 Bancak in academic year 2016/2017.

  TABLE OF CONTENTS TITLE OF PAGE ....................................................................................... i

DECLARATION ..................................................................................... ii

ATTENTIVE COUNSELOR NOTES....................................................... iii

CERTIFICATION PAGE ......................................................................... iv

MOTTO ....................................................................................................... v

DEDICATION ........................................................................................... vi

ACKNOWLEDGEMENT ......................................................................... vii

ABSTRACT ................................................................................................ ix

TABLE OF CONTENTS ........................................................................... x

LIST OF THE TABLE .............................................................................. xiii

  CHAPTER I INTRODUCTION A. Background of the study ................................................................... 1 B. Problem statements ........................................................................... 4 C. Objectives of the study ......................................................................5 D. Limitation of the study ...................................................................... 5 E.

  6 Benefits of the study ...................................................................

  F.

  Clarification of the key terms ........................................................... 6 G.

  Graduating paper outline .................................................................. 7

  CHAPTER II THEORETICAL FRAMEWORK A. Review of the previous researches .................................................... 9 B. Brain-Based Learning Method 1. Definition of BBL method .......................................................... 11 2. Procedure of BBL Method .......................................................... 20 C. Reading 1. Definition of Reading ................................................................ 23 2. Purpose of Reading .................................................................... 24 3. Techniques of Reading ............................................................... 26 D. Reading Comprehension 1. Definition of Reading comprehension ........................................ 27 2. Components of Reading Comprehension ................................... 28 3. Levels of Reading Comprehension ............................................. 29 4. Indicators of Students‟ Reading Comprehension ....................... 31 CHAPTER III METHOD OF RESEARCH A. Setting of the research ....................................................................... 32 B. Method of the research ......................................................................33 C. Procedure of the research .................................................................. 34 D. Subject of the research ...................................................................... 34 E. Data collection method ..................................................................... 36 F. Techniques of data analysis .............................................................. 38

  CHAPTER IV DATA ANALYSIS A. Research findings .............................................................................. 40 B. Discussion ......................................................................................... 50 C. Improvement .................................................................................... 57 CHAPTER V CLOSURE A. Conclusion ........................................................................................ 59 B. Suggestion ........................................................................................ 60

REFERENCES ........................................................................................... 61

APPENDICES ............................................................................................. 64

  LIST OF THE TABLES B

  Tables 3.1 List of Research Samples of 8 class of SMP Islam Sudirman

  1 Bancak

Table 4.1 The Result of Pre-test and Post-test Cycle ITable 4.2 The Result of the Observation Sheet in Cycle ITable 4.3 The Result of Pre-test and Post-test Cycle IITable 4.4 The Result of the Observation Sheet in Cycle IITable 4.5 The Result Analysis of Cycle ITable 4.6 The Result Analysis of Cycle IITable 4.7 The Mean and T-

  Calculation of Students‟ score

CHAPTER I INTRODUCTION A. Background of the study Every human was born with a high intelligence. They are able to

  think and learn. The thing that distinguishes between each human being is the speed in learning. Some of them are able to learn quickly and some others learn somewhat slowly. But the certain fact, everyone is able to learn because each of them was born with brains to understand how to learn and think.

  The brain is the major controller of the body, similar to a computer‟s CPU (Central Processing Unit). It is the information processor of the human body. Jensen (2000) writes that the brain is capable of multitasking. “It assembles pattern, composes meaning, and sorts daily life experiences from extraordinary number of clues”. In addition, the brain is being extremely complex, it is a dynamic and an adaptive system. The brain contains hundreds of billions of neurons and interneuron that produce the great number of neural nets, or groups of neurons working together. From which, our daily experience is created (Lackney, 2004).

  The brain‟s activity is controlled by genetics, development, experience, culture, environment, and emotions. It is constantly under stimulation to change (Gardner, 1999). By 1990s, the scientific community had started to increase dramatically with new information about the brain. Developments in technology have allowed researchers to see inside the brain, and visualize how the structures in the brain communicate.

