CHAPTER I

INTRODUCTION

1.1 Background of Study

Reading is one of those skills which is actually not easy as people think. Moreover, in

this new era reading activity is needed because there is much information that must be shared.

By knowing much information, we will able to cover the news all over the world which is spread

through magazines, newspapers and book.

Reading is most important language skill for academic achievement beside writing,

listening and speaking. To practice in reading, people can read a text. Collier stated that

successful reading performance is the strong predictor of students’ academic performance in the

second language at secondary and post secondary level.1

Reading is an essential skill for all levels. This is in fact the main goal of learning at

school or at university. Knowledge comes or is derived from reading. When a student

understands what he reads, he has already acquired some knowledge. The knowledge is later

expanded by reading another text. Students learn to read and learn better by reading. students can

read whatever according to their interest. It is difficult for students who are very lazy or seldom

to read, absolutely they are hard to achieve the goal of their study.

Reading is a complex activity deploying a large number of separate actions. This is in

fact the main goal of learning at school or at university. Reading is central to the learning

process. By reading activity, people may gain important information that is not presented by

teacher in the classroom.

1
Collier. 1990. How long? A synthesis on echievement in second language: TESOL QUARTELY.1990,
P.509.

1
 2

A text is a passage of discourse which coherent in these two regards. It is coherent with

respect to the context of situation and therefore consistent in register, and it is coherent with

respect to itself, and therefore cohesive. For a text to be coherent, it must be cohesive, but it must

be more besides. It means that text is discourse or composition on which a note or commentary is

written; the original words of an author, in distinction from a paraphrase, annotation or

commentary.

Exposition text provides information or invites and explains to the reader how and why

an existing phenomenon around can occur. Exposition text is usually presented in a personal and

emotional tone / nuance.

In foreign language learning, reading is likewise a skill that teacher simply expert learner

to acquire.2 Reading is way to get information delivered verbally and it is the result of the

opinions, ideas, theories and research expert to be known and knowledge of learners. To

understand what we reading, it is influenced by many factors such as, mastering vocabulary,

mastering reading theory and model of teaching.

To make the students able to read effectively and efficiently, the teachers should

implement the good method of teaching English, especially in reading. We know that teachers

should use the good understand the material.

In reality, most teachers reading skill with conventional method, they just asked the

students to read the text and answer the questions from the text. This teaching method makes the

condition of the class boring. So, the teacher needs to make the students to be more active in

comprehending the text. Many students had difficulties to understand the text well. So many

2
Douglass Brown. 2000. Language assessment principle and classroom practice. United states of
America:longman, P. 306-311.
 3

students are hard to get the idea or meaning of the text. They were unable to comprehend the text

and had less vocabulary to support them in comprehending the text. As the result, the students

were unable to answer the questions at the end of the chapter. Therefore, they had low score in

reading.

The method of teaching English is needed in order to improve the students’ skills

especially in reading skill. So, the teacher of English should select the suitable method in

teaching learning process. Therefore, to make the teaching learning process intresting and reach

the purpose of the teaching learning process, the teacher needs a special method. The purpose of

using special method are to make the students easy to learn, understand the lesson, and also make

the teaching learning process more effective and make the students more active.

For junior high school students, they have to able to comprehend an analytical expository

text. The next problem the students can not comprehend the text well. Infact, the aim of standars

competence which is stated in curriculum is not successful yet. Therefore, reading skill should be

taught seriously in the classroom in order to make the students understand the text and they can

get good score in final examination.

Dealing with the problems above, the writer is interested to find the ways on how to

overcome these problems.,There are many method to interact and improve the achievement of

student’s in reading. One of them is Neurological Impress Method (NIM). This method can build

reading rate and fluency. The neurological impress method involves the teacher and the student

reading aloud simultaneously from the same book. The teacher reads slightly faster than the

student to keep the reading fluent. The teacher usually sits next to the student and focuses his or

her voice near the ear of the student.

 4

The Neurological Impress Method (NIM) attempts to teach reading skills by having the

pupil and the teacher read aloud in unison. The method is describe in precise detail by

Heckelman (1966). However, little research has been conducted regarding the NIM, and none

has been published relating the NIM to learning disabled pupils.3

The Neurological Impress Method is the activity that be used in a clinical setting with

adults and children working together as partners. The partners sat side by side, and the adult

spoke clearly into an ear of the student while they read aloud together a text at the child’s

instructional reading level. Reading was developed by Eldredge (1988) to use in classroom

settings with students working together as partners. Texts were chosen based on the interests of

both students and were at any reading level, as long as the lead reader was able to decode the

text. This type of student pairing enabled an entire class to engage in oral reading

simultaneously, as the teacher monitored the whole class, helping keep students on task.

One of the appropriate and comprehensive strategies for teaching reading is Neurological

impress method. The Neurological impress method involves the teacher and the student reading

aloud simultaneously from the same book. The teacher reading slightly faster than the student to

keep the reading fluent. The teacher usually sits next to the student and focuses his or her voice

near the ear of the student. By using Neurological Impress Method, the writer tries to makes

students reading easily, because the students follow what the teacher reads.

This one of the main reasons why the researcher is very much interested to conduct a

study by using Neurological Impress Method to improve students’ reading . The reason is

because Neurological Impress Method helps the students to distribute their participation orderly.

3
http://journals.sagepub.com/doi/abs/10.1177/002221947901200614
 5

The researcher is expecting that Neurological Impress Method can help students to make them

fluent to read in English.

