1

ASSIGNMENT

MINI RESEARCH ABOUT

THE APLICATION OF NUMBERED HEAD TOGETHER (NHT) TEACHING IN IMPROVE READING COMPREHENDING IN RECOUND TEXT

Written BY:

UMMI SALAMAH BP.409 451

ENGLISH TADRIS DEPARTMENT OF TARBIYAH FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) IMAM BONJOL PADANG 1433 H/ 2012 M

CHAPTER I INTRODUCTION

1.1

The Background of the Study The background of the study, the researcher will explain about what is

English and the four skills in English such as Reading skill that become the first priority in learning english, because reading is one of information source that has great benefit. When learning reading usually the students boring in the class because the teacher teach by using conventional. The researcher give solution it, it is teaching by cooperative learning such as Numbered Head Together that can the students more active, motivated and fun in learning reading. English is a compulsory subject in Indonesia which become teach formally to Indonesian students when they are in Junior High school. The English subject consists of four skills such as listening, speaking, reading, and writing. Reading skills become the first priority to be teaching between the four skills since communicative approach implementation has been influential in foreign language learning. It is mandated by the legislation, the curriculum of local content subjects must be developed by the schools (school- based curriculum developed) namely Curriculum at the Educational Institution Level (Kurikulum Tingkat Satuan Pendidikan or KTSP) Reading is an activity to understand what the text contains. As one of the language skills, reading contributes to the success of language learning together with the other skills. Reading enables students to find out information from an

array of text, ranging from textbook, newspaper, magazines, advertisements, brochures, etc. Regrettably, the students reading ability in comprehending a text is still far from being satisfactory. It can see in the result of Examination that average the students get score still below KKM (Kriteria Ketuntasan Minimum). Questions of National Examination, Testing of UMB, SPMB are primarily related to reading in addition to grammar, language function, and vocabulary in which question are mainly based on the reading text. The facts also show that the students problems in comprehending text are: first, the strategy a teacher still use conventional in teaching reading. Second, the students do not enjoy the lesson. Third, students have limit number of vocabulary. If students encounter some words they dont know the meaning it, they tend to answer the question by guessing or choosing randomly if the test in the form of comprehension question or in the form of multiple choice. Considering the fact above, there is an urgent need to application a strategy or technique that can help solve these problem and involve the teacher and students so that the teacher are not too dominant in the class and students can be involved in cooperative and interesting activities Such as Cooperative learning strategy. According Johnson and Holubec(1994) cooperative learning is an instructional use of small groups through which students work together to maximize their own and each other learning. This strategy is expected to give alternatives when dealing with students problem in reading ability

comprehendding Genre and overcome boredom in the reading class activities.

Numbered Head Together (NHT) is one of cooperative learning strategy that can be applied for reading activity( Kagan in Richard&Renandaya, 2002). Students are placed in groups and each person is given a number ( from one to the maximum number each group ). The teacher poses a question and students put their head together to figure out the answer. Students can work together to find the answers. Based on the explanation about NHT technique, the Researcher is interested to application Numbered Head Together (NHT) technique in improving students reading ability in comprehending recount text at SMP Swasta Daerah Sei Bejangkar, and researcher using Text Genre to measure how far students reading ability in comprehending text Genre such as Descriptive, Narative, recount, report text Etc. But the reseacher just choose Recount Text as test to this Research.

1.2

The Formulation of The Study Based on the background of the study , it is necessary to formulate the

problem of this research as : 1. How can the application of Numberd Head Together (NHT) techique in improving students reading ability in comprehending Recount text? 2. Are students more motivated and active in reading activity if the teacher applying of Numbered Head Together(NHT)?

1.3

The Scope of the Study This study is primarily focus on the application of Numbered Head

Together(NHT)

technique

in

improving

students

reading

ability

in

comprehending recount text. It is conduct only for the eighth grade students in SMP Negeri 3 Rao.

1.4

The Objective of the Study Based on the background and the scope of the study, the objective of the

study are: 1. To find out the application of Numbered Head Together(NHT) tecnique in improving students reading ability in comprehending Recount text. 2. To find out the students more motivated and active in reading activity if the teacher applying of Numbered Head Together( NHT)

1.5

The Significance of the Study

Theoretically This study will help a teacher and the students in learning English. Numbered Head Together ( NHT) technique to improving the teaching and

learning process in reading skill, especially in comprehending recount text because it is realized that the discussion class technique like Numbered Head Together( NHT) has an important role in helping the students in understanding a text and to be the students more creative and dynamic to explore their ideas during the discussion in Numbered Head Together Technique.

Practically 1. The teacher of English as the basic information in teaching reading

comprehension through Numbered Head Together ( NHT ) technique. 2. The Students as sample to see successfully in improving their knownledge of reading comprehension by Numbered Head Together ( NHT) 3. To everybody who interested in doing research related to this study can be a reference.