  Nowadays, this condition shows that human becoming lazy to develop the potential of the brain is increasingly. When the human stopped to harness the potential of the brain, it makes the cells of the brain die over the time. So, it is very important for every human to understand more about the potential of their brains as much as possible to keep use it in full potential. One way is through the process of reading. By reading, a human is going to be able to find many things such as new knowledge more broadly, as well as a way to maintain the ability of the brain to process information, compare, analyze and then evaluate.

  In addition, reading is one of the most important aspects of language learning. Mastery of these aspects are very important to create effective learning. There are many materials listed in the curriculum of middle school (Junior High School) is like comprehensive reading material. Reading material in a comprehensive manner is very important to master, becauset is not only useful in learning English language.

  Therefore, learning to read in a comprehensive manner need to be improved so that students are able to increase their reading skill.

  Prasetyono (2008:53) states that reading is a series of activities of the mind that is done with great attention in order to understand information through the sense of sight in the form of regular symbols are arranged in a way that has meaning and significance. Reading in reality is a complex that involves many things, not just recites the writing, but also involves a visual activity, psycholinguistics, and Metacognition (Uterus, 2005).

  In the practice of English language learning in the Junior High School Of Islamic Sudirman 1 Bancak, it is able to be seen that the students are passive in following activities, especially when they were learning to read and solve problems related to the text read. Most of the students are less familiar with learning reading intensive. In addition, the confidences level of students was still low. This was caused by a lack of student motivation in following the instruction. The students found that it was hard to learn about reading comprehensive because of the teaching and learning process. It happened because the teachers still using the conventional nature way in the process of teaching and learning. On the conventional learning patterns, teaching and learning activities more often directed at the flow of information from the teacher to the students. The characterization of conventional lecture was accompanied with an explanation, as well as the division of tasks and exercises. The conventional learning centered was on the teacher. It made the conventional learning were more likely on how to memorize than emphasizes the concepts of information, practice reserved, as well as his judgement was still traditional in nature.

  The new innovations of teaching are needed to increase the students ‟ reading comprehension skill. So the learning process are able to implemented to be active, meaningful, and fun. One alternative solution is to be attempted through the application of brain-based learning model.

  Brain-based learning (BBL) model are the students‟ activity and learning process which conducted based on stages of brain-based activity.

  In the model of brain-based learning (BBL), students are required to be active in learning. So the learning process is not only sourced from the teacher. Then it is able to provide a variety of learning. Brain-based learning (BBL) model, also directs students to carry out learning in accordance with the existing rules. Students are directed to re-think the early material that associated with the material covered. By the application of brain-based learning (BBL) model, it is expected to provide the studen t‟s comprehensive reading skill.

  Based on the description, the writer wants to conducts a research entitled “The Use Of Brain-Based Learning Method To Improve Students‟

  th

  Reading Comprehension Skill (A Classroom Action Research For 8 Grade Students Of SMP Islam Sudirman 1 Bancak, Semarang In The Academic Year 2016/2017

  )” B.

   Problem Statements

  Based on the background of the study, the writer identifies the problems as follows:

1. Is there any improvements of the students‟ reading comprehension

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  skill for the 8 grade students of SMP Islam Sudirman 1 Bancak by using Brain-Based Learning method or not? 2. How far is the improvement of Brain-Based Learning method in

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  improving studen grade ts‟ reading comprehension skill for the 8 students of SMP Islam Sudirman 1 Bancak? C.

   Objectives of the study

  Dealing with the problem statements, the objectives of this classroom action research are as follow:

  1. To find out whether there is improvements of the students‟ reading

  th

  comprehension skill for the 8 grade students of SMP Islam Sudirman 1 Bancak by using Brain-Based Learning Method or not.

  2. To find out how far the improvements of the students‟ reading

  th

  comprehension skill using Brain-Based Learning method for the 8 grade students of SMP Islam Sudirman 1 Bancak.