The advantages of using Neurological Impress Method to help students reading fluently

and students not shy for reading in front of their friends. Because the Neurological Impress

Method is a very simple method to be applied for teacher and students.

Based on the things mentioned above, the researcher tried to make reading activities more

effective for students in learning English by determining the techniques which are appropriate

and effective to teach reading. The researcher tried to use Neurological Impress Method in

teaching reading. Therefore, the researcher would implement Neurological Impress Method in

order to improve the students reading skills, as an effort to make the students able to use English

to communicate. The Researcher hopes from the Neurological Impress Method, students can

read and comprehend what they read.

Based on explanation above, researcher will conduct the mini research with the tittle “

Implementation Of Neurological Impress Method To Teach Reading Hortatory Exposition

At Eleventh Grade Students of MA Lab UIN-SU Medan”

1.2. Identification of Study

Based on the background of study above, the problems that can be identified are:

1. The students are not serious in studying English

2. The students have low motivation in studying English

3. The students have low ability in comprehending reading text

4. The teacher rarely uses method in teaching.

 6

1.3 Limitation Of Study

The researcher limited the problem about “Implementation Of Neurological Impress

Method To Teach Reading Hortatory Exposition At Eleventh Grade Students of MA Lab

UIN-SU Medan”

1.4 Formulation of Study

1. How is the students’ ability in reading expository text before using Neurological Impress
Method (NIM)?
2. How is the implementation of Neurological Impress Method in teach reading expository
text?
3. How Can the students comprehend in reading Expository text by implementing
Neurological Impress Method?

1.5 Aims Of Study

1. To Know the students’ ability in reading expository text
2. To know the implementation of Neurological Impress Method (NIM) in teach reading
expository text.
3. To know the students comprehend in reading Expository text by implementing
Neurological Impress Method.
4.
1.6 Significance Of Study
The significance of this study can be viewed from theoretically and practically aspects, as
describing below:
a. Theoretically: This research is hoped to give additional knowledge in learning English in
order the students become active, creative and effective in learning.
b. Practically: The result of this study will be expected to give benefit for the principal, the
teacher, the students and other researcher, as follow:
 7

1. For the principal of MA Lab UIN-SU Medan: this result is used as the basic
information to improve the ability on reading comprehension of students.
2. For the teacher: It can be applied by teacher to increase students’ ability in reading
comprehension especially on Hortatory exposition text.
3. For students: It is expected to give them motivation in English learning in order to be
easier to comprehend reading text on Hortatory exposition text by using neurological
impress method.
4. For other researcher: It can be compared for other researchers who want to do further
research on the same subject and solve this problem.
 8

CHAPTER II

THEORETICAL REVIEW

2.1 Theoritical of Framework

To conduct a research, theories are needed to explain some concept and terms applied in

research concerned. The term must be classified to avoid confusion. Therefore, the clarification

of the concepts will minimize possible misunderstanding between the writer and the readers. In

order words, they are very important to be explained, so that the readers will get the points

clearly.

2. 2 The Concept of Reading Comprehension

2.2.1 Definition of Reading

Reading is one of the language skills that the students have to learn. The goal of teaching

reading is make them cope and different text, and prepare them to have asses to the text written

in English when they continue their study to higher education. It will discuss the objective of

reading, method in learning reading, finally discuss how to evaluate reading.

Robert Rude stated that, Reading is not just saying the words; reading must be always be

a meaning getting process. Many children can read the words in a passage perfectly, but are

unable to answer questions that all for making inferences for identifying the main ideas.4

Thus, it is not astonishing to see because reading experts’ definition of reading is an

active process of thinking. It is a thinking process that sets two people in action together-an

4
Robert Rude, et.el, How To Teach Reading, ( Entwisle: the worit of reading, 1971), P.20.
 9

author and a reader.5 To read is to develop relationship between ideas. They also explain that

what you bring to the reading of a selection is as important to your understanding of it as what

the author has put into it. Reading is an active process in which people attempt to extract idea,

concept, or image from the pattern words set forth on the printed page.6

Reading is also one of four basic skills of English language learning, reading has much

contribution to the students for improving their English as well as enriching their experiences

and intellectual ability.

The worlds in discourse are often used to describe both what the beginners do when they

engage influent reading. Through reading a reader obtains a lot of meaningful information or

many things. As the same thing, we know that Allah SWT said in Holy Qur’an reveals in Surah

Al-Alaq verse 1-5 as follow:

   

    
   
   
    
  

Meaning :

1. Read in the name of loard who has created (all exist)

2. He has created man from a clot (a piece of thick coagulated blood),

3. Read!, and your lord is the most generous

4. Who has thought (the writing) by pen

5
Dorothy Grant Hennings, Reading With Meaning, Strategies For Collage Reading, 4 th ed, (New Jersey:
prentice-hall, 1990), p. 2.
6
Callahan F and L.H. Clark, Teaching in the Middle and secondary school. Planning for competence.
(USA: Mc Millan po.co.inc, 1982), P.60.
 10

5. He has thought man that which he know not.7

So, from the verse that, we know that human ability can be influenced by reading. In the

other words, students do not only read the text, but also understand the information from the

reading text. In reading, students are expected to be knowledgeable information from the text.

And then based on the verse above it is clear that we as Muslim are encourage to read.