CHAPTER II REVIEW OF LITERATURE

2.1

Theoretical Orientation In conducting the research, definition of theories are needed to explain

some concepts applies concerning to the research. The term must be clarified to avoid confusion. The following terms are use in this study. 2.1.1 Definition of Reading Reading is defined as the meaningful interpretation of printed or written verbal symbol ( Kustaryo, 1988: 2 ). Furthermore, Nunan ( 2003 : 68 ) state that reading is a fluent process of readers combining information from a text and their own background knowledge to building meaning. Reading is the ability to draw meaning from the printed page and interpret this information appropriately. Reading is not just saying the words but must always be a meaning getting process, Many students can read the words in the passage perfectly, but they are not able to answer question and comprehend the passage well. When students are given a specific purpose for reading, they tend to see the text as a learning device and read one word at a time. When they come to a word they do not know, they stop to think about it and look it up. Often students sub-vocalize; i.e. read the words on their heads. This gives them time to think about the phrasing and pronunciation, but it means they read very slowly, and

often fail to interpret the whole meaning. They need to read the text two or three times to get even an appropriate sense. It takes and many less motivated learners will give up. Motivated learners do seem to absorb a lot of language by reading very thoroughly. But to become efficient readers, they need to develop a more versatile range of reading habits. Readers need to work out which belong together and form units of meaning a phrasing or chucking process they also need to recognize the key words and phrases. 2.1.2 Reading Purposes According to Grabe and Stoller ( 2002 : 12 ),the purpose for reading are : 1) Reading to search for simple information Reading to search for simple information is a common reading ability. It is a relatively independent cognitive process. It is used so often in reading tasks that it is probably best seen as a type of reading ability. In reading to search, we typically scan or skim the text for a specific piece of information of a specific words. 2) Reading to Learn From Texts Reading to learn typically occurs in academic and professional context in which a person needs to learn a considerable amount of information from a text. It requires abilities to :

a) Remember main ideas as well as a number of details that elaborate the main and supporting ideas in the text. b) Recognize and build rhetorical frames that organize the information in the text. c) Link the text to the readers knowledge base. 3) Reading to Integrate Information, Write and Critique Texts Reading to integrate information requires additional decisions about relative importance of complementary, mutually supporting or conflicting information and the likely restructuring of a rhetorical frame to accommodate information from multiple source. Theses skills inevitably require critical evaluation of the information being read so that the reader can decided what information to integrate and how to do it for the readers goal. Both reading to write and critique tasks may be tasks variants of reading to integrate information. Both require abilities to compose, select, and critique tasks that call upon the reading abilities needed to integrate information. 4) Reading for General Comprehension Reading for general comprehension is the most basic purposes for reading. Reading for general comprehension requires very rapid and automatic processing of words, strong, skills, in information a general meaning representation of main ideas, an efficient coordination of many processes under very limited time constraints. Because of its demands for processing efficiency, reading for general

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understanding may, at times, even be more difficult to master than reading to learn. 2.1.3 Reading Comprehension Comprehension is a special kind of thinking process. The reader comprehends by actively constructing meaning internally from interacting with the material that is read. Successful comprehension involves the readers discovering the meaning needed to achieve the particular purposes set for or by him. To comprehend what is read, readers must organize the information in a way that makes sense to them and accept responsibility for constructing meaning. Among the active process involved are : a) Selective attention selecting relevant information from texts. b) Memory transferring selected information to long term memory. c) Construction making internal connections among ideas learned from the text. d) Integration building connections between existing knowledge and ideas acquired in reading ( McNeil, 1992 : 5 ).

According to Heilman, Bliar, and Rupley ( 1981 : 160 ), reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language. Reading comprehension is best viewed as multifaceted process affected by several thinking and language abilities.

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The readers is the person who must do the comprehension, and therefore the characteristics of the readers as an individual must be considered when assigning materials. The readers familiarity with the concepts as vocabulary presented, decoding ability, purpose for reading and attitude toward reading itself all will influence comprehension. 2.1.4 Levels of Reading Comprehension According to Burns, Roe, and Ross ( 1984 :177 ), there are four levels of reading comprehension : they are literal, interpretative, critical and creative comprehension. Literal comprehension involves acquiring information that is directly stated in a selection. Recognizing stated main ideas, details, causes and effects, and sequences is the basis of literal comprehension and a through understanding of vocabulary, sentences meaning and paragraph meaning is important. Interpretative reading involves reading between the lines or making inferences. It is the process of deriving ideas that are implied rather than directly stated. Skills for interpretative reading include : inferring main ideas in which the main ideas not directly stated, inferring cause and effect relationship when they are not directly stated, inferring referents of pronouns, inferring referents of adverbs, inferring omitted words, detecting mood, detecting the authors purpose in writing, drawing conclusion. Creative reading involves going beyond the material presented by author. It requires the readers to think and to use their imagination as they read. Creative