D. Limitation of the Research Some aspects are able to be examined in analyzing the problems.

  Nevertheless, in this graduating paper, the writer needs to limit the analysis in order to be more focused. The writer focuses on the using Brain-Based Learning (BBL) method to improve students reading

  th

  comprehension skill. The writer only analyzes the 8 grade students of SMP Islam Sudirman 1 Bancak in the academic year of 2016 as the subject of the research. The writer expected to get the best result of the study effectively.

E. Benefits of the study This research is expected to give theoretical and practical benefits.

  1. Theoretical Benefits The result of the study is able to support the writer to broaden her knowledge in teaching reading and to be used as the reference for those who want to conduct a research in English teaching and learning process.

  2. Practical Benefits This study is expected to help teacher in applying Brain-Based Learning (BBL) method instruction in the process of teaching reading.

  For the students, it is expected to give solution in comprehend the reading materials, so they have more motivation in studying English especially in reading comprehension. The result of this research is objected to help the researcher in improving studen ts‟ reading comprehension skill. The last, this research is also hoped giving contribution to the SMP Islam Sudirman 1 Bancak to enlarge their students‟ knowledge.

F. Clarification of the key terms 1.

  Reading According to Beene (1992:12), “reading is the process of findig meaning in written character or symbol and interpreting and analysis text. Reading is the complement of writing”.

  2. Comprehension Comprehension is the ability to understand something (Oxford University Press 2003:80).

  3. Brain-Based Learning Method Brain-Based Learning (BBL) is a concept that creates learning with empowering oriented in the human brain. According to Tung

  (2015:35), “Brain-Based Learning is learning that are aligned with the natural workings of the brain in learning. The focus likes and loves learning rather than focusing on the regularity”.

  Brain-Based Learning (BBL) method refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development

  —how students learn differently as their age, grow, mature socially, emotionally, and cognitively.

G. Graduating Paper Outline

  This research is organized into five chapters as follows: Chapter I presents the introduction. It explains the comprehensive background of the research which discusses the reason of why the researcher wants to analyze the use of Brain-Based Learning (BBL) method to improve students‟ reading comprehension. This chapter also reveals statements of problem, objectives of the study, limitation of the research, the benefits of the study, clarification of key terms, the previous research, and organization of graduating paper. After that, describing of theoretical framework of this research will be the main discussion in the second chapter. The description includes the general concept of Brain-Based Learning (BBL) method that use in learning and teaching English. The third chapter, research methodology shows the required aspects in this quantitative research. The first aspect is research design which explores

  th

  the quantitative approach. The object of the research is the 8 students grade in Smp Islam Sudirmaan 1 Bancak in academic year of 2016/2017.

  Then, data of the respondents, data of students„ reading comprehension are the next needed aspects to conduct this research. Chapter IV reports the findings of the research. It presents the result of the analysis of collecting data. As the last chapter of this graduating paper, chapter V consists of closure which will be divided into two parts. There are conclusion of the research and suggestion for teaching reading comprehension.

CHAPTER II THEORETICAL FRAMEWORK A. Review of Previous Researches In this study, the writer takes three of previous research to

  emphasize and support her research. The first, the previous research is written by Muhammet Ozden and Mehmet Gultakin entitled “The Effects

  Of Brain Based Learning On Academic Achievement And Retention Of Knowledge In Science Course”. The aim of this study is to investigate the

  effects of brain-based learning in a 5th grade Science course on academic achievement and retention of previously acquired knowledge. It was conducted in 2004-2005 academic year at Kütahya Abdurrahman Pasa Primary School in Kütahya, Turkey. Two classes, namely 5-A and 5-B, were determined as experimental and control groups respectively. During the research process, the experimental group was administered a brain- based learning approach, while the control group was administered a traditional teaching approach. Analysis of post-test and retention level tests revealed a significant difference between the groups favoring brain- based learning.

  The second is written by E. Akyürek & Ö. Afacan entitled “Effects

  Of Brain Based Learning Approach On Students’ Motivation And Attitudes Levels In Science Class”. The purpose of the study was to

  examine the effect of brain-based learning approach on attitudes and motivation levels in 8th g rade students‟ science classes. The research was conducted with one experimental group and two control groups in 2011- 2012 academic years. Totally 57 students, 19 in experimental group, 19 in each control groups participated in this research. As a result, using brain- based learning approach the experimental group's success was found to be significant differences in favour of the experimental group.