That is because the reading will certainly add to our knowledge even with the reading we will

find out the truth. In addition, the word, “IQRA” in the verse above is repeated twice. It means

that reading will be impossible to penetrate into the soul, but is has to be repeated and

accustomed. So Allah’s repeated order has the same meaning with the reading. It also comes

with Allah’s order to Muhammad.

In buya Hamka’s Exegesis was explained that the first command from Allah SWT to

prophet Muhammad SAW was reading. Jibril came to prophet Muhammad to deliver these

verses. Jibril said “iqra” but prophet muahmmad said that he could not read, but jibril said “iqra”

too. Finally prophet Muhammad could read. Since that when jibril delivered the verses of al-

qur’an, prophet Muhammad just followed jibril’s reading and memorized them in order to share

with all of human being.8

From the explanation above, the researcher made conclusion that reading is very

important to us because with reading we can get knowledge and can develop our ability through

the knowledge which is gotten. We also can share the knowledge to other people.

7
https://www.al-islam.org/enlightening-commentary-light-holy-quran-vol-20/surah-alaq-chapter-
96
8
Buya Hamka, tafsir al-azhar, (Jakarta: pustaka panjimas, 2000), pP. 99-100
 11

In reading comprehension involve the genre. Genre is kind of type the text. The kind of

genre are narrative, descriptive, recount, report, news items, procedure, analytical exposition, etc.

exposition text is a text that exposes the author's idea of the surrounding phenomenon. The goal

is to get the reader concerned about what is being discussed and give their attention to the issue

Reading means of language acquisition, communication, sharing information and ideas. 9

Like all languages, it is a complex interaction between the text and the reader which is shaped by

the reader’s prior knowledge, experiences, attitude, and language community which is culturally

and socially situated. The reading process requires continuous practice, development, and

refinement. In addition, reading requires creativity and critical analysis.

2.2.2 Types of Reading

There are two kinds of reading according to Jeremy Harmer.10

1) Intensive reading

According Patel and Jain, intensive reading is related to further process in language

learning under the teacher’s guidance. Intensive reading will provide a basis for

explaining difficulties of structure and for extending knowledge of vocabulary and

idioms. 11
Intensive reading can be increasing learners’ knowledge of language feature

and their control of reading strategies. This activity is likely more emphasize the accuracy

activity involving reading for detail. It is use to gaining a deep understanding of a text,

which is important for the reader.

9
http://en.wikipedia.org.wiki/ reading process, accessed on march 2015
10
Jeremy Harmer, (2007), How to Teach English, Kuala Lumpur: Pearson Education, p. 99.
11
M. F. Patel and Praveen M. Jain, (2008), English Language Teaching (Methods, Tools,
Strategies), Jaipur: Sunrise Publishers & Distributors, p. 117.
 12

The classic procedure of intensive reading is the grammar-translation approach where

the teacher uses the first language to explain the meaning of the text, sentence by

sentence. The use of translation is to analyze feature of language that they learnt, and to

make sure the learners’ comprehension.12

2) Extensive reading

Brown explains that extensive reading is carried out to achieve a general

understanding of they are reading.13 According Paten and Praveen the purpose of

extensive reading is to ask the students to read directly and fluently in target language for

enjoyment, without aid of teacher. It means that extensive reading does not need

teacher’s guidance. So, the teacher can be only a facilitator to care for them whether or

not they understand. Extensive reading is always done for the comprehension, not for

specific details.

Extensive reading can be source of enjoyment and a way of gaining knowledge of the

world. Extensive reading is focused on the story not on items to learn. So it can be said

that the aim of extensive reading is to read pleasure and get the general idea of the story

or texts.

2.2.3 Purpose of Reading

Reading is a fluent process of readers combining information from a text and their own

back ground knowledge to build meaning. The goal of reading is comprehension. Reading

from academic purpose is a multifaceted subject14. However, there is no fundamental aspect

12
I. S. P. Nation, (2009), Teaching ESL/EFL Reading and Writing, New York: Routledge, p.25
13
H. Douglas Brown, (2001), Teaching by Principles an Interactive Approach to Language
Pedagogy, New York: Wesley Longman Inc., p. 313.
14
2R.Rjrhordan. 1997. English for academic purpose.united kingdom.cambridge university.P.143
 13

which can be starting point for other consideration. When students read , it is a purpose. The

purpose are:

 To understand the information or theories

 To acquire information ( fact or data)

 To discover authors’ viewpoints

 To seek evidence for their own point of view or quote all og which may be need for

writing.

Reading is not just a task for infant that once mastered, can be taken for generated. It is

an art which need contains development and practice. When we begin to read, we actually

have a number of initial decisions to make, and we usually make these decisions very quickly

almost unconsciously in most cases. Only by keeping the purpose of reading very much in

prevent of mind. We will find the main of paragraph and the meaning of the text. The readers

must focus on text and the readers will think how to get the meaning of that.15

There was a natural reaction to all this methodology seeing the particular difficulties that

students bring own intelligence to bear. Someone is very quickly to understand the point and

techniques of reading and even those who is slower reveal intelligence at work. Other

researcher said that, the main of instruction in beginning reading is to make the child as an

independent reader. It will appropriate to help his reading and give positive effect, the object

he wants to obtain, such as the information on the main idea from whole material. In order

setting, usually academic or professional ones, we sometimes synthesis information from

15
http://www.readingsoft.com 07 januari 2012
 14

multiple reading sources from different parts of long and complex text or from a prose text

and accompanying diagram or cart.

