THE EFFECTIVENESS OF BRAIN BASED LEARNING TO

MEASURING ENGLISH READING SKILLS IN JUNIOR HIGH

SCHOOL

THESIS

By:
Fildzah Nabilah Al Firdaus
NIM. 19180059

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
UNIVERSITAS ISLAM NEGERI MAULANA MALIK
IBRAHIM MALANG
2024
 THE EFFECTIVENESS OF BRAIN BASED LEARNING TO
MEASURING ENGLISH READING SKILLS IN JUNIOR HIGH
SCHOOL
SUBMISSION SHEET
THESIS

Submitted to the Faculty of Education and Teacher Training in Partical Fulfillment of The
Requirement of the Degree of English Language Teaching ([Link]) in English Education
Department

By

Fildzah Nabilah Al Firdaus

NIM. 19180059

Advisor

Prof. Dr. Hj. Like Raskova Octaberlina, [Link]

NIP. 197410252008012015

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM

MALANG

Juni, 2024

i
 APPROVAL SHEET

THE EFFECTIVENESS OF BRAIN BASED LEARNING TO MEASURING

ENGLISH READING SKILLS IN JUNIOR HIGH SCHOOL

ii
 LIGMITATION SHEET

THE EFFECTIVENESS OF BRAIN BASED LEARNING TO

MEASURING ENGLISH READING SKILLS IN JUNIOR HIGH
SCHOOL

THESIS

By:

Fildzah Nabilah Al Firdaus (19180059)

Has been defended in front of the board of examiners on the date of (May 28th 2024) and
declared PASS

iii
Prof. Dr. Hj. Like Raskova Octaberlina, M. Ed
Lecturer of Faculty of Education and Teacher Training
Maaulana Malik Ibrahim State Islamic University
THE OFFICIAL ADVISORS’ NOTE

Page : Fildzah Nabilah Al Firdaus Malang, June 7, 2024

Appendix : 3 (Three) Copies

The Honorable,
Dean of Education and Teacher Training Faculty
Maulana Malik Ibrahim Malang State Islamic University
In

Malang

Assalamu’alaikum Wr. Wb

After conducting several times of guidance in terms of content, language, writing, technique,
and after reading, students’ thesis as follow:

Name : Fildzah Nabilah Al Firdaus

Student ID Number : 19180059

Department : English Education

Thesis : The Effectivenes of Brain Based Learning to

Measuring English Reading Skills in Junior High
School

Therefore, we believed that the thesis of Fildzah Nabilah Al Firdaus has been approved for
futher approval by the board examiners.

Wassalamualaikum Wr. Wb

iv
APPROVAL

v
DECLARATION OF AUTHORSHIP

vi
 MOTTO

‫ّٰللا نافْسًا ا اَِّل ُوسْ عا هاا‬

ُ ‫ِّف ه‬
ُ ‫”َل يُ كال‬
‫ا‬

“Allah does not burden anyone except according to his ability.”

" Patience and perseverance bring great results." - Napoleon Hill

vii
 THESIS DEDICATION

I fully dedicate this thesis to two great people in my life, My father Didik Junaidi, [Link],

and My mother Ni'matuz Zahroh, [Link]. These two were the ones who made everything

possible so that I could get to the stage where this thesis was finally completed. Of course, my

brother, sister and my only grandmother have always supported me in everything, and also to

the whole family, and cousins that I cannot mention one by one. Thank you for giving me

support and motivation as well as prayers. I also present this thesis to Prof. Dr. Hj. Like

Raskova Octaberlina, [Link] as my thesis supervisor who always helps and provides useful

guidance and advice so that I can complete my thesis well. Finally, I dedicate this thesis to my

friends who have given me motivation and encouragement and always help each other in the

preparation of this thesis.

viii
 ACKNOWLEDGEMENT
Bismillahirrahmanirrahim

Praise be to Allah SWT who has bestowed His grace and guidance so that the researcher

was given the strength to complete the final project entitled "Effectiveness of Brain Based

Learning to Measuring English Reading Skills in Junior High School". My prayers continue to

be given to the Prophet Muhammad SAW who has brought life guidance to mankind.

For the completion of writing this thesis to the completion of the final project at the

undergraduate level, the researcher would like to thank many parties who have helped the

researcher in the smooth running of this thesis research. Researchers believe that without help

and support, researchers cannot complete this thesis quickly. With humility, the researcher

would like to thank the following:

1. Allah SWT who has given health and strength to researchers so that researchers are

able to carry out thesis writing and research. Prayers and greetings do not forget to

convey to the prophet Muhammad SAW who has led mankind to a bright path,

namely addinul Islam.

2. To my beloved family, my father Didik Junaidi, [Link], my mother Ni'matuz Zahroh,

[Link], my brother Daffa' Nabil Ahmad, my sisters Tsalitsa Dzakia Firdaus, Farida

Hanum, Ameera Fahma Najibah, my only beloved grandmother Mimin Mashudi

and other families who never stop giving prayers and support to the researchers in

completing this education.

3. Prof. Dr. H. M. Zainnudin, MA as the rector of UIN Maulana Malik Ibrahim

Malang.

4. Prof. Dr. H. Nur Ali, [Link] as the Dean of the Faculty of Tarbiyah and Teacher

Training UIN Maulana Malik Ibrahim Malang.

5. Prof. Dr. H. Langgeng Budianto, [Link] as the head of the Department of English

Education.
ix
6. Prof. Dr. Hj. Like Raskova Octaberlina, [Link] as a supervisor who always patiently

guides the researcher from the beginning of writing the title, writing the thesis

proposal, studying and providing suggestions and directions to the researcher until

the completion of writing this thesis.

7. All lecturers in the English education department have helped the learning process

for four years. With the knowledge that has been provided, researcher can reach this

stage. For the hard work of the lecturers, may Allah SWT bless them.

8. M. Makhi, as the principal of MTsN 15 Jombang who has given permission to

researchers to conduct research at the school.

9. Ni'matuzzahroh, [Link], as an English teacher at MTsN 15 Jombang, who has

allowed and facilitated researcher in conducting research, starting from conducting

pre-test, treatment, and post-test.

10. All students of classes 8B, 8C, and 8D who have given time to help researcher to

collect data as a research process, thank you for your cooperation and hopefully you

can achieve your goals.

11. Dear BFFTJ friends and good people who always help and provide sincere support

to the researcher from the beginning to the completion of writing this thesis. The

enthusiasm and motivation you give are relentless in making researchers strong.

May happiness be bestowed on your life.

12. Friends of FASTCO 2019 (English Education class 2019), thank you for the grief

and joy that has been passed together, hopefully a good process for the future.

Hopefully all our efforts will go smoothly, especially in completing the writing of

this thesis.

x
 For all parties, the researcher realizes that there are still many shortcomings in writing

this thesis that need to be improved. For this reason, researcher need advice to make

improvements to existing shortcomings. Hopefully this thesis will be useful for researcher and

readers.

Malang, 07 Juni 2024

Fildzah Nabilah Al Firdaus

NIM. 19180059

xi
 LATIN ARABIC TRANSLITERATION GUIDE
Based on the collective decision of the Minister of Religious Affairs of the Republic of

Indonesia and the Minister of Education and Culture of the Republic of Indonesia Number 158

of 1987 and Number 0543b/U/1987, it has been decided that the Arabic-Latin transliteration

guidelines used in this thesis are as follows:

A. Words

‫ا‬ =a ‫ز‬ =z ‫ق‬ =q

‫ب‬ =b ‫س‬ =s ‫ك‬ =k

‫ت‬ =t ‫ش‬ = sy ‫ل‬ =l

‫ث‬ = ts ‫ص‬ = sh ‫م‬ =m

‫ج‬ =j ‫ض‬ = dl ‫ن‬ =n

‫ح‬ =h ‫ط‬ = th ‫و‬ =w

‫خ‬ = Kh ‫ظ‬ = zh ‫ه‬ =h

‫د‬ =d ‫ع‬ =‘ ‫ء‬ =’

‫ذ‬ = dz ‫غ‬ = gh ‫ي‬ =y

‫ر‬ =r ‫ف‬ =f

B. Long Vocal C. Dipthong Vocal

Long Vocal (a) = 𝐚̂ ‫اَو‬ = aw

Long Vocal (i) = 𝐢̂̂ ‫اَي‬ = ay

Long Vocal (u) =𝐮

̂ ‫اُو‬ =𝐮
̌

‫اِ َي‬ = 𝐢̂̂

xii
 TABLE OF CONTENT

SUBMISSION SHEET ...................................................................................................... i

APPROVAL SHEET........................................................................................................ ii
LIGMITATION SHEET ................................................................................................. iii
APPROVAL ..................................................................................................................... v
DECLARATION OF AUTHORSHIP............................................................................. vi
MOTTO.......................................................................................................................... vii
THESIS DEDICATION ................................................................................................ viii
ACKNOWLEDGEMENT ............................................................................................... ix
LATIN ARABIC TRANSLITERATION GUIDE.......................................................... xii
TABLE OF CONTENT................................................................................................. xiii
LIST OF TABLE........................................................................................................... xvi
LIST OF PICTURE...................................................................................................... xvii
LIST OF APPENDICES.............................................................................................. xviii
ABSTRAK ..................................................................................................................... xix
ABSTRACT.................................................................................................................... xx
‫ث‬
َ ‫ ستخلصَالبح‬..................................................................................................................... xxi
CHAPTER 1 ..................................................................................................................... 1
INTRODUCTION ............................................................................................................ 1
1.1 Research Background ............................................................................................ 1
1.2. Research Question................................................................................................. 6
The following is the research question of this study : .............................................................. 6
1.3. Research Objective................................................................................................ 6
1.4. Significance of The Study....................................................................................... 6
1.5. Scope and limitations the Study .............................................................................. 7
1.6. Definition of The Key Terms .................................................................................. 7
1.6.1. Brain-Based Learning....................................................................................... 7
1.6.2. Reading Skills ................................................................................................. 7
CHAPTER II.................................................................................................................... 8
LITERATURE REVIEW................................................................................................. 8
2.1 Brain-Based Learning................................................................................................. 8
2.1.1 Definition of Brain-Based Learning ....................................................................... 8
2.1.2 Stages of Brain-Based Learning Theory ................................................................10
2.1.3 Brain-based Learning Strategies...........................................................................13

xiii
 2.1.4 Advantages and Disadvantages of Brain-Based Learning .......................................17
2.2 Reading Skills ...........................................................................................................21
2.2.1 Definition of Reading...........................................................................................21
2.2.2 The Purpose of Reading.......................................................................................22
2.2.3 The Ways of Reading...........................................................................................24
2.3 Relevant Research .....................................................................................................26
2.5. Research Hypothesis .................................................................................................30
CHAPTER III ................................................................................................................ 31
RESEARCH METHODOLOGY ................................................................................... 31
3.1 Research Design .........................................................................................................31
3.2 Time and Place of The Study ......................................................................................32
3.3 Research Variable .....................................................................................................32
3.3.1 Identification of Variables....................................................................................32
3.4 Research Population and Sample................................................................................33
3.4.1 Population ..........................................................................................................33
3.4.2 Sample................................................................................................................33
3.5 Data Collection..........................................................................................................34
3.5.1 Pre-Test........................................................................................................34
3.5.2 Treatment...........................................................................................................34
3.5.3 Post-Test.......................................................................................................35
3.6 Validity and Reliability ..............................................................................................35
3.6.1 Validity...............................................................................................................35
3.6.2 Reliability ...........................................................................................................36
3.7 Data Analysis ............................................................................................................38
3.7.1 Normality Test ....................................................................................................39
3.7.2 Homogeneity Test ................................................................................................39
3.7.3 Hypothesis Test ...................................................................................................39
CHAPTER IV................................................................................................................. 41
RESEARCH FINDINGS AND DISCUSSION ............................................................... 41
4.1. Finding ....................................................................................................................41
4.2. Discussion ................................................................................................................58
CHAPTER V .................................................................................................................. 64
CONCLUSION...................................................................................................................64
5.1. Conclusion ................................................................................................................64
5.2. Suggestion ................................................................................................................65

xiv
REFERENCES ............................................................................................................... 67
APPENDICES ................................................................................................................ 70

xv
 LIST OF TABLE

Table 3.1 Interpretation of Correlation Coefficent Values ...................................3 1

