Improving Students’ Reading Understanding Of Morphosyntax Books through Brain Mapping Based on Freedom of Learning

Authors

DOI:

https://doi.org/10.24256/ideas.v10i2.3193

Keywords:

Brain Mapping, Freedom Learning, Morphosyntax, Reading Understanding

Abstract

Morphosyntax is nice material in the learning process with various activities. This study was described as Collaborative Action Research (CCAR), it proposed brain mapping based on freedom of learning as the strategy for English students to solve the students’ problems in understanding reading Morphosyntax material such as (1) lack of vocabulary mastery, (2) unrich reading subskill, (3) lack of critical reading, (4) afraid to share ideas based on what their read and background knowledge. Brain mapping toward pre-implementing, implementing, and result implementing of brain mapping could be reaching the target of the goal reading skill in morphosyntax materials with an average score of 81. Studying English with freedom of learning has a positive effect on students. Most of the students could understand what they read in morphosyntax material, so they could share their ideas, and students’ participation in the classroom was highly positive.

References

Castro Garcés, A. Y., & Martínez Granada, L. (2016). The Role of Collaborative Action Research in Teachers’ Professional Development (El papel de la investigación acción colaborativa en el desarrollo profesional docente). PROFILE: Issues in Teachers’ Professional Development, 18(1), 39–54. https://manchester.idm.oclc.org/login?url=http://search.proquest.com/docview/1826519383?accountid=12253

Handayani, H., Sopandi, W., Syaodih, E., Suhendra, I., & Hermita, N. (2019). RADEC: An Alternative Learning of Higher Order Thinking Skills (HOTs) Students of Elementary School on Water Cycle. Journal of Physics: Conference Series, 1351(1). https://doi.org/10.1088/1742-6596/1351/1/012074

Khofshoh, Z. A., & Arifin, M. (2021). Improving Student’s Reading Comprehension Through English Short Story At Eleventh Grade Of SMAS Nu Centini Laren Lamongan. 4(2).

Kiverstein, J., & Rietveld, E. (2021). Scaling-up skilled intentionality to linguistic thought. Synthese, 198(s1), 175–194. https://doi.org/10.1007/s11229-020-02540-3

Perry, R. J., Samuel, V. T., Petersen, K. F., Shulman, G. I., Haven, N., & Haven, N. (2017). Function, self-regulated learning, and reading comprehension: A training study. Journal of Learning Disabilities, 510(7503), 84–91. https://doi.org/10.1177/0022219415618497.Executive

Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times. Sustainability, 12(20), 8726. https://doi.org/10.3390/su12208726

Rosiana, C., & Cahyanti, T. W. (2022). The Effectiveness Smart Chart to Improve the Students Understanding in Linguistic. 5(2), 87–94.

Rosiana, C., & Rahayu, A. B. (2022). Sosiologi. X.

Sudaryat, Y., Nurhadi, J., & Rahma, R. (2019). Spectral topographic brain mapping in EEG recording for detecting reading attention in various science books. Journal of Turkish Science Education, 16(3), 440–450. https://doi.org/10.12973/tused.10292a

Thamrin, N. R., Widodo, P., & Margana. (2019). Developing Higher Order Thinking Skills (Hots) for Reading Comprehension Enhancement. Journal of Physics: Conference Series, 1179(1). https://doi.org/10.1088/1742-6596/1179/1/012073

Downloads

Published

2023-01-02

Issue

Vol. 10 No. 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Section

Articles

Citation Check

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)