  The other research is written by Maryam Haghighi entitled

  “The Effects Of Brain Based Learning On Iranian EFL Learners’ Achievements

And Retention”. The aim of this study is to investigate the effects of brain-

  based learning in sophomore students majoring in Aircraft Repair & Maintenance on academic achievement and retention. This experimental study was designed as pre-test and post-test control group model. It was conducted in 2013 academic year at Civil Aviation Technology College in Tehran, Iran. The study lasted 16 weeks for a total of 63 class hours.

  During the research process, the experimental group was administered a brain-based learning approach, while the control group was administered a traditional teaching approach. Analysis of post-test achievement and retention tests revealed a significant difference between the groups favoring brain-based learning.

  Some studies above shows that using brain based learning are always success when conducted in the learning process. Such as the increasing result of academic achievements, the retention and the students motivations. Therefore, in the present research, the writer interest to find out the effects of using brain based learning focusing on teaching reading comprehension. Whether brain based learning can successfully through in reading comprehension or not.

B. Brain-Based Learning Method Definition of Brain-Based Learning (BBL) 1.

  The brain is an organ used by humans to acquire knowledge. The brain is the center of all human activities, such as thinking, remembering, understanding, imagination, logic and so on.

  Basically, every human has a brain with the same potential. While the ability of the brain are different from each others. The difference depends on how the human use their potentials brain maximumly. The brain-based learning is a study to optimize the potential of the brain

  Brain-Based Learning is a concept that creates learning with empowering oriented in the human brain. According to Khoe Yao Tung (2015:35), “Brain-Based Learning is learning that aligned with the natural workings of the brain in learning. The focus likes and loves the learning process rather than focusing on the regularity”.

  As De Porter (1992) in quantum learning, someone is going to learn all the ability. If he liked what he learned, he is going to feel happy to be involved in the learning (Gardner:1993)

  According to Renate and Caine (1994), there are twelve principles of Brain-Based Learning (Khoe Yao Tung :2015) : a.

  Learning involves physiological processes The brain is going to work well when available process physiology that supports it. When the learning process is done, the brain is going to affect all parts of the body. Some of the physiological processes that are able to affect the learning process are: 1). The availability of water in the body.

  When the body dehydrated the concentration and intellectual ability is able to be reduced. It would be good if the teachers allow students to drink when learning process occurs.

  2). Some result of research shows that intake of multivitamin supplements are able to increase a child's nonverbal intelligence. 3). The mix of some good fats such as omega 3 and omega 6 are going to maintain balance in the child's brain.

  4). The availability of essential minerals in the body can increase concentration of the brain, such as:

• - legumes)

   Boron (found in nuts, apples, broccoli, grapes and

   Choline (found in the egg yolk, the sardine, liver

• -

and whole grains)

• - Chromium (found in red meat, eggs, cheese and

  seafood)

• - Calsium (present in dairy products, almonds, apricot, grains and green vegetables, sardines).

  5). Activities, lighting and disease.

  Students desperately need activity or movement in learning such as role play, stretching and change the sitting position. The ideal lighting also important for the students in accordance with the appropriate level of lumens (soft and natural). The diseases is able to hinder the learning process such as tonsillectomy and fever that can lower concentrations of studied because of the pain. 6). Chemicals food and working memory in the brain.

  Accordi ng to Jensen (2008), “some food chemicals may affect the working of the brain's memory, among other things” (Khoe Yao Tung:2015) :

• - Acetylcholine

  (helps the brain to form long-term memory on neurotransmitters)

• - Lecithin (lecithin derived from eggs, salmon and

  meats without fat is able to produce a functioning memory boost choline )

• - Phenylalanine

  (helps reproduce

  norepinephrine

  can increase attention)

   Adrenaline (is able to protect and improve memory,

• - and also keep a pleasant memory or traumatic) b.