Table 4.1 Students Score Post-Test Experimental Class ......................................35

Table 4.2 Descriptive Statistic of Pre-test Experimental Class..............................37

Table 4.3 Students Score Post-Test Control Class ................................................37

Table 4.4 Descriptive Statistic of Pre-test Control Class.......................................40

Table 4.5 Result of Pre-Test and Post-Test Experimental Class ..........................40

Table 4.6 Result of Pre-Test and Post-Test Control Class....................................41

Table 4.7 Result Gain Score Experimental Class and Control Class....................47

xvi
 LIST OF PICTURE

Picture 4.1 Validity Testing ..................................................................................43

Picture 4.2 Relialibility Testing ............................................................................ 44

Picture 4.3 Normality Testing……………………………....................................45

Picture 4.4 Homogeinity Testing……………………...........................................46

Picture 4.5 Hypothesis Testing ............................................................................. 48

xvii
 LIST OF APPENDICES

Appendix I Survey Permit.......................................................................... ...........60

Appendix II Research Permittion Letter ...............................................................61

Appendix III Validation Sheet............................................................................... 62

Appendix IV Try-Out test English Vocabulary.....................................................64

Appendix V Pre-Test English Vocabulary ...........................................................69

Appendix VI Post-Test English Vocabulary ........................................................71

Appendix VII Students Answer Sheet................................................................ ...73

Appendix VIII Letter of Completion Research .................................................... 77

Appendix IX Documentation ............................................................................... .78

Appendix X Evidence of Guidance Consultation......................................... .........81

Appendix XI Thesis Consultation Logbook .................................................. .......82

Appendix XII Curriculum Vitae ...................................................................... .....83

xviii
 ABSTRAK

Alfirdaus , Fildzah Nabilah. 2024. Efektifitas Pembelajaran Berbasis Otak Untuk Mengukur
Kemampuan Membaca Bahasa Inggris di Sekolah Menengah Pertama. Skripsi, Jurusan
Pendidikan Bahasa Inggris. Fakultas Ilmu Tarbiyah dan Keguruan. Universitas Islam
Negeri Maulana Malik Ibrahim Malang.
Pembimbing : Prof. Dr. Hj. Like Raskova Octaberlina, [Link]

Kata Kunci : Pembelajaran Berbasis Otak, Keterampilan Membaca, Siswa kelas delapan.

Bahasa Inggris merupakan bahasa internasional yang penting dan menjadi salah satu bahasa
asing yang sering digunakan sehari-hari. Banyak siswa yang kurang aktif dalam pembelajaran
bahasa inggris karena merasa bosan dan tidak tertarik, terutama dalam hal membaca. Membaca
sering dianggap sebagai hal remeh bagi siswa sehingga dalam pembelajaran bahasa inggris
banyak siswa yang tidak menguasainya. Hal ini disebabkan oleh metode pembelajaran yang
terkesan membosankan. Guru juga harus memikirkan metode yang dapat digunakan untuk
menarik perhatian siswa dalam belajar bahasa inggris. Salah satu metode yang dapat digunakan
adalah pembelajaran berbasis otak. Pembelajaran berbasis otak dapat membantu meningkatkan
antusias dan partisipasi siswa selama proses pembelajaran. Penelitian ini bertujuan untuk
mengukur efektivitas penggunaan pembelajaran berbasis otak pada keterampilan membaca
bahasa Inggris. Penelitian ini menggunakan metode kuantitatif kuasi eksperimen dengan
subjek penelitian 33 siswa kelas 8B sebagai kelas kontrol dan 24 siswa kelas 8C sebagai kelas
eksperimen. Siswa diberikan 3 kali perlakuan dengan menggunakan metode pembelajaran
berbasis otak. Perlakuan diberikan setelah pre-test dan sebelum post-test. Hasil analisis data
menunjukkan rata-rata pre-test sebesar 55,83 dan post-test meningkat menjadi 86,46 setelah
mendapat perlakuan. Pengujian tersebut diuji dengan T-Test: Dua sampel dengan asumsi
varians yang sama, yang dilakukan dengan Microsoft Excel. Hal ini dapat disimpulkan bahwa
penerapan brain-based learning efektif dalam mengukur kemampuan membaca bahasa Inggris
siswa.

xix
 ABSTRACT

Alfirdaus, Fildzah Nabilah. 2024. The Effectiveness of Brain Based Learning to Measuring
English Reading Skills in Junior High School. Thesis, Department of English Education.
Faculty of Tarbiyah and Teacher Training. State Islamic University Maulana Malik
Ibrahim Malang.
Advisor: Prof. Dr. Hj Like Raskova Octaberlina, [Link]

Key words: Brain Based Learning, Reading Skills, Eighth Grade Students.

English is an important international language and is one of the foreign languages that are often
used daily. Many students are less active in learning English because they feel bored and
uninterested, especially in reading. Reading is usually considered a trivial thing for students so
in learning English many students do not master it. This is due to learning methods that seem
boring. Teachers should also think about methods that can be used to attract students' attention
in learning English. One method that can be used is brain-based learning. It can help increasing
students enthusiasm and participation throughout the learning pro cess. This study aims at
measuring the effectiveness of brain-based learning on English reading skills. A quasi-
experimental quantitative method with 33 students of class 8B as the control class and 24
students of class 8C as the experimental class. Students were given 3 treatments using brain-
based learning methods. Treatment is given after the pre-test and before the post-test. The
results of the data analysis showed that the average pre-test was 55.83 and the post-test
increased to 86.46 after receiving treatment. The test was tested with T-Test: Two samples
assuming the same variance, which was conducted with Microsoft Excel. It can be concluded
that the application of brain-based learning is effective in measuring students' English reading
ability.

xx
 ‫ستخلصَالبحث‬

‫الفردوس‪ ،‬فيلدزة نبيلة‪ . 2024 .‬فعالية التعلم القائم على الدماغ لقياس القدرة على القراءة باللغة اإلنجليزية في المدارس‬

‫اإلعدادية‪ .‬أطروحة‪ ،‬قسم تعليم اللغة اإلنجليزية‪ .‬كلية التربية وتدريب المعلمين‪ .‬جامعة موالنا مالك إبراهيم اإلسالمية‬

‫‪.‬الحكومية ماالنج‬

‫المشرف ‪ :‬البروفيسور دكتور‪ .‬هج‪ .‬مثل راسكوفا أوكتابيرلينا‪ ،‬حاصلة على ماجستير في التربية‬

‫تُعد اللغة اإلنجليزية لغة عالمية مهمة وهي إحدى اللغات األجنبية التي يتم استخدامها يومياً‪ .‬ويقل نشاط الكثير من الطالب‬

‫أمرا تافهًا بالنسبة‬

‫في تعلم اللغة اإلنجليزية ألنهم يشعرون بالملل وعدم االهتمام‪ ،‬خاصة في القراءة‪ .‬غالبًا ما تعتبر القراءة ً‬

‫للطالب بحيث ال يتقنها الكثير من الطالب في تعلم اللغة اإلنجليزية‪ .‬ويحدث ذلك بسبب أساليب التعلم التي تبدو مملة‪ .‬يجب‬

‫على المعلمين أيضًا التفكير في األساليب التي يمكن استخدامها لجذب انتباه الطالب في تعلم اللغة اإلنجليزية‪ .‬إحدى الطرق‬

‫التي يمكن استخدامها هي التعلم القائم على الع قل‪ .‬يمكن أن يساعد التعلم القائم على الدماغ في زيادة حماس الطالب‬

‫ومشاركتهم أثناء عملية التعلم‪ .‬تهدف هذه الدراسة إلى قياس فعالية استخدام التعلم القائم على الدماغ في مهارات القراءة‬

‫باللغة اإلنجليزية‪ .‬استخدمت هذه الدراسة الطريقة شبه التجريبية الكمية مع ‪ 33‬طالبًا من الصف ‪ 8‬ب كصف ضابط‪ ،‬و‪24‬‬

‫طالبًا من الصف ‪ 8‬ج كصف تجريبي‪ .‬تم إعطاء الطالب ‪ 3‬معالجات باستخدام طريقة التعلم القائم على الدماغ تم إعطاء‬

‫العالج بعد االختبار القبلي وقبل االختبار البعدي‪ .‬أظهرت نتائج تحليل البيانات أن متوسط االختبار القبلي كان ‪،55.83‬‬

‫عينتين ‪ T-Test:‬وارتفع متوسط االختبار البعدي إلى ‪ 86.46‬بعد تلقي العالج‪ .‬تم اختبار االختبار باستخدام اختبار‬

‫متساو‪ ،‬والذي تم إجراؤه باستخدام برنامج مايكروسوفت إكسل‪ .‬يمكن استنتاج أن تطبيق التعلم القائم‬
‫ٍ‬ ‫بافتراض وجود تباين‬

‫‪.‬على الدماغ فعال في قياس قدرة الطالب على قراءة اللغة اإلنجليزية‬

‫‪xxi‬‬
 CHAPTER 1

INTRODUCTION

This chapter explains the research background, research questions, research

objective, scope of the research, originality of the research significance of the

research, scope and limitations and definition of key terms.

1.1 Research Background

Reading is one of the four language skills taught in the English learning

process in addition to listening, speaking, and writing. Reading skills are

considered the most important skills. Because reading is not only beneficial in

the world of education but also in social and work life. Reading is very

important, it is one of the important aspects of learning English. There are still

many students who can not read and do not understand the content of the

reading. Reading is also a skill that must be achieved by a student to gain goals

and good comprehension skills. Reading is also very important for developing

the student's mind and understanding the written word is one of the ways a

student's mind grows in their abilities. Reading can help students focus on what

is being communicated to others (Glen and Diane Davis, 2016).