Each purpose for reading is explained further in the upcoming section, there are:

a. Reading to search for simple

Reading to search for simple information is a common reading ability, though some

researches see it a relatively independent cognitive process. It is used so often in

reading tasks that is probably best seen as of reading ability.

b. Reading to learn from texts

Reading to learn typically occurs in academic and professional context in which a

person need to learn is usually carried out at reading rate somewhat slower than

general reading comprehension ( primary due to pre reading and reflections to help

remember information).

c. Reading to integrate information

Reading to integrate information requires additional decision about the relative

important of complementary, mutually supporting or completing information and the

likely restructuring of theoretical frame to accommodate information from multiple

sources.

d. Reading to critique text

May be task variant of reading to integrate information both require abilities to

compose, select and critique information from a text.

e. Reading for general comprehension

 15

The nation of general reading has been intentionally saved for last in this discussion

for two reasons. First, it is most basic purpose for reading, underlying and supporting

most other purposes for reading. Second, general reading is actually more complex

than commonly assumed.16

2.2.4 Definition of Reading Comprehension

Reading comprehension is an ability of a reader to comprehend the text that they

are reading. To comprehend the text, the reader needs a lot of effort because every people

have different background knowledge. There are some people would have a broader

background knowledge while some others do not. It makes people have to glide over the

text.

According to Kristen Lerns, reading comprehension is the ability to construct

meaning from a given written text. Reading comprehension is not a static competency, it

varies according o the purposes for reading and the text that is involved.17 It means that

reading becomes an evolving interaction between the text and the background knowledge

of the reader. This is accomplished through use of strategies, both cognitive and meta-

cognitive.

Caldwell also stated that, “comprehension encompasses three components: an

active process of comprehending; the skill, knowledge base, and motivation of the

comprehender; and the difficulty and characteristic of the text that is read, listened to, or

16
William Grabe and F.L Stoller. 2002. Teaching and researching reading. Britian: first
published.P. 11.
17
Kristin Lems, Leah D.Miller, and Tenena M.Soro. (2010), Teaching Reading to
English Language Learners, New York: The Guildford Press, p. 170
 16

watched.”18 It can be said that in comprehending the text, readers need some skill,

strategies, and aptitude towards constructing the meaning from the text.

Reading comprehension is dependent on three factors. The first factor is that the

reader has command of the linguistic structures of the text. The second factor is that the

reader is able to exercise meta-cognitive control over the content being read. This means

that the reader is able to monitor and reflect on his or her own level of understanding

while reading the material. The third and most important criterion influencing

comprehension is that the reader has adequate background in the content and vocabulary

being presented. It means that a good readers should make connections between

background knowledge and the new information in the text.

Those are some statements that assume reading comprehension. In other words,

reading comprehension is a complex activity that includes many purposes such as reading

to get the specific information and general idea of the text. Moreover, the reader has to

read a lot and train his ability to get the idea of the text. In addition, reading without

comprehending is merely a wasting time.

2.3 Hortatory Exposition Text

2.3.1 Definition Hortatory Exposition text

Exposition is a statement or type of composition intended to give information about (or an

explanation of) an issue, subject, method, or idea. Hortatory exposition is a text which

represent the attempt of the writer to have the addressee do something or act in certain way.

18
JoAnne S Caldwell, (2008), Comprehension Assessment, New York: The Guilford
Press, p. 4.
 17

Exposition text is a type of spoken or written text that s intended to explain the listeners or

readers that something or should not happen or be done19. According to Siahaan and

shinoda, hortatory exposition text is a text functioning to persuade the readers that they

should do something for the benefit of others20. Exposition means descriptive of explanatory.

Inform means to communicate information, news, knowledge or fact.

In exposition text, the students learn how to share opinions, ideas or arguments in form of

writing. The students are required to have the sufficient knowledge to support their idea

about the given topic. This condition encourages the students to be able to develop or

elaborate their argument in order to strengthen their explanation. It also motivates them to

think more critically about the issues that arise in their daily life.

2.3.2.Purpose of Exposition Text

Exposition text is used giving information, making explanation and interpreting meaning.

It includes editorial, essay and informative an instructional material. Used in combination

with narrative, exposition supports and illustrates.

Purpose of exposition text may be used to explain a process, that is, to tell how something

is made. To explain a process well, the essential steps must be stated and clearly in logical

sequence-first things first, second thing second, and so on, going from the simple to the most

complex. Something, the most familiar is the process is the most difficult to explain,

especially without benefit of illustration.

19
Rafika dewi,dkk. 2013. Reading. Medan: unimed press. P.108
20
sanggam siahaan and kisno shinoda. P.101
 18

2.3.3.Generic Structure of Exposition Text

Every text has specific structures that differentiate one to others. Exposition text

consists of these following structures are:

a. Thesis

Thesis is the announcement of the issue of concern. The thesis is the followed by

the argument stage. With texts produced by early writers, this may comprise only

one point and elaboration. In many cases, this is contained on the one sentence.

b. Arguments

Argument contains of the reasons of doing something. In writing arguments, this

stage becomes more complex. The points may increase in number, along with the

degree of detail in the elaboration. The ordering of the points or the logic is of

primary importance to the effectiveness of the argument.

c. Recommendation

Recommendation is the statement of what ought to happen or the concluding

statement where the thesis is recommended.

2.3.4 Grammatical pattern of Hortatory Exposition text

In exposition text also has a grammatical pattern, those are:

a. A exposition text focuses on generic human and non-human participants, except

for a speaker or writer referring to self.

b. A exposition uses of mental processes. It is used to state what writer thinks or

feels about issue for example: realize, feel, appreciate.