  The brain or thoughts of the social The original version of parallel processors is cerebrum.

  The brain is always trying to distinguish and understand existing events. When it felt meaningless then the brain is not going to process it.

  c. The brain is always looking for things that have meaning and automatically going to react to information coming.

  d. Meaningful learning, often through patterns Comprehension and memory can occur via the pattern or through natural ways. Information is able to be either learned new things, which evokes the emotions and life safety. Learning about life safety gets more attention and more meaningful.

  There is the KWL term (what you Know, Want, and Learn), integrated study, field trip, hands on learning, learning math-generalization (pattern), visualization, communication (implementation).

  e. Emotions is the crucial part (specific part) to understand the pattern.

  Learning activities conducted the brain heavily influenced by emotions and feelings. So it is necessary to create an atmosphere of pleasant and conducive learning, in positive expectations. Here are some of the techniques of towing emotions: Humor break.

• - Drama, story telling, collaborative learning, dan
• - jigsaw.

   Celebration.

• - f. Brain partially and through processes simultaneously.

  Brain work simultaneously to process parts per part and as a whole. The left and right parts of the brain have different functions and work simultaneously complementing each other.

  g. . Learning demand focusing on considerate and peripheral perception.

  The brain is always absorbing information directly at the time of our attentions wether focused or not. So it is need created an environment that supports.

  h. .Learning processes always consciously and subconscious.

  A conscious and subconscious learning process which is done by the brain takes place continuously. Therefore, we are able to give sufficient time for students to consolidate what they have learned by using a different intonation, different speeds, and different volumes. i.

  The two ways of setting the memory based on experience (System of spatial memory) and recollections (rote learning).

  Setting up the memory in the human brains are meaningful and meaningless. It is need how to recite effectively . As well as it gives some skills in students to recalling something, for example by means of:

   Mnemonic : for example, mejikuhibiniu

• - Chunking information : for example, by using the
• - hand that is lumped to calculate the number of days in a month.

  j.

  Learning is developmental.

  Learning is part of the development. For some particular topic, students are able to think in the abstract, while others are limited and still thinking at the level of the concrete. Learning is able to build relationships between nerves. For that, a learning needs exposure, repetition, meaning and practice are important to students. k.

  Complex Learning are enhanced through the challenges and is inhibited by the threat.

  Learning is able to occur maximum when there is an appropriate challanges. Not to be too easy or too difficult. There are some tips in teaching:

• - the peace of the students.

   No test or quiz surprising because it would threaten

• - Create the clear agenda when beginning lessons.
• - Create a conducive climate when learning process occurs.
• - Use the clear assessment criteria.
• - Avoid the statement that make the children concentrations lower.

  l.

  Every brain has a unique Setup.

  Brain-based learning instruction would be better if it uses a variety of learning or makes an applications of multiple intelligences or Bloom's taxonomy.

  According to Caine (1994), “a teacher who applies the principles of brain-based learning must pay attention to the following co mponents”:

• - Orchestrated immersion: Setting up the learning

  environment to incorporate students into a learning experience.

• - Relaxed alertness: an attempt was made to eliminate the fear when in a challenging environment.
• - Activate processing: students incorporate and

  internalize information by actively process. This information is linked to previous learning so that more attached to this new information. In the immersion orchestrated, phase focused to make the subject of learning becomes more meaningful. This phase also helps students to create patterns and associated with their respective brains. In every learning process, student needs to be active as the facilitates of brain to think, for example as a model guided discovery. In the phase of relaxed alertness, students are challenged to solve a problem by minimizing a particular threat.

  Then the learning result is going to be higher when the students learn in a safe and comfortable situation.