Brain-based learning is learning that is in line with the way the brain is

naturally designed to learn so that students are active in building their

knowledge based on the cognitive structure they already have and based on how

the brain works so that learning is expected to be absorbed by the brain

optimally (Sakti &; Hartanto, 2020). It is the activities and learning processes

1
of students carried out based on the stages of brain-based activities. It consists

of a pre-exposure stage where it gives the brain a reason for new learning before

actually delving further. Then the next stage is the preparation stage, where the

teacher gives a brief explanation of the material to be learned and relates it to

everyday life. The next stage is the initiation and acquisition stage. This stage

is known as the beginning of a connection, or the point at which a neuron begins

to communicate with other neurons. In this chapter, the teacher will divide the

students into groups. Next is the elaboration stage. At this stage, the teacher

provides opportunities for students to practice analyzing, evaluating, testing,

and deepening the lesson.

Brain-based learning is a concept that allows learning to focus on

strengthening the human brain. Where this learning can develop maximum

brain potential, namely: emotional, social, cognitive, physical, and reflective

learning systems. According to Given (2007), the five learning systems

influence each other and cannot stand alone.

Brain-based learning is learning that corresponds to the natural function of

the brain in learning. As the nervous system that regulates all body functions,

both conscious and unconscious, the brain has several important functions. The

brain is made up of several important parts that each provide a specific function.

The cerebrum functions to regulate movement, touch, vision, hearing,

judgment, reasoning, problem-solving, emotions, and learning. Then the

cerebellum functions to control and coordinate movement, maintain balance,

and maintain posture. The last is the brainstem, where its function is to carry

2
 signals to and from all parts of the body. In addition, the brain stem also

regulates body functions such as heart rate, blood pressure, and breathing (Ihda

Fadila, 2022)

Forming learning conditions that allow the human brain to function optimally

is one method to increase student learning capacity. Many educational

processes focus only on developing a small part of the student's limited

capacity to maximize his or her potential. The educational process that

maximizes the function of an object does not just teach one lesson at a time.

But it also ensures that both functions are executed in balance. As a result, the

purpose of education will be achieved as much as possible in the process of

forming human character. The interpretation of this verse focuses on the word

"naashiyah" which means crown. This verse does not mention the person, but

the crown of the head. This verse is very important to study, the first is that the

front part of the human brain is responsible for the motor control of conscious

motion and the control of emotional expression and moral behavior known as

a lobe frontal (Johan Harlan, 2018). This has been affirmed in the Qur'an as

Allah Almighty says in his verse as follows:

‫طئَة‬
ِ ‫َاصيَةٍ كَا ِذبَةٍ خَا‬ ِ َّ‫كَال لَئ ِْن لَ ْم يَنْتَهِ لَنَسْفَعًا بِالن‬
ِ ‫ ن‬,ِ‫اصيَة‬

Means:

"Not! Indeed, if he had not stopped doing so, we would have pulled his veil.

It is the crown of the one who lies and disobeys. (QS. Al-Alaq: 15-16)"

3
 Based on observations, brain-based learning is a research approach that aims

at understanding how humans learn and function. The study recommends using

learning strategies that align with the world of work, such as understanding how

knowledge, motivation, attention, and information structures function in

educational contexts. While there is still disagreement among experts over some

of the more effective approach techniques. Many educators believe that brain-

based teaching principles can raise educational standards.

Brain-based learning can help to improve the quality of English learning by

utilizing the principles of neuroscience (brain science) to optimize the learning

process. The brain tends to strengthen neural connections when information is

repeated or practiced. Therefore, using repetition, reinforcement, and practice

techniques in English language learning can help learners to more effectively

understand and remember vocabulary, grammar, and speaking skills.

According to previous research, some problems are the same as the lack of

student learning activities (Titin, Fahmi Irfani, Sutisna, 2022). In addition, there

are some problems such as students' connection ability and mathematical

critical thinking are not as expected. One of the factors causing this problem is

learning that does not provide flexibility for students to optimally empower

brain potential (Lestari, 2014). This problem shows that increasing students'

mathematical critical thinking connection skills through brain-based learning is

better than students who get direct learning. Overall, the learning motivation

and response of students who learned through brain-based learning showed a

positive attitude.

4
 In this study, researcher will clarify some things that may not be clear from

previous studies. Researcher will also examine similar themes but with different

objects. The first research focuses on improving students' ability to collaborate

and think critically with the objects of junior high school students in grade VII

using classroom action methods. The second study focused on improving

students' ability to read in English by using a sample of grade VIII students and

using a quantitative research approach.

Based on the results of observations in MTsN 15 Jombang, that will be the

object of research, students are less active in learning English due to several

factors. Research found several problems, including students get bored and

uninterested every time they face English learning, especially in terms of

reading. So in this study, research will measure students' reading skills in

learning English through brain-based learning.

Under the brain-based learning paradigm, students are encouraged to take

an active role in their education. As a result, learning happens through more

than just teachers. Then it can provide diverse learning opportunities. A diverse

education may make students feel more comfortable during the learning

process. The brain-based learning model also directs students to carry out

learning according to existing rules. Students are directed to rethink the initial

material related to the material discussed. With the application of brain-based

learning models, it is expected to be able to measuring english reading skills in

students.

5
1.2. Research Question

The following is the research question of this study :

1.2.1. Does the group target brain-based learning gain better score than

those in a conventional classroom?

1.3. Research Objective

Based on the research question, the research objectives are:

1.3.1. To measure the effectiveness of using-brain based learning at

English reading skills

1.4. Significance of The Study

This research is expected to provide benefits both theoretically and

practically in brain-based teaching and learning. The findings of this study

are expected to enrich important theories during the application of brain-

based learning in measuring English mastery in students. In practical terms,

this research is beneficial for students, teachers, and subsequent researchers.

For students, this study was conducted to improve the English reading skills

of grade VIII junior high school students in Jombang using brain -based

learning methods. For teachers, this research is expected to contribute new

information about classroom teaching methods to measure the reading skills

of students. This research improves the quality of student learning outcomes

in English reading skills. For researchers, this study is expected to be a

reference for future researchers regarding improving reading skills by

applying brain-based learning methods.

6
1.5. Scope and limitations the Study

The limitation of this research is to find out how effective the use of

brain-based learning methods is on English reading skills for eighth-grade

students of junior high schools in Jombang. This study explains the

effectiveness of brain-based learning to measure English reading skills. The

scope of this study was eighth-grade students at MTsN 15 Jombang. The

researcher used two classes, namely class 8B with 33 students and class 8D

with 24 students.

1.6. Definition of The Key Terms

1.6.1. Brain-Based Learning

Brain-based learning is a learning approach that is more parallel to

how the brain learns best naturally based on the disciplines of

neuroscience, biology, and psychology, understanding the relationship

between learning and the brain now leads to the role of emotions,

patterns, meaning, environment, rhythm and posture, stress, trau ma,

judgment, music, movement, gender, and enrichment (Eric Jensen,

2008).

1.6.2. Reading Skills

Reading skills in English are the ability to understand, interpret, and

derive meaning from texts written in English. Reading skills are

essential for understanding written texts. In this study, the researcher

used aspects of reading skills in the form of recount texts.

7
 CHAPTER II

LITERATURE REVIEW

In this chapter, research will discuss relevant theoretical and research

frameworks related to the research topic

2.1 Brain-Based Learning

In this section, the researcher will explain about the definition, theoretical

stages, strategies, and advantages and disadvantages related to brain-based learning

2.1.1 Definition of Brain-Based Learning

Brain-based learning is learning that is adapted to the way the brain

is naturally designed to learn (Jensen, 2011). Three main strategies can be

developed in implementing brain-based learning, namely creating a learning

environment that challenges students' thinking skills, creating a fun learning

environment, and creating active and meaningful learning situations for

students (Awolola, 2011). As a result, it is expected that the application of

these four strategies in the teaching process will increase students'

understanding of the subjects given.

Each brain is unique and has its characteristics. Inside the human

brain, there are several parts responsible for carrying out various functions

of mentality, thinking, sexuality, memory, defense, emotions, and

creativity. Brain-based learning is learning that is based on the structure and

workings of the brain so that the brain can work optimally. The brain is said

8
to work optimally if all its potential can be optimized properly. Work-based

learning considers what is natural to the human brain and how it is affected

by the environment because most of our brains are involved in almost all

learning actions (Syafa’at, 2007).

Learning using a brain-based learning model is learning that is in

harmony with the way the brain works and is naturally designed to learn.

(Syafa’at, 2007).

This brain-based approach is a multidisciplinary approach built on a

fundamental question, "What is good for the brain?". This question comes

from various disciplines such as reaction chemistry, neurology, psychology,

sociology, genetics, biology, and computational neurobiology (Jensen:

2008). Ability-based learning involves both hemispheres of the brain

simultaneously so that the learning experience that is carried out is more

meaningful and more firmly embedded in brain memory because brain

connections occur permanently. Learning based on brain talents allows

students to develop what they already know and strengthen their

connections. Brain-based learning can also be said to be a comprehensive

approach based on neuroscience research that shows how our brains learn

naturally.

So, brain ability-based learning is a learning approach by paying

attention to how the brain learns so that the brain learns optimally. The brain

can learn optimally, of course, under certain conditions.

9
2.1.2 Stages of Brain-Based Learning Theory

Brain-based learning is a learning model that is aligned with the way

the brain is scientifically designed to learn. Jensen (2011) outlined a brain-

based learning procedure. The stages of brain-based learning theory are as

follows:

a. Pre-Display Level

This stage gives the brain an excuse for new learning before actually

digging further, pre-exposure helps the brain build a better conceptual map.

Things that are done at this stage before learning begins is that the teacher

displays a concept map of the material to be studied. In addition, teachers

also need to approach students so that they feel comfortable because of the

special approach in the form of collaborative learning. Collaborative

learning can encourage students to work together in groups. With

collaboration, students can stimulate parts of the brain related to

communication, socialization, and problem-solving. The teacher conveys

the learning objectives to the students to do brain exercises. Brain

gymnastics is an effective strategy to improve students' concentration and

learning ability. Brain exercises can be done in the form of various physical

movements designed to train the brain and improve cognitive abilities.

