Examining the Effectiveness of Reading Comprehension Practice via the Brain-Based Learning Model at SMPN Unggulan Indramayu

Abstract

Text structure has a pivotal role in reading comprehension. It can be visualized in the form of different diagrams. By recognizing the text structure, the students are expected to be able to improve their reading comprehension on exposition text. Brain-based learning model is a learning model that corresponds to the way the brain naturally designed for learning. The present of the study is to examine (1) the effectiveness of the brain-based learning model, (2) the influence of brain-based learning model towards students’ inferential comprehension, (3) the different influence of text structure towards exposition text reading comprehension. Grounded in quasi-experimental research with one group pretest and posttest design, this study provides a detail information of teaching reading via brain-based learning model. Sixty-four excellent students of grade VII SMPN Unggulan Sindang Indramayu grouped into the experimental group and the control group participated in this study voluntarily. Data collection include reading comprehension test and the data quantitatively analysed by statistical analysis. The results of this study showed that (1) brain-based learning model is effective, (2) brain-based learning model can improve students' inferential comprehension, (3) there are different influences of text structure toward reading comprehension of exposition text.