 19

c. A exposition text uses of material process and using simple present tense. It

means to state what happens. For example: is polluting, should be treated.

d. Connectives are used in arguing to maintain logical relations and to link points.

Like temporal connectives are used to order prepositions in the preview or at

other stages in a more complex argument.

e. It usually uses simple present tense and simple perfect tense

f. Enumeration is something necessary to show the list of given arguments, firstly,

secondly,…finally, etc.

2.3.5 The Example of Exposition Text

Why Students Should Eat Breakfast Everyday

THESIS : A lot of people, especially young people, go through the day without

having breakfast. Many people believe that it is not necessary, or they say that

they don’t have time for that, and begin their day with no meal. I believe

that everyone should eat breakfast before going to their activities. The purpose

of this paper is to show the importance of breakfast, especially for students.

ARGUMENT 1 : The first reason why you should eat breakfast before going to

school is for your health. When you skip breakfast and go to school, you are

looking for a disease because it’s not healthy to have an empty stomach all day

long. It’s very important to have a meal and not let your stomach work empty.
 20

All you are going to get is gastritis and a lot of problems with your health if you

don’t eat breakfast.

ARGUMENT 2 : Another reason for eating breakfast is because you need food

for to do well in your classes. You body and your brain are not going to function

as good as they could because you have no energy and no strength. When you try

to learn something and have nothing in your stomach, you are going to have

a lot of trouble succeeding. A lot of people think that they should not eat

because they are going to feel tired, but that’s not true. Breakfast is not a very big

meal, and on the contrary, you’re going to feel tired if you don’t have breakfast

because you have spent the entire previous night without food.

ARGUMENT 3: The last reason to have breakfast every day is because you can

avoid diseases if you eat some breakfast in the morning. If you don’t eat, you are

going to get sick, and these diseases will have a stronger effect on you because

you’re going to get sick easier than people who have breakfast every day.

RECOMMENDATION : You have to realize that breakfast is the most

important meal of the day, and you cannot skip it without consequences for

your health, your school and your defense mechanism. It is better to wake up

earlier and have a good breakfast that run to school without eating anything. It is

time for you to do something for your health, and eating breakfast is the better

way to start your day.

 21

2.4. The Neurological Impress Method

The Neurological Impress Method The neurological impress method (NIM) may

well be an ideal way to address many of the needs of the disabled middle school reader..

Its origins lie in research by speech therapists who fed the voice of a stutterer back into

his ears, causing the stuttering to stop.

Neurological Impress Method (NIM) is a strategy used for students who are

struggling with fluency. According to Jennings, Caldwell, & Lerner, 2010, “students learn

by emulating a fluent reading model.” When using the NIM strategy, one student is

paired up with the teacher. The teacher and student read together at the student’s

independent reading level. Teachers can also use material that the student has read before.

The teacher should make sure the book is of high interest of the student so they will be

engaged the entire time they are reading.

When first starting out with this strategy, the teacher should read a little louder and

faster than the student. Once the student seems to be gaining their confidence and fluency

is improving, the teacher can start to read quieter and a little behind the student.

R. G. Heckelman (1966, 1986) developed the NIM in an attempt to utilize

alternative neural pathways through a strong reinforcement technique with a multisensory

approach. Its goal is to bring about changes in the functional systems of the brain which

may have suffered due to lack of development, or are operationally impaired. Intact or

functional areas of the brain are called into use by passing those areas interfering with the

learning task. He feels that the NIM also allows the attention of the child to be focused in
 22

a manner not found in many other remedial reading methods. He states that "As the

unison reading proceeds, there is an additional screening out process whereby extraneous

stimuli are prevented from interfering with the reading, while at the same time a

reinforcing of reading input takes place.

Current research has found the neurological impress method to be effective in

improving the attitudes and self-confidence of remedial readers, which can be a major

victory with middle school struggling readers21. Bedsworth (1991) comments in her

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 preschooler22. Strong and-

Traynelis-Yurek (1990) 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 per session with increased fluency

regardless of the source of their reading problems. Henk, Helfeldt and Platt (1986) 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" (p.205).

Heckelman (1986) points out that the close physical, one-on-one relationship

contributes to a psychological affective component, and that the blending of voices is

hypnotic in effect, which may serve to diminish emotional feelings in the right

21
Heckelman, R. G. (1966). Using the neurological impress remedial

22
Bedsworth, B. (1991). The neuroloical impress method with middle.
 23

hemisphere by reduction of stress. Clearly the use of the neurological impress method is

indicated for any middle school reader who struggles with fluency, and may well be the

answer to the oppositon and poor attitudes that teachers of these students so often

encounter23.

Neurological impress method is “a system of rapid-unison reading by the student and

teacher” (Lerner & Johns, 412). Heckelman (cited in Flood, Lapp & Fisher, 2005) adds

that NIM is “an impress, an etching in of word memories on the natural processes” (148).

Together, the teacher and student read a passage in the book. The teacher points to the

words and reads aloud with the student. The teacher’s voice may be louder and faster

than the student’s voice, but the goal is to create confidence in a reader’s ability to read.

With this method, the teacher becomes a role model of what a good reader should sound

like and lets the child enjoy reading without the stress of reading by him or herself24.