According to Nurmayani (2023) based on a review from dr. Gia Pratama,

there are several examples of brain exercises that can be done, one of which

is Cross Crawl. The benefits of this exercise can help improve coordination

10
between the right and left brains. The way to do this is to stand upright, lift

your left knee forward, and move your right hand forward, then repeat with

your left hand and right foot.

b. Preparation Stage

At this stage, teachers prepare all the needs that will support the

success of teaching and learning, such as preparing the RPP document. So

that the learning process can run effectively and efficiently. This stage is

also a phase in creating students' curiosity or enjoyment of the material to

be taught. Usually, teachers relate the material to daily life by conducting

question and answer activities about the material to be studied. Such as

asking what activities are done during holidays or asking about daily

activities such as helping mom cook, and others.

c. Initiation and Acquisition Stage

This stage is the stage of creating connections or when the neurons

communicate with each other. Neurons are the working units of the human

nervous system that are responsible for transmitting information in the form

of electrical and chemical signals to various bodies. Neurons also play a role

in the process of human interpersonal communication, occurring through

action potential, which is information received visually and then channeled

by the nervous system to the brain and sent back to the organs of the body

to respond. At this stage, the teacher divides the students into groups. Then

the teacher gives students worksheets to each group to study before filling

11
them out. After that, students discuss with their group friends to fill out the

student's worksheet.

d. Elaboration Stage

This stage provides the brain with the opportunity to investigate,

analyze, test and deepen learning. At this stage, students present the results

of group discussions in front of the class, while other students pay attention

and provide responses or questions. From the results of the discussion, it is

hoped that students will be able to find answers to the problems in the

student worksheets. Therefore, teachers must guide students to discuss so

that the discussion process runs smoothly. This stage is a processing stage

that requires pure thinking skills from the learning side.

e. Incubation and Memory Insertion Stages

This phase emphasizes the importance of rest time and time to repeat

is important. At this stage, students stretch while watching videos that can

motivate them to learn. In addition, teachers can also provide understanding

questions related to the material learned during learning.

f. Verification and Confidence Checking Stages

In this stage, the teacher checks whether the students have

understood the material that has been learned or not. Students also need to

know whether they have understood the material or not. At this stage, the

teacher can give more complicated practice questions. After that, teachers

12
and students check the students' work. If students have not done these

problems, usually the teacher assigns students to complete them at home.

g. Celebration and Integration Stage

This stage is very important in engaging emotions. With the

celebration, it makes this stage more cheerful and fun. This stage instills the

importance of a love of learning. At this stage, students with the guidance

of the teacher conclude the material they have just learned. Then the teacher

gives homework (Homework) to the students and informs the students about

the material for the next meeting. In closing, teachers and students held

small celebrations, such as cheering and clapping together.

2.1.3 Brain-based Learning Strategies

Brain-based learning theory provides a concept to create learning by

orienting efforts to empower students' brain potential. Syafa'at (2007)

assesses that the excellence of brain-based learning lies in the strategies that

can be developed in the implementation of brain-based learning, including:

a. Creating a learning environment that challenges students'

thinking skills is a critical step in enriching the learning

experience. One approach that can be done is to present problems

or questions that are relevant to the learning material. This aims

to stimulate students in actively applying their knowledge, rather

than just receiving information passively.

13
 It is important for teachers to design questions that encourage

students to think critically, creatively, and analytically. These

questions should be designed with the level of difficulty in mind

according to the student's ability, so that they feel challenged but

not too frustrated. In addition, the use of media variations in the

presentation of questions is also an effective strategy. For

example, crossword puzzles, interactive games, or simulations

that grab students' attention and increase their engagement in

learning. Thus, students not only practice their thinking skills, but

also get used to using different types of thinking in different

contexts.

However, the success of this approach depends not only on

creativity in presenting questions, but also on the ability of

teachers to provide appropriate support and provide constructive

feedback to students. Thus, students will feel valued and

motivated to continue to develop their brain's potential in the

learning process.

b. Creating a fun learning environment is an important strategy in

increasing student engagement and motivation. To achieve this,

more than just entertaining activities are needed; This approach

must be well planned and support an effective learning process.

One way to create a fun learning environment is to avoid learning

situations that make students feel uncomfortable or stressed. This

14
can include a variety of things, from providing adequate social

support, ensuring openness and cooperation between students and

teachers, to avoiding excessive pressure in evaluation.

Furthermore, learning activities outside the classroom can be an

effective way to enrich the learning experience. For example, a

visit to a museum, a field activity, or an experiment in the

outdoors can open students' minds to real-world applications of

concepts learned in class. Music can also be used as a tool to

enhance the learning atmosphere. However, it is important to

choose a type of music that suits the learning goals and does not

interfere with the student's concentration. Various studies show

that music with the right tempo can improve focus and

productivity.

In addition, group discussions interspersed with interesting

games can also improve social interaction between students and

strengthen their understanding of the learning material. However,

it is important to note that effective discussions require clear

guidance and good facilitation from teachers to ensure that

learning objectives are achieved. In designing a fun learning

environment, it is necessary to conduct continuous evaluation to

ensure that the approach used truly supports the achievement of

learning goals and student development holistically. Additionally,

it is important to pay attention to students' individual needs and

15
 preferences in order to create an inclusive and supportive

environment for all.

c. Creating active and meaningful learning situations for students

requires a deep understanding of how students work in processing

information and how they are actively engaged in learning. One

of the important aspects of this approach is to build a learning

situation that facilitates the optimal use of all members of the

student body in carrying out learning activities in the classroom.

Students' eyes are one of the important tools in the learning

process, because they are used to read, observe, and visualize the

information conveyed. Therefore, it is important for teachers to

provide learning materials that provoke students' visual interest,

such as pictures, diagrams, and multimedia presentations.

Students' hands are also an important tool in learning, as their

hand movements are involved in writing, taking notes, and

working on practical tasks. Teachers need to provide

opportunities for students to practice their writing skills through

a variety of activities, from writing essays to taking concise notes

or sketches.

The student's feet can be used to participate in games or physical

activities that support learning, such as role-playing or

simulations that involve body movements. Physical activity can

16
 increase blood flow to the brain and improve concentration,

allowing students to learn more effectively.

The student's mouth must also be active in the learning situation,

either through asking questions, discussing, or conveying their

thoughts. Group discussions, presentations, and a variety of

conversation-based activities can help students to articulate their

understanding and strengthen neural connections in the brain

associated with language processing.

Additionally, it is important to integrate the productive activities

of other limbs in learning, such as active listening, using the

senses of smell and taste to associate concepts with real

experiences, and using body movements to recall information. By

creating learning situations that allow for optimal use of all

student limbs, teachers can increase student engagement and

build meaningful learning experiences.

2.1.4 Advantages and Disadvantages of Brain-Based Learning

Brain-based learning has its advantages and disadvantages. The

advantages of brain-based learning theory include providing new thinking

about how the human brain works, paying attention to the natural workings

of the learner's brain in the learning process, creating a learning climate

where learners are respected and supported, avoiding brain work coercion,

and being able to use various models in the learning process. However, this

theory also has weaknesses, such as not yet being fully recognized by

17
education personnel in Indonesia, requiring a lot of time to understand or

learn, requiring considerable costs to create a good learning environment for

the brain, and requiring adequate facilities to support this learning practice.

2.1.5 The Differences of Brain-Based Learning with Other Learning

Strategies

In this session, the researcher will explain the difference between

brain-based learning and other learning strategies, such as Problem Based

Learning and Project Based Learning

a. Problem Based Learning

Problem Based Learning is a learning model that trains and develops

the ability to solve problems. Oriented to authentic problems from students'

actual lives to stimulate higher-order thinking skills. The conditions that

must be maintained are a conducive, open, negotiatory, democratic,

comfortable and fun atmosphere so that students can think optimally.

(Ngalimun, 2017:330).

Brain-Based Learning and Problem Based Learning are two

different learning models in teaching approaches and strategies. In terms of

approach, brain-based learning focuses on developing students' critical

thinking skills and brain abilities. This method uses strategies that make

students active and participate in the learning process, such as creating a

fun, dynamic and meaningful environment (Sapa'at, 2009). (Yagliocu,

2014). Brain-Based Learning also requires students to be more active in

18
identifying problems and looking for relevant learning resources.

(Mustiada, 2007:2).

The approach to Problem-Based Learning is oriented to the authentic

problems students face and develops their ability to solve problems. This

method requires students to think critically and relate the information

gathered to the topic studied. PBL also prioritizes a conducive, open, and

democratic atmosphere to improve students' thinking skills. (Ngalimun

(2017: 330)).

Strategically, brain-based learning uses strategies that make students

active, such as investigating, identifying problems, and looking for learning

resources. Brain-Based Learning also emphasizes the importance of a fun

and dynamic environment to improve student achievement. (Sapa'at, 2009).

Meanwhile, problem-based learning uses problem-focused strategies, such

as problem-solving, connecting information, and critical thinking. Problem-

Based Learning also emphasizes the importance of a conducive and

democratic atmosphere to improve students' thinking skills.

In synthesis, brain-based learning focuses on developing students'

critical thinking skills and brain abilities with strategies that make students

active and participate in the learning process. While problem-based learning

is oriented to authentic problems that students face and develops their ability

to solve problems with strategies that focus on critical thinking and

connecting information.

19
 b. Project Based Learning

According to Goodman and Stivers (2010), project-based learning

is an approach in teaching that is used for learning activities. Including

assignments in the field that provide challenges for students, related to daily

life which must then be solved in groups.

Brain-Based Learning and Project-Based Learning are two different

learning models in teaching approaches and strategies. In terms of approach,

brain-based learning focuses on developing students' critical thinking skills

and brain abilities. This method uses strategies that make students active

and participate in the learning process, such as creating a fun, dynamic and

meaningful environment (Sapa'at, 2009). (Yagliocu, 2014). Brain -Based

Learning also requires students to be more active in identifying problems

and looking for relevant learning resources (Mustiada, 2007).

Meanwhile, in project-based learning, the approach is oriented to

relevant and challenging projects, which allows students to think critically

and connect the information gathered with the topic studied. Project-Based

Learning also prioritizes a conducive, open, and democratic atmosphere to

improve students' thinking skills.

Strategically, brain-based learning uses strategies that make students

active, such as investigating, identifying problems, and looking for learning

resources. Brain-Based Learning also emphasizes the importance of a fun

and dynamic environment to improve student achievement. (Sapa'at, 2009).

20
 Meanwhile, project-based learning uses strategies that focus on projects,

such as solving problems, connecting information, and thinking critically.

Project-Based Learning also emphasizes the importance of a conducive and

democratic atmosphere to improve students' thinking skills.

In synthesis, brain-based learning focuses on developing students'

critical thinking skills and brain abilities with strategies that make students

active and participate in the learning process. While project-based learning

is oriented to relevant and challenging projects, which allows students to

think critically and relate the information gathered to the topic studied.

2.2 Reading Skills

In this section the researcher will explain about the definition, purpose, and

also the ways of reading skills

2.2.1 Definition of Reading

Reading is one of the language skills (listening, reading, writing, and

speaking) that is important for every individual to learn and master. By

reading, one can interact with feelings and thoughts, obtain information, and

increase knowledge of science. According to Tarigan (1998) reading is a

process carried out and used by readers to obtain the goals to be achieved

by the author through the medium of words or written language.

Reading is one of the important skills in learning a foreign language.

One way to improve communication skills is through reading exercises.

21
Some students have a strong desire to speak fluently to express their ideas.

However, there are limitations when it comes to empirical concepts. This is

because the motivation to read the text is low and students also have

difficulty in understanding the text.

Richards and Schmidt (2002) define reading skills as abilities

necessary for reading skillfully, such as distinguishing main ideas,

understanding sequences, paying attention to specific details, making

inferences, making comparisons, and making predictions in second

language and foreign language teaching, especially with adults. These skills

are sometimes taught separately. Patel and Jain (2008) state that reading is

understanding the meaning of printed words i.e. written symbols. Reading

is an active process consisting of recognition and comprehension skills.

Reading is an important activity in life that can be used to update

knowledge. The ability to read is an important tool for academic success.

Based on the above definition, the author gets the impression that

reading can be defined as a complex process that the reader undertakes to

understand the author's intent. In addition, during the reading process, the

reader uses the brain to take notes and take notes.