  As Dave there are several things must attend to brain based learning (Aminudin,2015:18) : a). Atmosphere

  The needs for an environment that is conducive to learning.

  b) Brain Gym Brain Gym is a series of exercises based on simple body movements that is made to stimulate the right brain and the left brain (dimensions literacy), alleviate or relaxe the front and back of the brain (focusing dimension), stimulate the system associated with feelings / emotions mid brain (limbic) and cerebrum (the dimensions of convergence).

  c) Choices Providing choices to students in learning is going to increase the students comfortable. For example, the freedom to choose the seat position and the sitmate. It is able to increase the level of students' understanding of the material provided. The use of encouragement words and humor on the sidelines of the learning process are able to make learning more enjoyable the learning.

  e) Goals Teachers are always responsible for guiding students in setting goals, such as determining the learning objectives related to real life.

  f) High Expectation Giving hope / high spirit is going to have a positive impact for students.

  g) Music Music is a thing that affects the nervous system even though the music was inadvertently heard.

  h) Questioning A question addressed to students is going to make them more active and feel appreciated. i) Rewards Giving compliment is a reward that can motivate students. j) Technology

  It means the technologies appropriately to support the learning process. k) Water Water is one of the main components of the brain.

  Because the brain consists of 80% water, the brain will be sensitive to changes in pH. Therefore, in BBL a good teacher instructs students to bring drinking water and drink it when thirsty.

2. The Procedure of BBL in Learning Process

  According to Jensen (2008), there are 7 stages in the brain based learning process (Aminudin:2015:20) : a.

  Pre-exposure This stage helps the brain build a better conceptual map.

  Here are the things to do: 1). Teachers showing a concept map of the new material to be learned.

  2). Master condition exciting learning environment. 3). Teachers convey learning objectives. 4). Students are required to bring drinking water / mineral water as a brain food. b.

  Preparation In this stage teachers create the curiosity and the enjoyment of students. Here are the things to do: 1). Students are briefed in advance of the material to be studied.

  2).Students are encouraged to respond to whether or not the material is relevant to what is real life.

  c.

  Initiation and acquisitions This stage is the stage of the creation of understanding, connection or when neurons interconnected 'communicate' each other. Here are the things to do:

  1). Presenting the material with the help of audio-visual media such as by using power point.

  2).Starting active learning, for example by guiding students into the discussion of the task group, filling out the students worksheets to reinvent the concept.

  d.

  Elaboration This stage provides an opportunity for the brain to sort, search, analyze, test and deepen learning. Here are the things to do:

  1). Students present the results of group discussions in groups or in front of the class.

  2). Conducting an open question and answer regarding the outcome of the discussion or the material being studied. 3). Students are asked to create a concept map individual or group about what they have learned.

  e.

  Incubation and insert the memory.

  This phase emphasizes that the rest time and to repeat an important thing. Here are the thingsto do: 1). Teachers give the stretches and relaxation by Brain Gym.

  2). Teachers show up the video that can train the brain concentration and focus.

  3). Teachers provide exercises.

  f.

  Verification and checking of confidence.

  In this stage, the teacher checks whether the student already familiar with the material they have learned or not.

  Students also need to know if he had understood the material or not. Here the things to do: 1). The teacher checks whether the student is already familiar with the material they have learned.

  2). Teachers conduct a quiz to students either verbally or in writing. g.

  Celebrations and integration.

  In this phase of the celebration, it is very important to involve emotions. Here are the things to do: 1). Giving awards to students 2). Time sharing or telling stories exciting experience.

  3). In closing the teachers along with students doing a small celebration like cheering and clapping.

C. Reading 1. Definition of Reading

  Reading is a verbal process interrelated with thinking and with all other communication abilities-listening, speaking and writing.

  Specifically, reading is a process of reconstructing from the printed patterns on the page ideas and information intended by the author (Dallman, Rouch, Char and Deboer, 1982:23)

  According to Carrell (1988), Reading is a receptive language process in hat it stars with linguistic surface representation encoded by a writer and ends with meaning which the reader constructs (Istikhayatun,2015:14). Thus, there is an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decode language to thought.

  Dechant (1982: 5) stated that “Reading is also a language and communication process, it means that the process of putting the reader in contact and communication with ideas”. Reading always involves an interaction between the writer and the reader. It is culminating act of the communication process, initiated by the thoughts of the writer and expressed through symbols on the page.

  Reading also as an interaction by which meaning encoded in visual stimuli by author becomes meaning in the mind of the reader.