2.4.1 The purpose of the Neurological Impress Method

The Neurological Impress Method technique was developed to improve reading

fluency by providing an oral model of the passage at the same time that the student is

attempting to read it.

With NIM, students are able to read through different modalities. First, the

child’s brain is reading the words on the page. The child is saying the words aloud. So,

the child is not only seeing the words, but is also hearing the words. The child is also

hearing the words from the adult who is sitting next to them. While not talking directly

23
Heckelman, R. G. (1986). N.I.M. revisited. Academic Therapy 21. P.4

24
Flood, J., Lapp, D., & Fisher, D. (2005). Neurological impress method plus. Reading Psychology, P.
147-160.
 24

into the child’s ear, the student is close enough to hear the words clearly. NIM will

provide enough focus to help that child not only become a fluent reader, but also

understand what he or she is reading.

While there are certain students who will pick up their own reading skills on their

own; inevitably there will be those who fall behind, and mainstream approaches will not

be enough. NIM is a great way to build confidence in a reader, and help them on their

way to being a fluent reader and ultimately comprehending what they are reading25.

2.4.2 Teaching Reading Procedures with the Neurological Impress Method

1. The teacher distributes the text to all students.

2. Then all students and teachers read the text with a loud voice

3. After all students and teachers finish reading in a concurrent voice,

4. The teacher asks the students to read the text aloud in front of the class one by one

5. Students repeat reading that have been corrected by the teacher in a loud voice

6. In this stage, reading students from time to time, with practice, the number of

errors will decrease and / or the number of text read will increase.

2.4.3 Advantage and Disadvantages of Neurological Impress Method

2.4.3.1 Advantages

1. Reading aloud gives the teacher a valid a way of evaluating the progress of

reading skill, that is intonation, word pressure, beheading, phrasing, and finding

specific teaching needs.

25
Lorenz, L., & Vockell, E. (2001). Using the neurological impress method with learning disabled readers.
Journal of Learning Disabilities, 12(6), 67-69.
 25

2. Reading aloud provides verbal practice for reader and enhances the listening

ability for listeners.

3. Reading aloud is the teacher’s medium in guiding wisely, it can beused to

improve the ability to adjust to shy students.

2.4.2.2 Disadvantages

1. Reading aloud requires more power than reading in the heart.

2. Reading in the heart most popular than reading aloud.

3. Reading aloud caused a commotion

2.5 Related Study

In this planning research, I found the other related study from as follow:

1. Thesis by Nurlaila (2009, UIN-SU) by the Tittle “The Effect of critical reading and

problem solving strategies on the students’ ability to comprehend based-gendre reading

text at MTsN 2 Medan” the aim of the study are to find out more about critical reading

and problem solving strategy in teaching reading, to analyze the difference between

critical reading and problem solving strategies, the population of her research 1032

students in 23 classes and the random sampling technique was used in taking 86 students

as sample, the instrument in her research test and post test. The data were analyze by

using t-test. Finally, the result of this research showed the t-test 2.13 is the greater than t-

table 1.67. it means that the null hypothesis is rejected and the alternative hypothesis is

accepted.

2. Iqbal Faisal Rambe (2012, UIN-SU). His thesis on the tittle “ Improving Students

Achievement in reading comprehension through team pair solo”. The subject of his
 26

research was class VIII-2 MTs Al-Jihad which consisted of 41 students. The research was

conducted in two cycles, cycle I consisted of 4 meetings and cycle II consist of 2

meetings. The instrument of collecting data were quantitative data (reading

comprehension test) and qualitative data ( diary notes, observation sheet, and

questionnaire sheet). Based on the reading comprehension scores, students’ score kept

improving in every reading comprehension test. Based on diary notes, observation sheet,

and questionnaire sheet, it was found that the students were active, interested, and

enthusiastic in reading. The result of the research showed the team pair solo significantly

improved students achievement in reading comprehension.

3. Yemima Alberti (2014, UIN-SU) by the Tittle “ Improving Students’ Reading

Comprehension on Narrative Text by Using Story Grammar Strategy at Grade VIII Of

SMP N 1 Pondok Kepala Bengkulu Tengah”. She found that in this research, the

researcher used quantitative and qualitative data to see the improvement of the students’

reading comprehension and the factors influence the changes of the students’ reading

comprehension. The instruments of this research were reading comprehension test,

observation checklist and field notes, and interview. Based on the result of the test, the

students’ who passed the standard score improved from 30% in the preliminary data

73,33% at the end of the research. It means that story grammar strategy improves

students’ reading comprehension that was influenced by student’s factors ( attention,

interes, and participation) and teacher’s factors (choosing the material and classroom

management)

4. Sori Merianda Sigalingging (2017, UNIMED) by the tittle” teaching reading

comprehension of analytical exposition text to the eleventh grade students of SMA in

 27

Medan”. The study aimed to describing how the teachers teach reading comprehension of

analytical exposition text to the eleventh grade students of SMA in Medan and revealing

the underlying reason why the do that way. This study was conducting by using

descriptive qualitative research design. the data were recorded utterances of the teachers

and the students during the teaching reading process and transcript of the interview which

were collected by observing, tape recording, and interviewing and analysed by using

Miles and Huberman technique. The finding of the study showed most of the teachers’

way didn’t focusing on teaching reading comprehension but rather focusing on teaching

the knowledge of genre because they did not provide the use of text structure knowledge

which is considered as a help to enhance comprehension.