2.2.2 The Purpose of Reading

Reading is one of the most important skills. The purpose of reading

is divided into two types, namely reading for pleasure and reading for

information (Linse, 2005). Reading for pleasure means reading that aims to

22
follow a narrative and enjoy the "sound" or rhyme of a literary text. By

reading for pleasure, students can improve vocabulary, reading

comprehension speed, and writing. Reading to get information means

reading various types of text to get some information from the text.

Reading skills serve many more purposes than just deciphering

words on a page. Here are some of the main goals:

a. Information Acquisition: Reading allows you to gather

information from various sources such as books, articles, and

websites. It is very important to learn about a variety of subjects,

stay informed, and expand your knowledge base.

b. Communication: Strong reading skills improve your ability to

understand written communication. These skills are essential for

understanding emails, letters, contracts, and other forms of

written communication both personally and professionally.

c. Critical Thinking: Reading encourages critical thinking by

encouraging you to analyze, evaluate, and interpret information.

This helps you develop opinions, assess arguments, and make

informed decisions.

d. Language Development: Reading helps improve vocabulary,

grammar, and comprehension. Exposure to a variety of writing

styles and word usage will improve language skills.

23
 e. Cognitive Development: Reading stimulates the brain and

improves cognitive functions such as concentration, memory,

and focus.

f. Entertainment and Relaxation: Beyond its educational benefits,

reading can also be a source of pleasure and relaxation.

Interesting stories, novels, or even poems can provide

entertainment and escapism.

g. Empathy and Understanding: Reading fiction, in particular,

allows you to immerse yourself in different perspectives and

understand diverse cultures, cultivating empathy and broadening

your worldview.

h. Career Advancement: Strong reading skills are often critical to

professional success. These skills are necessary for tasks such as

researching, understanding complex documents, and staying up-

to-date in various fields.

In essence, reading skills are fundamental to learning,

communication, personal growth, and professional development. Reading

skills open doors to new worlds and empower individuals to navigate an

increasingly complex and information-driven society.

2.2.3 The Ways of Reading

Through reading, students meet and become familiar with new

grammatical structures. At the same time, they also expanded their

24
vocabulary. According to Grellet (1984: 4) the ways of reading are as

follows:

a. Skimming

Skimming means reading quickly, focusing on all parts of the text

to understand the point. Visual reading includes several activities. These

activities include comparing values, searching and comparing events,

choosing titles, drawing conclusions, deciding questions, and creating titles.

b. Scanning

Scanning is the process of reading text quickly to find certain

information. There are several activities in scanning. This includes finding

new words for old words, searching for grammar features, finding specific

ads, comparing details, checking data, creating shopping lists, glossaries

newspaper titles, and more.

c. Extensive Reading

Extensive reading is reading a long text, usually for one's enjoyment.

There are several activities in extensive reading. These activities include

taking notes and diagrams, writing summaries, and pointing out problems.

d. Intensive Reading

Intensive reading involves reading short passages to obtain specific

information. Intensive reading includes matching nouns and verbs, dividing

sentences, combining sentences, making summaries, taking paragraphs,

25
 filling in blanks, completing tables and graphs, skimming and making

choices, choosing summaries, comparing versions, identifying facts, and

focusing on form and style.

2.3 Relevant Research

In this section, researchers mention several relevant studies that have similar

topics to the research conducted by researchers.

First, research was conducted by Muh Agus Nur (2020) in his journal

entitled "The Application of Brain-Based Learning in Teaching Reading

Comprehension To The First Year Students of MA As'Adiyah Ereng-Ereng

Bantaeng" published in 2020. This journal is a journal that uses quantitative

descriptive methods, where data collection uses post-tests. The subject of the study

was class X MA As'adiyah students, with a sample of 22 students from 22

respondents. The results of the data show that there is a good classification with the

average post-test score is (80) and the standard deviation on the post-test is 9.1.

Second, research was conducted by Titin (2022) in his journal entitled

"Application of Brain-Based Learning Model to Improve Student Learning

Outcomes in Class VII PAI Subjects at SMPN 1 Bogor City" published in 2022.

This journal is a journal that uses the class action research method which is carried

out with two cycles. Each cycle consists of two meetings in class. The subject of

the study was class VII B students of SMP Negeri 1 Bogor City consisting of 35

students. Data collection techniques are through tests, questionnaires, interviews,

and observations. The study found Student learning outcomes from cycle I at

26
94.29%, still below the success indicator, then increased in cycle II at 100%, cycle

II was above the success indicator.

Third, research was conducted by Sakka (2023) in its journal entitled "A

Brain-Based Learning Strategy for Developing English Reading Comprehension of

Primary Stage Pupils" published in 2023. This journal is a journal that uses a quasi-

experimental method that is carried out with tests. The subjects of the study were

elementary school students at Mohamed Hafez Elementary School with a randomly

selected sample number (73 students). Then the sample was divided into an

experimental group (37 students) and a control group (36 students). The results

showed that there was a statistically significant difference between the average

scores of the control group and the experimental group in reading comprehension.

2.4. Teaching Reading Using Brain-Based Learning

Brain-based learning is the study of the brain and its cognitive function that

moves away from traditional neuroscience studies and into the field of Education

by introducing best practices in the classroom (Sousa, 1990). Improvements in

reading comprehension can be seen if teachers can understand how the brain learns

and why the brain does not learn. Brain-based learning can significantly improve

reading skills by leveraging the latest research on how the brain processes

information and learns new skills. Here are some strategies that support this

approach:

27
1. Phonemic and Phonic Awareness

Regular practice of phonemic awareness skills, phonics skills,

vocabulary development, fluency, and comprehension can be improved

through brain-based strategies. Phonemic awareness and phonics teaching

are important components in reading development, and b rain research

highlights the importance of explicit and systematic teaching in this area.

2. Novelty and Repetition

The brain's need for novelty and repetition is essential for learning

and memory consolidation. Varying activity and focused exercise over time

can build and strengthen neural connections, thereby improving reading

skills.

3. Comprehension strategies

Reading comprehension is a complex cognitive process that relies

on several components, including prior knowledge, vocabulary, and

linguistic knowledge. Teachers can model comprehension strategies and

help students practice them to strengthen their neurological circuits.

4. Personal Connections and Real-Life Applications

Students are more likely to understand information when they

integrate learning with their own life experiences. Teachers should draw

connections between learning materials and real-life applications to engage

students and promote deeper understanding.

5. Effective Instructional Practice

28
 Brain-based literacy teaching emphasizes the importance of

systematic and explicit literacy teaching, including phonemic awareness,

phonics, word learning, and code decoding. It also highlights the need for

strong comprehension skills and the teaching of a rich vocabulary.

6. Professional Learning and Training

Educators can benefit from professional learning and coaching that

provides in-depth training, communities of practice, and individual support

to refine their practice and improve student outcomes. By incorporating

these strategies and findings into their teaching practices, educators can

create more effective and engaging learning environments that support the

development of strong reading skills in their students. (Aimee Karr, 2023)

In addition, the brain-based learning model also has three main principles,

namely:

1. Creating learning that avoids students from fear during the learning process.

2. Creating learning that challenges students to actively participate in learning.

3. Creating learning that engages the student experience directly.

Some of the strategies and principles mentioned above are usually carried out

directly in the classroom either individually or in groups. Teachers can choose and

modify brain-based learning methods according to the classroom situation and

material taught.

29
2.5. Research Hypothesis

Based on the research questions and related theories above, the hypothesis

of this study is:

- Null Hypothesis (Ho) : Brain-based learning has no significant

effect on English mastery in reading skills.

- Alternative Hypothesis (Ha) : Brain-based learning has a significant effect

on mastery of English in reading skills.

30
 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses research methodology, which includes details about

the background and duration of the study, research methods, population and

samples, data collection approaches, methods used for data analysis, and an

overview of hypotheses.

3.1 Research Design

This study used a quantitative type of research. According to Sugiyono

(2013), quantitative research methods are methods based on the philosophy of

positivism that examine certain populations or samples. Sugiyono (2010) stated that

there are four forms of experimental design, including pre-experimental design, true

experimental design, factorial design, and quasi-experimental design.

The study used a quasi-experimental design. This is because it does not

allow random sample selection. After all, a whole group has been formed such as a

group of students in one class, so if random grouping is done again it will cause

chaos in the lesson schedule. The research design used in this study is nonequivalent

control group design. This design is similar to the pretest-posttest in true

experiments but no random sample selection is performed. The following is a

picture of a quasi-experimental non-equivalent control group design model by

Sugiyono, (2009: 116):

31
 O1 X O2

O3 O4

Description :

O1 = Experimental group before treatment

O2 = Experimental group after treatment

O3 = Control group before treatment

O4 = Untreated control group

X = Treatment (use of brain-based learning)

3.2 Time and Place of The Study

This research will be carried out in the even semester of the 2023/2024

academic year in April and May 2024 at MTsN 15 Jombang, East Java.

3.3 Research Variable

According to Sugiyono (2009: 61), a research variable is a trait or value

derived from objects, activities, or people with certain variables set by researcher

to be studied so that information is obtained, then conclusions are drawn.

3.3.1 Identification of Variables

Based on the explanation above regarding the definition of variables,

it is known that there are two types of variables used in this study, namely

independent variables and dependent variables. Nursalam (2016) states

32
 that independent variables are variables that affect or cause dependent

variables. The independent variable (X) of this study was brain -based

learning. And dependent variable is the impact of the independent

variable. In this study, the dependent variable (Y) was an increase in

English reading ability.

3.4 Research Population and Sample

This section contains the population and samples used in the study. A

sample is an object used in research and is part of the population.

3.4.1 Population

According to Sugiyono (2018), the population is a group segment

consisting of things or people who fit the criteria to be studied and have

criteria set by researcher to be studied. The population in this study was

grade VIII students at MTsN 15 Jombang. Researchers used two classes

as research objects, namely class 8B with 35 students and class 8D with

24 students.

3.4.2 Sample

Abdullah (2015: 227) states that the sample is the selected

population element in wich the subject is carried out. The samples or

subjects in this study would be applied to grade VIII students of Junior High

School in Jombang. From the existing population, two classes were

randomly selected by voting to be used as research samples. One of the two

33
 classes was used as an experimental class and the other class was used as a

control class. Based on the results, class 8B was obtained as the control class

and class 8D as an experimental class.

3.5 Data Collection

In collecting data, researcher use tests and questionnaires. This is done to

measure students' writing skills. To collect data, researcher used pre -tests and

post-tests. To find out how effective brain-based learning is in mastering English

reading, researcher used questionnaires in data collection.

3.5.1 Pre-Test

A pre-test is conducted to determine students' English reading skills

before being given treatment. This pre-test is carried out in both classes,

namely the control class and the experimental class, to determine the

ability of students before being given treatment. Pre-test questions are

given before the treatment is carried out.

3.5.2 Treatment

Treatment is the next step that must be taken after conducting a pre-

test. Treatment would only be given to the experimental class. Treatment

would be conducted at least three meetings in the classroom. In this

treatment, brain-based learning will be carried out in mastering English

reading and at the end of the learning will be followed by giving a post-test.