  From the definition above it can be concluded that reading is an effort to understand the content of the texts and the result of interaction between the perception of graphic symbols and the readers‟ language skills and the knowledge of the world. Besides that, reading is used to get an idea, pleasure, or feeling that is expressed by the writer. Reading is also interaction between the reader and the author‟s ideas.

2. Purposes of Reading

  Grabe (2009: 8- 10) stated that, “there are at least six main purposes for comprehensive reading”. These purposes include:

  1. Reading for information

  The combination of scanning (identifying a specific graphic form) and skimming (building a simple quick understanding of the text) allow a reader to search information.

  2. Reading for quick understanding (skimming)

  Reading for quick understanding used for variety of other reasons or it may be seen as a superordinate purpose. The readers use skimming when they want to determine what a text is, about and whether or not they want to spend more time reading it.

  3. Reading to learn Reading to learn is often carried out in academic and professional settings. Reading to learn places more processing demands on the reader because the reader is expected to remember the main ideas and many supporting ideas and be able to recall this information as needed.

  4. Reading to integrated information This type of reading requires that the reader synthesize and learn information from multiple texts or bring together information from different parts of a long text.

  5. Reading to evaluate, critique, and use information It often represents an increasing level of demand and a more complex interaction of reading processes.

  6. Reading for general comprehension

  Reading for general comprehension is the most common purpose for reading among fluent readers. It is the default assumption for the term reading comprehension.

3. Techniques of Reading

  According to Wright (1989: 159), there are some techniques of reading, such as: a.

  Skimming Skimming is glancing rapidly through a text to determine its general context. Dechant (1982: 346) also states that “skimming is selective reading. In skimming, readers choose what they want to read. They select those sentences, clauses, and phrases that best serve their purposes, get a general impression of the selection, and decide on the basis of the examination whether to read the selection more intensively or not." b.

  Scanning Scanning is reading to locate specific information.

  For example, locating a telephone number in a directory, being able to search through material rapidly with given purposes in mind in order to find a specific fact or an answer to particular question plays a large role in much of a youngster‟s reading. c.

  Extensive Reading Extensive reading is reading longer text, usually for one‟s own pleasure. This is a fluent activity, mainly involving global understanding. For example, reading novel, newspaper, and short story.

  d.

  Intensive reading Intensive reading is reading shorter to extract specific information. This is more an accuracy activity involving reading for detail. For example, reading dosage instruction of medicine.

D. Reading Comprehension.

1. Definiton of Reading Comprehension

  Reading is not able to be separated from comprehension, because reader has to comprehend what he/she reads to get information from a text or a book. According to Scanlon et al (2010: 276), Comprehension is an active and constructive process in which the ultimate understanding of the text is determined by a combination of what is stated directly in the text and the reader‟s preexisting knowledge related to the topic of the text.

  McGuinne (2004: 234) as quote by Istikhayatun, says that Reading comprehension was seen not as a passive receptive process, but as an active one that engaged the reader. Reading came to be seen as intentional thinking during which meaning is constructed through interactions between text and reader. Reading comprehension was seen as the construction of the meaning of a written text through a reciprocal interchange of ideas between the reader and the message in a particular text.

  Comprehension includes the correct association of meanings with word symbols, the selection of the right meaning suggested by the content, the organization and retention of meanings, the ability to reason one‟s way through smaller idea segments, and the ability to grasp the meaning of a larger unitary idea (Dechant, 1982: 311)

  Based on the above explanation, the writer concludes that reading comprehension is a process of understanding written text, integrate new ideas and generalize from what is read.

2. Components of Reading Comprehension

  A study by Davis (in Heilman, Blair, & Rupley, 1961:241) as quote by Istikhayatun (2015) is generally regarded as the significant attempt to delineate separating comprehension skills. His analysis showed the following five comprehension skills: a.

  Recalling word meaning (vocabulary knowledge) b. Drawing inferences from the content c. Following the structure of a passage d.

  Recognizing a writer‟s purpose, attitude, tone and mood.

  e.