2.5 Conceptual framework

There are many definition of reading. Reading is interactive activity to get or

understanding the meaning that consist in the text. Reading with use neurological impress

method is a one of method that can help students to easier to get knowledge because the

purpose of the reading with use neurological impress method (NIM) is to make the students

interesting to learn something or to reading some text ( book, magazine, newspaper,etc).

Exposition is a statement or type of composition intended to give information about (or an

explanation of) an issue, subject, method, or idea. Exposition means descriptive of

explanatory. Inform means to communicate information, news, knowledge or fact.

Exposition text is used giving information, making explanation and interpreting meaning. It

includes editorial, essay and informative an instructional material. Used in combination with

narrative, exposition supports and illustrates.

 28

From the definition about, the writer define that reading is a process to get some

information and process to comprehend something. Exposition text is text that to share

opinions, ideas or arguments in form of writing. That have function is to persuade the readers

that they should do something for the benefit of others.

2.6 Hypothesis

Based on the explanation of the theoretical and framework of thought above, the

hypothesis of this research is through Neurological Impress Method (N.I.M) can improve

students’ reading skill at Eleventh Grade Student of MA Lab UIN-SU Medan”

 29

CHAPTER III

RESEARCH METHODOLOGY

3.1 Location and Research Design

3.1.1. Location

This research was conducted at MA Laboratorium UINSU Medan. It’s located on Jl.

William Iskandar Pasar V Medan Estate. The reasons of choose this location are:

1. The same title has never done before.

2. The location was accessible in terms of funds and time.

3.1.2 Research Design

The research design that was used in this study was classroom action research

(CAR). According to David Hopkins Classroom Action Research is a form of self-

reflective inquiry undertaken by participants in a social (including educational) situation

in order to improve the rationality and justice of: (a) their own social or educational

practice, (b) their understanding of these practice, and (c) the situation in which practice

are carried out.

From definition above, on the educational contexts, Classroom action research is

a form of self –reflective activities which done by the teacher on the educational situation

to improve the rationality. Classroom action research also have the meaning a research

that done by the teacher on his own classes with doing, looking, and make reflection by

some actions that aimed to improve or increase the result of education itself.

So, in the classroom Action Research there are three elements or Concepts that

should be remembered by the teacher, as follows:

 30

1. Action is an activity that done with special aimed which doing in some cycles that aimed

to improve or to increase the quality of learning process.

2. Research is an activity to observe the object by the methodology of research by collecting

all the data and analyzed to solve a problem.

3. Class is a group of students on the same time receiving the lesson from the teacher.

The classroom action research including qualitative approach even though the data that

had been collected may be quantitative. The aim of classroom action research is to

improve and increase the result quality of learning process, developed the teacher’s skill,

and increase the student’s motivation in the learning process.26

3.2 Subject of Study

The subject of this research was the students of Eleventh Grade of IPS-1 at MA

Laboratorium UINSU Medan. This consisted of 39 students. This subject was chosen

because the researcher found the problem on their Reading skills and the researcher

assumed that the students need the improvement for their Reading skills.

3.3 Instrument of Collecting Data

There were some instruments that used by the researcher in this research in collecting the

data, they were:

26
Kuandar.LangkahMudahPenelitianTindakanKelasSebagaiPengembanganProfesiGuru.Jakarta:
Rajawali Press, 2011, p. 45-46
 31

a. Observation

In teaching learning process, observation provides an opportunity for novice teachers to

see what more experienced teachers do when they teach a lesson and how they do it.27

Observation is widely used as means of collecting data in classroom research. So, from the

explanation above, the researcher can concluded that observation was a process of watching

the activities or anything that had been seen, heard to get some information.

b. Interview

Interview was used in order to get the important information related to the main objective

of research. Interview was some dialogues which done by interviewer to get the information

from the participants by asking them some questions.

c. Test

Testing is an important part of every teaching experience. A test can help students learn

the language by requiring them to study hard, emphasizing course objectives, and showing

them where they need to improve.28 A test in simple terms is a method of measuring a

person’s ability, knowledge, or a performance in a given domain. The researcher gave the

students a written test to measure and to know the students’ comprehension about reading

hortatory Exposition text. The test is contained of 20 questions in multiple choices that must

be answered by the students.

27
Jack C Richards, and Thomas S. C. Farrel, Profesional Development for Language Teachers.
Cambridge University: Cambridge Language Education, 2005, p. 85-86.
28
Harold S. Madson, Teqhniques in testing. England: Oxford University Press, 1983, p.5
 32

d. Documentation

Documentation was one of the important instruments to get the information for collecting

the data in doing classroom action research. Collecting the document was to get the

information about the students’ improvement. It was includes of students’ attendance list,

students’ score, and the students’ evaluation. Technique of documentation was one of the

some efforts to get the data and variable such as, notes, transcript, agenda, books, photo, and

video.

e. Dairy Notes

The dairy notes were conducted to get information or the data about the condition and the

situation of the object areas of the research. It was described of the students’ activity,

students’ improvement, students’ progress, and also described everything that happen in the

classroom during learning process. Besides that, the dairy notes given the descriptions about

students’ attitude, behavior, and students’ personality.

3.4 Procedure Of Data Collection

The procedures of data collection for this study were conducted by conducting four

meetings and two cycles.

 33

CYCLE OF ACTION RESEARCH

Planning

Reflection CYCLE I Action I

Observation

Planning

CYCLE II

Reflection Action II

Observation

Next Cycle

Figure Action Research Model By: (Kemmis and Mc Taggard, 1989).