34
 3.5.3 Post-Test

Post-test is conducted to determine students' reading ability after

receiving the necessary treatment. The subjects given on the post-test are

slightly different from those tested on the pre-test, both are used to

evaluate students' reading ability and to find out whether there is a

positive influence in the application of brain-based learning on students'

English reading mastery or not.

3.6 Validity and Reliability

The test is the instrument used in this study. Before the test is given to

students, a trial is first carried out to measure whether or not the instrument is

good. The results of the trial are used to determine the validity and reliability of

the test.

3.6.1 Validity

Measuring the validity of a test used in research is one way to

determine the accuracy of the study. Abdullah (2015) states that validity is

carried out to provide truth to the extent to which data obtained through

research instruments to measure what will be measured. Calculating

validity tests can use SPSS or Excel, in this study researcher used Excel

with the product moment formula:

𝐍 ∑ 𝑿𝒀−(∑ 𝑿)(∑ 𝒀)
Rxy :
[𝑵 ∑ 𝑿2−(∑ 𝑿)𝟐][𝑵 ∑ 𝒀𝟐−(∑ 𝒀)𝟐]

35
 Rxy = Correlation coefficient between variables X and Y

N = Total number of Respondents

∑ X = Number of item scores

∑ Y = Total number of individual scores

∑ X2 = Number of squared scores of items

∑ Y 2 = Total score sum squared of items

Criteria :

An instrument is considered valid if the value rcount is greater than

rtable. Conversely, the instrument is considered invalid if the rcount

value is smaller than r table. This determination of validity was done

using a significance level of 5% or 0.05.

3.6.2 Reliability

Stability and consistency in an instrument are related to reliability.

According to Abdullah (2015) reliability is a terminology used to ensure

that a measurement result is relatively consistent even though it is done

repeatedly. Reliability helps researcher to know whether the research

instrument is feasible or not for use in pre-test and post-test. In this case,

36
reliability can be calculated using Excel or SPSS. In this study, researcher

used Excel as a tool to calculate reliability.

To measure the reliability of the test, researcher used the Kudr-

Richardson formula 20 (K-R 20).

𝐾 𝑣 − ∑ 𝑝𝑞
𝑅𝑡𝑡 = ( 𝑡 )
𝐾−1 𝑣𝑡

Information:

𝑹𝒕𝒕 = Test reliability

𝒌 = Number of valid items

𝒗𝒕 = Varian total

𝒑 = Proportion of subjects who answered the question correctly

𝒒 = Proportion of subjects who answered the question incorrectly

∑ 𝒑𝒒 = Number of multiplication results between p and q

The r value is calculated > r table 5%, then the question item is

accepted.

The r value (correlation coefficient) is compared with the critical value of

the table at a significance level of 5%. If the calculated r value is greater

than the critical value of the table, then the null hypothesis can be rejected

and the item accepted.

Table 3.1 Interpretation of Correlation Coefficient Values

37
 Coefficient Interval Correlation Level

0.00 – 0.199 Very Low

0.20 – 0.399 Low
0.40 – 0.599 Medium

0.60 – 0.799 Strong

0.80 – 1.000 Very Strong

The higher the reliability correlation coefficient value, the better the

measurement instrument is in measuring the variable under study. The

value of the reliability correlation coefficient that is considered good

depends on the research context and can be determined using certain

criteria, such as the instrument reliability correlation coefficient criteria

table.

3.7 Data Analysis

Data analysis is performed after the data is collected. Data analysis is

transforming and grouping data into one column, category, and unit of basic

description. In this study, quantitative data obtained from pre-test and post-test

results for students and respondents who have filled out questionnaires will be

analyzed using Excel. The data obtained from this study include positive and

negative data points, as well as data points that do not support the research

hypothesis. The study was conducted using statistical methods to obtain significant

score differences. The results of the data analysis show that using brain -based

38
learning is effective for teaching English reading, and the results will be used to

improve English reading mastery in junior high school students.

3.7.1 Normality Test

A normality test is a type of test that is carried out before adding data

based on an approved research model. The purpose of the data normality

test is to understand the data distribution of a particular variable used in

research. Good data is often used to validate research distribution models.

3.7.2 Homogeneity Test

Analysis carried out to find out whether data variance is

homogeneous or not is known as homogeneity variance. The goal is to find

out whether or not the conditions of the control group and the experimental

group are the same. This homogeneity test is also based on the pretest results

in each class.

3.7.3 Hypothesis Test

The purpose of a hypothesis test is to measure the degree of

agreement or disagreement with a given hypothesis. This process of testing

hypotheses uses statistics so that they can ultimately be concluded or

rejected. A statistical hypothesis is a hypothesis about conditions predicted

in a particular population. To evaluate the hypothesis, a t-test: Two Samples

Assume the Same is used.

39
a. Hypothesis :

𝐻0 : t ≤ 0.05 Brain-based learning effective In improving

students' English reading skills

𝐻1 t > 0.05 Brain-based learning is not effective In

improving students' English reading skills.

b. Significance level :

α = 0.05

c. Statistical test :

Using the t-Test: Two-Sample Assuming on Excel.

d. Decision criteria :
𝐻0 is rejected if Sig. ≤ α 0.05

40
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter contains data analysis from the pre-test, normality test,

homogeneity test, data analysis from the post-test, hypothesis test, and discussion.

4.1. Finding

In this section, the researcher explains the results obtained during the study,

which includes analyzing the data obtained after conducting the pre-test and post-

test in the experimental and control classes. In addition, researchers also took data

through questionnaires in the experimental class.

4.1.1. Data Analysis of Post-Test

The post-test will be conducted on May 19, 2024. The post-test was

conducted on the same day as the last day of treatment, and the post-test was

conducted after three treatments were carried out in the classroom using brain-based

learning methods. In this post-test, students are asked to answer four essay

questions in the form of recount text where the questions are the same as the pre -

test questions but with different readings. The purpose of the different reading

content is so that students do not answer questions based on their memory because

they have answered the same questions before. Post-test in the form of essay

questions with a working time of one lesson hour (40 minutes). Just like the pre -

test, in its implementation, students are asked to answer the questions that have been

41
distributed by answering essay questions in the form of recount text. It can be seen

from the results of students' post-test scores in the following table, there is a

comparison of scores from before the treatment was given in class.

Table 4.1 Post-test Score of Experimental Class Students

No. Initials Name Post-test Score

1. AJH 80

2. ACSA 80

3. ATN 100

4. DHA 92,5

5. DK 92,5

6. ER 92,5

7. EW 80

8. FA 80

9. HAA 100

10. IR 100

11. KA 87,5

12. KAP 80

13. LM 87,5

14. MRP 80

15. MNRA 100

16. MRK 100

17. MD 70

18. MRJAS 80

42
 19. RII 80

20. RJ 87,5

21. SE 75

22. SM 100

23. SAH 80

24. WRP 70

∑ 2075

Average score 86,46

From the post-test results in table 4.1, it can be seen that the results

of the scores from class 8D as an experimental class, it can be known that

the lowest post-test score of the students is 70 and the highest score is 100.

With this score, the average obtained is 86,45. For the distribution of

students' post-test scores can be seen from the following histogram graph:

Diagram 4.1 Post-test Experimental Class

Post-test Experimental Class

10
Number of Person

8
6
4
2
0
[70,75] [75,80] [80,85] [85,90] [90,95] [95,100]
Post-test

43
 Based on the histogram graph above, it can be seen the distribution

of student scores from lowest to highest, along with the number of students

in each grade in the experimental class. Based on the histogram chart in the

range 70-80 there are 13 students, in the range 81-90 there are 3 students,

and in the range 91-100 there are 8 students. From the results listed on the

histogram chart, it can be concluded that three students in the class get a

score below the passing score or KKM, which is 76. The descrip tive

statistics of the post-test scores of the experimental class are as follows:

Table 4.2 Descriptive Statistic of Post-Test Experimental Class

From table 4.2 it can be seen that the mean value of the experimental

class post-test is 86,46 with the standard deviation value obtained from the

experimental class post-test is 9.916. The table above shows that the

minimum score of students is 70, and the maximum score is 100. From the

data above, it can be seen that the standard deviation is smaller than the

average total score of students, so it can be concluded that the pre-test scores

of the experimental class have good data quality.

44
Table 4.3 Post-test Score of Control Class

No. Initials Name Post-test Score

1. ANP 82,5

2. AS 95

3. AHHT 95

4. AF 77,5

5. BH 70

6. DKA 70

7. DN 65

8. EAAR 65

9. FSR 50

10. FIE 62,5

11. FRD 95

12. FJI 55

13. FAB 65

14. IT 77,5

15. KOIA 77,5

16. LAF 82,5

17. LZ 70

18. MMA 70

19. MRAF 77,5

20. MLRAR 70

21. MRA 82,5

45
 22. MAH 82,5

23. MYA 95

24. MNA 70

25. NL 95

26. RMP 77,5

27. RDA 77,5

28. TNT 70

29. UQNF 70

30. VDNF 65

31. YMSS 82,5

32. ZSM 77,5

33. MWP 82,5

∑ 2500

Average score 75,75

From the post-test results shown in table 4.3, it can be seen that the

test results of class 8B MTsN 15 Jombang as a control class. It can be known

that there is one student with a low score of 50, and there are 4 students with

the highest score of 95. With the acquisition of this value, the average

obtained is 75,75. For the distribution of student scores can be seen from the

following histogram graph:

46
 Diagram 4.2 Post-test Control Class

Post-test Control Class

9
8
7
Number of Person

6
5
4
3
2
1
0
[50,55] [55,60] [60, 65] [65,70] [70,75] [75,80] [80,85] [85,90] [90,95]
Post-test

Based on the histogram chart above, it can be seen the distribution

of student scores from lowest to highest, along with the number of students

(frequency) in each grade in the control class. Based on the histogram chart

in the range 50-65 there are 7 students, in the range 66-75 there are 8

students, and in the range 76-95 there are 18 students. From the results listed

on the histogram chart, it can be concluded that 15 students in the class

scored below the passing score or KKM, which is 76. The descriptive

statistics of post-test value data of the control class are as follows:

Table 4.4 Descriptive Statistic of Post-test Control Class

47
 From table 4.4 it can be seen that the mean value of the control class

post-test is 75,76 and the standard deviation value obtained from the control

class post-test is 11,379. The table above shows that the minimum score of

students is 50, and the maximum grade is 95. From the above, it can be seen

that the standard deviation is smaller than the mean total score of students,

so it can be concluded that the pre-test score of the control class has good

data quality.

4.1.2 Students’ Achievement in English Reading Skills Before and After

Using Brain Based Learning

The following are the results of student work through pre-test and

post-test. the purpose of these results is to compare the control class and the

experimental class to determine whether there is an increase or even a

decrease.

Table 4.5 Result Pre-test and Post-test of Experimental Class

Difference
No. Initials Name Description
Pre-test Post-test
1 AJH 62,5 80 Increase
2 ACSA 70 80 Increase
3 ATN 80 100 Increase
4 DHA 45 92,5 Increase
5 DK 45 92,5 Increase
6 ER 42,5 92,5 Increase
7 EW 42,5 80 Increase
8 FA 45 80 Increase
9 HAA 62,5 100 Increase

48
 10 IR 80 100 Increase
11 KA 45 87,5 Increase
12 KAP 70 80 Increase
13 LM 70 87,5 Increase
14 MRP 45 80 Increase
15 MNRA 75 100 Increase
16 MRK 45 100 Increase
17 MD 45 70 Increase
18 MRJAS 70 80 Increase
19 RII 55 80 Increase
20 RJ 45 87,5 Increase
21 SE 45 75 Increase
22 SM 67,5 100 Increase
23 SAH 45 80 Increase
24 WRP 42,5 70 Increase
Average 55,83 86,46 Increase

From the table of pre-test and post-test results of the experimental

class, it can be seen that there are differences in students' scores. Pre -tests

are given before brain-based learning treatment in class, and post-tests are

given after treatment. There is an increase in student scores seen from the

second result. Not only that, there is also the average obtained in the

experimental class pre-test score which was originally 55.83 and the average

post-test score became 86.46. This means that the average value has

increased by 30.63. From these results, it can be concluded that the average

value of the pre-test is lower and the average value of the post-test is higher.

49
 Table 4.6 Result Pre-test and Post-test of Control Class

Difference
No. Initials Name Description
Pre-test Post-test
1 ANP 62,5 82,5 Increase
2 AS 70 95 Increase
3 AHHT 45 95 Increase
4 AF 45 77,5 Increase
5 BH 45 70 Increase
6 DKA 42,5 70 Increase
7 DN 47,5 65 Increase
8 EAAR 45 65 Increase
9 FSR 62,5 50 -
10 FIE 70 62,5 Decrease
11 FRD 45 95 Increase
12 FJI 55 55 Increase
13 FAB 47,5 65 Increase
14 IT 45 77,5 Increase
15 KOIA 75 77,5 -
16 LAF 47,5 82,5 Increase
17 LZ 45 70 Increase
18 MMA 70 70 -
19 MRAF 45 77,5 Increase
20 MLRAR 45 70 Increase
21 MRA 42,5 82,5 Increase
22 MAH 77,5 82,5 Increase
23 MYA 95 95 -
24 MNA 70 70 -
25 NL 70 95 Increase
26 RMP 80 77,5 Decrease
27 RDA 70 77,5 Increase
28 TNT 62,5 70 Increase
29 UQNF 77,5 70 Decrease
30 VDNF 62,5 65 Increase
31 YMSS 62,5 82,5 Increase
32 ZSM 70 77,5 Increase

50
 33 MWP 55 82,5 Increase
Average 59,09 75,75 Increase

From the table of pre-test and post-test results of the control class, it

can be seen that there are differences in students' scores. There was an

increase in student scores as seen from the second result. Not only that, there

is also the average obtained in the experimental class pre-test score which

was originally 59,09 and the average post-test score became 75,75. The

average score of the control class increased by 16,66. From these results, it

can be concluded that the average value of the pre-test is lower and the

average value of the post-test is higher.

4.1.3. Result of Validity Testing

Testing the validity of question items is carried out with construct

validity and content with question validators, namely lecturers and teachers.

Researchers gave 4 validity questions to grade 8C students who were not in

the control class and experimental class. The validity test is only performed

once in 40 minutes. The validity test of the question items will be conducted

on May 5, 2024.

In this study, researchers used Microsoft Excel to conduct validity

tests. By using the Corel formula in Microsoft Excel to find out the r count

of each question item, the following results are obtained:

51
 Picture 4.1 Test of Validity

From the results of the validation test above, it can be seen that the

question can be said to be valid if r counts > r table. From questions number

1-4, it can be seen that all questions are said to be valid after a validation

test. So that the four questions are worthy of testing.

4.1.4. Result of Reliability Testing

Reliability tests are performed after validation tests of each question.

Reliability tests are performed to measure whether the test gets relatively

the same results each time it is tested. In this study, researchers used

Microsoft Excel to test reliability tests by obtaining the following results:

52
 Picture 4.2 Reliability Test

From the results of the reliability test calculation above with the

formula used, namely using the KR20 formula, a result of 0,651 was

obtained. The data is declared reliable with a "strong" correlation coefficient

value.

4.1.5. Result of Normality Testing

The normality test carried out in this study aims to find out whether

the data that has been obtained is normally distributed or not. In this

discussion, researchers used the One-Sample Kolmogorov-Smirnov Test.

Researchers also used the Lilliefors normality test on condition that the data

53
were normally distributed. Data will be received if the significant value of

the normality test is higher than the significant value of α (0.05).

Picture 4.3 Normality Testing

Based on the results of the normality test on SPSS 29 and in figure

4.3, it can be known that the significance value is 0,299 > 0,05. Then it can

be concluded that the residual values are normally distributed.

4.1.6. Result of Homogenety Testing

After the researcher performs a normality analysis of the data that

has been obtained, the researcher calculates the homogeneity. This

homogeneity analysis is carried out to find out whether the pupolation

54
 (sample) taken has the same variance or not. This homogeneity test is a

prerequisite for the independent sample T test and ANOVA test. Based on

the provisions of the homogeneity test, if the significance < 0.05, then the

data used are not homogeneous. Vice versa, if the significance > 0.05, then

the data used is homogeneous. Here are the results of the homogeneity test

through SPSS.

Picture 4.4 Homogeinity Testing

Based on the homogeneity test results of SPSS 29 and the graph

above, which can be seen in the "based on mean" section, it can be seen that

the significance level for the pre-test and post-test experimental

group and control group is 0.766. So it can be concluded that the value is

greater than 0.05 (α = 5%). This means that the data from both classes are

homogeneous and can proceed to the hypothesis test.

4.1.7. Result of T-Test and Hypothesis Testing

After conducting validity and reliability tests, researchers concluded

that the data used in this study were valid and reliable. After obtaining the

results of the validity and reliability test, the researcher proceeded to test

and analyze the normality and homogeneity test. Based on the test results,

researchers concluded that the data used in this study had a normal and

homogeneous distribution.

55
 The next step, researchers conducted data analysis in the form of

hypothesis tests or t-tests to find out whether there was a significant

influence between classes given brain-based learning treatment and classes

that were not given the treatment.

Table 4.7 Result Gain Score Experimental Class and Control Class

Experimental Group Control Group

Pre- Post- Gainscore Pre- Post- Gainscore
No test test experimental No test test control
1 62.5 80 17,5 1 62.5 82.5 20
2 70 80 10 2 70 95 25
3 80 100 20 3 45 95 50
4 45 92.5 47,5 4 45 77.5 32,5
5 45 92.5 47,5 5 45 70 25
6 42.5 92.5 50 6 42.5 70 27,5
7 42.5 80 37,5 7 47.5 65 17,5
8 45 80 35 8 45 65 20
9 62.5 100 37,5 9 62.5 50 -12,5
10 80 100 20 10 70 62.5 -7,5
11 45 87.5 42,5 11 45 95 50
12 70 80 10 12 55 55 0
13 70 87.5 17,5 13 47.5 65 17,5
14 45 80 35 14 45 77.5 32,5
15 75 100 25 15 75 77.5 2,5
16 45 100 55 16 47.5 82.5 35
17 45 70 25 17 45 70 25
18 70 80 10 18 70 70 0
19 55 80 25 19 45 77.5 32,5
20 45 87.5 42,5 20 45 70 25
21 45 75 30 21 42.5 82.5 40
22 67.5 100 32,5 22 77.5 82.5 5
23 45 80 35 23 95 95 0
24 42.5 70 27,5 24 70 70 0
25 70 95 25
26 80 77.5 -2,5
27 70 77.5 7,5

56
 28 62.5 70 7,5
29 77.5 70 -7,5
30 62.5 65 2,5
31 62.5 82.5 20
32 70 77.5 7,5
33 55 82.5 27,5

Picture 4.5 Hypothesis Testing

Researchers used Microsoft Excel to analyze the data. Based on the

results of hypothesis tests that have been carried out using the T-test: two

samples assuming the same variance. H0 is rejected and Ha is accepted if T

counts > T table or t < 0.05. Then vice versa, H0 is accepted and Ha is

rejected if T counts < T table or > 0.05. From the results above, it is found

that T counts > T table is 3.43 > 2.00 So it can be concluded that the use of

brain-based learning in English language learning in lower secondary

schools is effective and there are changes after treatment.

57
4.2. Discussion

In this study, the researcher conducted research in a junior high school in

Jombang. The researcher used a sample of two different classes in conducting her

research. The research sample consists of 8D classes as the experimental group and

class 8B as the control group. There is a difference in the number of students

between the two classes, where class 8D consists of 24 students and class 8B

consists of 33 students. In this study, all students were asked by the researcher to

undergo the same pre-test and post-test, which all students could take. The purpose

of these two samples was to evaluate whether there was an effect of the treatment

given to one class and compare it with the class that did not receive similar

treatment. The treatment is the application of brain-based learning in one classroom.

The experimental class applied brain-based learning, while the control class

continued to undergo learning as usual without special treatment.

Before carrying out research in the experimental class and control class, the

researcher ran a test of questions in another class, namely class 8C. This trial aims

to assess the validity and reliability of the questions that will be used as pre-test and

post-test. The test given consists of 4 description questions with a processing time

of 40 minutes. The validity of the questions is tested to assess the suitability of the

questions to be used. The results of the validity test show that the questions are

considered valid or suitable for use. Abdullah (2015:256) explained that the validity

of evaluating the extent to which the research instrument is able to measure what

should be measured. Similarly, reliability is used to assess the consistency of

58
measurement results from the research instruments used. Reliability, as explained

by Abdullah (2015:256), indicates that the measurement results remain relatively

consistent even if they are done repeatedly.

Before the post-test questions were tested, the researcher gave treatment to

the experimental class through brain-based learning. In the learning process, the

researcher applies seven stages as described in chapter two or known as literature

review. These stages include pre-display level, preparation stage, initiation and

acquisition phase, elaboration stage, incubation stage and memory insertion,

verification and confidence checking phase, and celebration and integration stage.

In the process of treating the experimental class, the researcher took three

meetings. In the first meeting, the researcher approached the students so that the

students felt comfortable in the learning process. In addition, the researcher

explained in general the material to be studied. As this is the initial stage in the

brain-based learning process, namely the pre-exposure stage. Furthermore, the

researcher entered the material to be delivered. Where the researcher explains the

material by relating it to daily life. In this case, the researcher explained a material

about recount text, starting from the definition, purpose, formula, and so on. This is

the implementation of the second stage, namely the preparation stage.

After the material is delivered, students are asked to create groups with the

aim of creating connections and communicating with each other. With a total of 24

students in the experimental class, researchers created groups with friends on one

or two benches. The goal is to make it easier for students to discuss later. After

59
being divided into groups, the researcher provided an example of a question in the

form of a recount text where the question was similar to the pre-test question that

had been tested. Then, students are asked to study the student's worksheet and

discuss it with their peers to fill out the student's worksheet. This can be called the

initiation and acquisition stage.