 34

I. Cycle: 1

According to Suharsimi Arikunto, there is four steps in doing action that should be done

by the teacher if they wants to conduct a research about Action Classroom Research

approach, the steps are: planning, action, observation, and reflection.29

1. Planning

This step explains about what, why, when, where, by whom, and how the action will be

done. Ideally, the action did with the partner namely between the researcher and the teacher.

Here the researcher arranged some plans to be done and prepared the material that made in

the lesson plan as the teaching learning process by using Neurological Impress Method

(N.I.M) method. The researcher prepared many things, as follows:

a. Determined the material well

b. Designed the lesson plan

c. Prepared the media and strategy

d. Prepared the instruments of collecting the data such as, observation sheet, and test to

measure the result of the research later.

e. Prepared the learning sources.

2. Action

This step was explained about the implementation of lesson plan. In this section the

researcher done teaching learning process in the class as the teacher. The researcher ordered

the students to learn the material that suitable with the lesson plan that had prepared earlier.

29
SuharsimiArikunto, Prosedur Penelitian SuatuPendekatanPraktik, Jakarta: Rineka Cipta,2010,
p. 138-139.
 35

The researcher applied Neurological Impress Method (N.I.M) method in the learning process.

In this section, there were some actions that done together by the teacher and the students, as

follows:

a. Introduction

Activities:

1) Teacher introduced his self to the students.

2) Teacher asked about students’ condition

b. Main Activity

Activities:

1. The teacher distributes the text to all students.

2. Then all students and teachers read the text with a loud voice

3. After all students and teachers finish reading in a concurrent voice,

4. The teacher asks the students to read the text aloud in front of the class one by one

5. Then the teacher assesses fluency, accuracy, pronunciation, intonation in their Reading

6. Then the teacher corrects the wrong reading of the students in these four aspects

7. Students repeat Reading that have been corrected by the teacher in a loud voice

8. In this stage, Reading students from time to time, with practice, the number of errors

will decrease and / or the number of text read will increase.

 36

c. Closing

Activities:

1) Teacher and students repeated the Reading together with the text.

2) Teacher delivered the next material for next meeting.

3. Observation

In this step, English teacher as the observer checked the observation sheet. The observer

observed the students activities during the learning process. Observation was conducted to

get data from action. The process of observation was conducted by the observer to know the

condition, process teaching learning, activity and ability that done by teacher and student.

Besides that, the researcher took the dairy notes, wrote and analyzed activities during the

learning process. It was done to know the influence of Neurological Impress method in

improving students’ Reading skill.

4. Reflection

In this step the researcher reflected some things, as follows:

a. Reflected the evaluation of teaching learning process.

b. Reflected and evaluated of what had been done in cycle 1.

II. Cycle 2

1. Planning

The researcher planned the implementation of lesson plan that related to the cycle 1 that

had evaluated and developed for the action of cycle 2.

 37

2. Action

In this section, the researcher did the action that looked on the reflection that had

evaluated and revised.

3. Observation

In this step, English teacher as the observer checked the observation sheet. The observer

observed the students activities during the learning process. Observation was conducted to

get data from action. Besides that, the researcher took the dairy notes, wrote and analyzed

activities during the learning process.

4. Reflection

In this section, the researcher reflected the evaluation of learning process and evaluated

what had been done in the cycle 2 to attain whether the students get progress in scores

whether the students still low.

3.5 Scoring System of the Test

In Reading aloud, there are several aspects that are assessed, that is:

1. Fluency is the ability of students in reading loud fluently without any doubt.

2. Accuracy is the ability of students in reading loudly and understandably the

audience.

3. Pronunciation is the ability of speech readers to make the listener can understand

with what is spoken by the reader.

4. Intonation is the emphasis made in reading to clarify what is meant by the reader.
 38

To know how in the assessment of reading aloud, we can use the table as in the

previous example by providing a range of scores according to the student's ability.

APPENDIX ALOUD READING SHEET

Name of student:

Class :

Score Total

Aspect 50 60 70 80

1. Fluency

2. Accuracy

3. Pronunciation

4. Intonation

Notes:

1. Fluency 50: If there hesitation

60: Fluency, but still there is hesitation

70: Fluency

80: very Fluency

2. Accuracy 50: All utterances can not be understood

60: A small part of speech is understandable

70: Most of the speech is understandable

80: All of speech can be understood

3. Pronunciation 50 : Almost all of speech is incorrect

 39

60: A small part of speech is correct

70: Most of the speech is correct

80: All of speech is correct

4. Intonation 50: The pressure / rhythm all of the words is wrong

60: The pressure / rhythm small of the words is wrong

70: The pressure / rhythm most of the words is true

80: Pressure / rhythm of all the words, phrases, sentence is correct

3.6 Technique of Data Analysis

One of the important elements of a research was technique of data analysis. In this

research the researcher analyzed all the data by using quantitative and qualitative data.

The qualitative data was analyzed from the observation sheet, interview sheet, and oral

test. The quantitative data was analyzed by the test and it was calculated all the student’s

scores of Reading skills.

To know the progress of the student’s scores for each cycle, the mean of student’s

score were calculated in order to know the categories of student’s ability, and the

percentage of students who was get score 75 was calculated by using the statistic

formulation as follow:

𝑅
P = 𝑁 X 100%

Where:
 40

P : The percentage of students who got the point 75

R : The percentage of students who got point up to 75 above

N : The number of students

 41

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