Enter the next stage, namely the elaboration stage. The researcher provides

an opportunity for students to show the results of group discussions in front of the

class. Students are asked to re-read the recount text on the questions that have been

given. The goal is to attract students' interest in reading, especially in English

lessons. Then answer the practice questions that have been discussed with their

respective groups. The researcher only called a few representatives from the group

to move forward, and for the other students to pay attention and give responses or

questions. In this case, the researcher uses electronic media in the form of

LCD/projector so that students are more enthusiastic in presenting the results of

their discussions. As an appreciation, the researcher gave prizes to students who

dared to move forward with the aim that other students could be interested and more

enthusiastic in the learning process.

After discussing the students' worksheets, the researcher gave them a break

by doing ice breaking. In this ice breaking, researcher showed a video that can

improve students' concentration and memory. The video contains basic brain

gymnastics movements where it can improve learning skills because students find

learning more enjoyable with the appearance of the video. This is called the

incubation and memory entry stage, providing an opportunity for the brain to

60
process information indirectly with the aim of stimulating creative processes and

divergent thinking, which is an important part of brain-based learning.

After doing ice breaking, the researcher checked again whether the students

had understood the material well or not. Researcher use a variety of evaluation

methods, such as reflective questions, reflective assignments, or group discussions,

to measure students' understanding in more depth. This stage is called the

confidence verification and checking stage, which aims to ensure that students have

a deep and accurate understanding of the learning material. This involves reflection

and self-evaluation of the extent to which students' beliefs correspond to their level

of understanding. In the last stage, the researcher concludes the material that has

been studied and informs the students about the material for the next meeting. In

addition, the researcher also asked students to study the recount text that had been

given because at the next meeting students would be asked to read the text one by

one and analyze according to the general structure of the recount text.

In the control class, learning is carried out conventionally without applying

the seven stages contained in brain-based learning. The teacher gave an explanation

of the material and some practice questions to the students. The conditions in the

control class were not much different from those in the experimental class, where

most students were less interested in English lessons, especially in the reading

aspect. As a result, students tend to feel bored and pay little attention to the teacher

in front of the class. Students in the control class were also given a post-test in the

form of the same description questions given to students in the experimental class.

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The test was conducted so that researcher could measure the effectiveness of brain-

based learning in students' reading ability.

The treatment was given three times with several different reading texts. At

the first meeting, students were given a short reading text where students worked

individually. Here, they showed their attention to the reading text and then tried to

answer the questions in the reading. In the second and third meetings, students were

given other reading texts and worked in groups consisting of two people.

Researcher saw that students enjoyed the text a lot. This is based on guidelines for

using brain-based learning, which is using reading materials that connect with

previous material and are in accordance with experiences or daily life.

Researcher confirmed that brain-based learning significantly helps measure

students' comprehension in English reading ability. Students' ability to find the main

idea and supporting details is influenced by the initial explanation before reading

and the context of the material that is in accordance with the student's knowledge

background, so that the material becomes interesting to be studied in depth by

students. Therefore, brain-based learning can be applied in education by asking

students to learn to think critically and analyze abstract concepts and subtle details.

These strategies, identified through research based on what good readers do when

they read, help students become meta-cognitive.

Researcher have also succeeded in creating a relaxed environment with

various activities that stimulate students to concentrate fully. Techniques such as

humor and telling funny stories at the beginning of class reduce stress that may

62
come from embarrassment due to academic difficulties. The use of pair-share is

also a brain-based collaborative strategy used to minimize student stress in risking

answers in front of the whole class (Cain & Cain, 1994)

After the treatment was carried out, the researcher used pre-test and post-

test as a tool to measure the effectiveness of brain-based learning, then the results

of the pre-test and post-test were calculated into SPSS 29.0. From the results of the

test, it was stated that the calculation between the pre-test and the post-test showed

that the use of brain-based learning was effective in teaching reading by looking at

students' scores in reading ability, especially in reading recount texts. The results of

data analysis using SPSS 29.0 showed that the average pre-test was 55.83 and the

post-test increased to 86.46 after receiving treatment. The mean of the pre-test was

lower than the post-test (55.83 < 86.46), which means that the null hypothesis can

be rejected. In addition, it can be concluded that the application of brain -based

learning is effective in improving students' English reading skills.

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 CHAPTER V

CONCLUSION

This last section contains conclusions from each impact of the conversation

that has been discussed and written before. This chapter also contains suggestions

addressed to teachers and researchers for the future.

5.1. Conclusion

Based on the results of hypothesis testing in research findings, it can be

concluded that students' reading ability is higher after teaching in the form of brain-

based learning. This means that the use of brain-based learning is effective to be

used as a learning method in improving students' reading skills, especially in terms

of reading text recount. This is evidenced by the results of hypothesis testing using

the T-test: two samples assuming the same variance using Microsoft Excel, it can

be seen that T is calculated > T table, which is 3.43 > 2.00. Based on the results of

the t-test, it means that the null hypothesis (H0) is rejected and the alternative

hypothesis (Ha) is accepted. Thus, treatment using brain-based learning can be said

to be successful.

In addition, research findings show that the brain-based learning process

motivates students to read English, especially reading recount texts. This can be

seen in students who are active and interested during the learning process. This can

be seen from the students who are active and interested during the learning process.

Besides, students become more enthusiastic in every English learning process

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Overall, it can be said that this study can measure the effectiveness of brain-based

learning in students' reading skills, especially on text recount. Furthermore,

teaching reading recount texts using brain-based learning is effective and can

increase reading interest in eighth-grade students in MTsN 15 Jombang.

5.2. Suggestion

Based on the results of this study, researchers would like to provide some

suggestions as follows:

5.2.1. English Teachers

Teachers are advised to use brain-based learning as an alternative method

of teaching to improve reading learning. Given the feasibility of implementing

brain-based learning in increasing students' reading interest, researchers propose

that educators at MTsN 15 Jombang use brain-based learning as a fun reading-

learning procedure. Teachers are also advised to modify the application of learning

by adjusting the situation and conditions of the class so that students can be more

enthusiastic in following it. In addition, it can also be advised educators to provide

a lot of motivation to students and pay more attention to students who have low

morale and motivation. This learning is flexible and can be used anywhere and

anytime as well as possible.

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5.2.2. For Next Researchers

Future research can use this research as an inspirational idea , they can

develop brain-based learning methods in other cases. In addition, researchers can

further use this research as a reference to support several sources. Researchers hope

that further researchers can conduct research using different research methods and

develop brain-based learning on other language skills.

66
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APPENDICES

70
Appendix I Survey Permit

71
Appendix II Research Permittion Letter

72
Appendix III Validation Sheet

73
74
 Appendix IV Try-Out Test English Reading

QUESTION GRID OF VALIDITY

KISI-KISI SOAL VALIDITAS VOCABULARY

Nama Sekolah : MTsN 15 Jombang

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Genap
Jumlah Soal : 4 soal uraian
Waktu : 40 menit

Capaian Pembelajaran Chapter/Unit Learning Type of Number of

Objectives Question Question

Pada akhir Fase D, peserta Compose very 1. students can Essay 1-4
didik menggunakan teks short and analyze the
lisan, tulisan dan visual
simple written structure of
dalam bahasa Inggris untuk
berinteraksi dan recount texts personal
berkomunikasi dalam related to recount texts
konteks yang lebih beragam personal 2. students can
dan dalam situasi formal dan experiences in analyze the
informal. Peserta didik linguistic
the past
dapat menggunakan elements in
berbagai jenis teks seperti (personal
personal
narasi, deskripsi, prosedur, recount)
recount texts
teks khusus (pesan singkat,
iklan) dan teks otentik
3. students can
menjadi rujukan utama organize
dalam mempelajari bahasa random words
Inggris di fase ini. Peserta into sentences
didik menggunakan bahasa in simple past
Inggris untuk berdiskusi dan tense well.
menyampaikan 4. students can
keinginan/perasaan.
assemble
Pemahaman mereka
terhadap teks tulisan
random
semakin berkembang dan paragraphs
keterampilan inferensi into personal
mulai tampak ketika recount texts
memahami informasi 5. students can
tersirat. Mereka compose
memproduksi teks tulisan personal
dan visual dalam bahasa
recount text
Inggris yang terstruktur
dengan kosakata yang lebih

75
beragam. Mereka
memahami tujuan dan
pemirsa ketika
memproduksi teks tulisan
dan visual dalam bahasa
Inggris.

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 LESSON PLAN

Experimental Class Control Class Time

Pree Ctivity Pree Activity 15 minutes

Pre-Exposure Stage - Greeting

- Check student
- Greeting attendance
- Check student - The teacher asks the
attendance students how they
- The teacher asked the are doing
students how they - Teachers deliver
were doing and gave topics and materials
a little ice breaking - The teacher warms
up about the recount
Preparation Stage text

- Presenting topics and

materials
- Warming up about
recount text
Core Activity Core Activity 65 minutes

- The teacher gives an - The teacher gave an

example of the example of recount
recount text and is text
associated with daily - The teacher gave
life practice questions
about the recount
Initiation and Acquisition text
Stage - Practice questions
discussed together
- The teacher creates a - The teacher gave
group of two people some more
- Teachers give complicated
worksheets to each questions about the
group recount text

Elaboration Stage

- The teacher asks

students to discuss
- The teacher asked the
students to present

77
 the results of the
discussion in front of
the class
- The teacher
accompanies students
during the process of
working on each
group's problems

Incubation and Memory

Insertion Stages

- Teachers give
students breaks by
showing videos that
can motivate students
in learning
- Teachers again
provide
understanding of the
material to students

Verification and
Verification Stage

- The teacher double-

checks the students'
understanding of the
material
- The teacher again
gives more
complicated practice
questions individually
The Last Activity The Last Activity

Celebration and Integration - Teachers ask students

Stage to collect student
learning outcomes
- The teacher again - Teachers close class
gave a conclusion of and pray together
the material and
informed about the
material at the next
meeting

78
- Teachers close class
and pray together
- The teacher gave a
little celebration such
as clapping together

79
VALIDITY TEST

80
81
82
Appendix V Pre-Test English Reading

83
84
Appendix VI Post-Test English Reading

85
86
Appendix VII Students Answer Sheet

87
88
89
90
Appendix VIII Letter of Completion Res

91
Appendix IX Documentation

92
93
94
Appendix X Evidence of Guidance Consultation

95
Appendix XI Thesis Consultation Logbook

96
Appendix XII Curriculum Vitae

Curriculum Vitae

Nama Lengkap : Fildzah Nabilah Al Firdaus

Tempat, Tanggal Lahir : Jombang, 16 Januari 2001
Jenis Kelamin : Perempuan
Agama : Islam
Fakultas : Ilmu Tarbiyah dan Keguruan
Jurusan : Tadris Bahasa Inggris
Perguruan Tinggi : UIN Maulana Malik Ibrahim Malang
Alamat Rumah : Kedawong Diwek Jombang
No. Hp / Telp : 082257262031
Alamat Email : vidaanabiilaaa@[Link]

Riwayat Pendidikan

1. 2007-2013 MIN 1 Jombang

2. 2013-2016 MTsN 3 Jombang
3. 2016-2019 MAN 3 Jombang
4. 2019-2024 UIN Maulana Malik Ibrahim Malang

Malang, June 7, 2024

Mahasiswi,

Fildzah Nabilah Al
Firdaus
NIM. 19180059

97