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reading concerns with the production of new ideas, the developments of new insights, fresh approaches, and original constructs. 2.1.5 Cooperative Learning Cooperative learning is an approach of teaching that makes maximum use of cooperative activities involving pairs and small group of learners in the classroom. Olsen and Kagan (1992 : 8m ) describe that cooperative learning is a group learning activity which is organized, so that the learning depend on the structured exchange of information between the learners in group and in which the learner is accountable for his or her learning, and is motivated to increase the learning of the other. From this description, we can say that cooperative activities, individual activities, seek out to come are beneficial to all other group members. Students learn best when they are actively involved in the process. It means that students learn more of what is taught by working cooperatively with others. Cooperative is not having students sit side by side at the same table to talk with each other, and not assigning a report to a group of students where one students does all the work. Cooperative is much more than being physically near other students, discussing material with other students, helping other students or sharing material among students. 2.1.6 The Nature of Numbered Head Together (NHT) Numbered Head Together (NHT) is one of the cooperative learning structures designed to engage all students to promote their academic and social interactions (Harper, Maheady & Mallette, 1994). Originally, it was developed by

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Spencer Kagan (1989) to make students cooperate better and cultivate their habit of sharing information and ideas. As Olsen and Kagan (1992) indicated, NHT applied time and again to different curriculum materials and in a diversity of subjects, to all grade levels and to any topic in lesson. Furthermore, it is also a simple, content free way of encouraging social interaction in the classroom ( Kagan, 1989). 2.1.7 Other Researchers There are an example from the success people in used the Numbered Head Together(NHT) technique in reading. Zuhriyatus Saadah, Metode Numbered Head Together dalam pembelajaran Bahasa Jerman di SMA Negeri Gondaglegi (2009). This research is a quantitative research using the research design of experiment quotient. The findings in this research show that the students response to NHT technique is positive enough and she conclude that students who are teach using NHT technique. Siti Khodijah Lubis, The Effect of using numbered heads together and think-pair-share strategies on the students ability in reading comprehension narrative text at MAS PAB Medan(2009). This research is a quantitative research using the research design of experiment quotient. The findings in this research show that the students response to TPS and NHT strategies are positive enough and she concluded that students who were taught using NHT strategy got better results than those who were taught using TPS.

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2.1.8

Using of Numbered Head Together

Numbered Head Together is a cooperative learning strategy that holds each students accountable for learning material. Students are placed in groups and each person is given a number ( from one to the maximum number each group ). The teacher poses a question and students put their head together to figure out the answer. The teacher calls a specific number to respond as speaker person for the group. By having students work together in a group, this strategy ensures that each member knows the answer to the problems or question asked by the teacher. Because no one knows which number will called, all team members must be prepared.

Steps of Numbered Head Together: 1. Divide the students into groups of four and give each one a number from one to four. 2. 3. Pose a question or a problem to the class. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer. 4. 5. Ask the question and call out a number randomly. The students with that number raise their hands, and when called on, the students answers for his or her teams. There is an expectation that everyone in the group will be able to answer the question following the discussion. Kagan suggest the teacher phrases questions beginning with, put your head together and or make sure you

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can all. There are many other ways of ensuring the teacher cues the students into the collaborative activity. The students work together. They quite literally put their heads together in order to solve the problem and also ensure the everyone in the group can answer the question. The teacher now ask for an answer by calling a number ( This might be at random or can initially decide by the teacher in order to ensure the process is successful ) the students with the number called then take it in turns to answer. If there are not enough students ready to respond, the teacher may judge that a little more time is needed or extra support given. When the teacher is satisfied answer can be taken, there are a number of choices. Select one students. Select one but ask others to elaborate, comment etc. Ask different students to give a particular part of the answer. These are all sequential responses. The teacher can also use Kagan description as simultaneous answers : All students showing their work. Students use whiteboards to show their group work. Positive Interdependence The students are able to learn from each other.

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They must also work together to ensure there is one product to their learning. They must check that everyone can understand and answer the question.

Individual Accountability High students are accountable to each other for sharing ideas. The students may also be required to share their partners ideas to another pair or whole group. Every student must be able to give the response to the question . Equal Participant Each student within group has equal opportunity to share. It is possible that one student may try to dominate. The teacher can check this does not happen. 2.1.8.1 The Advantages of Numbered Head Together 1. It can improve students academic achivement and be applied to almost all subject areas. 2. It can increase students engagement 3. It decreases dominance from cleaver students so that students equal participation will be apparent. 4. It motivates students to learn 5. It encourages peer tutoring from smart students who know the answer to other team members who do not

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2.1.8.2 The Disadvantages of Numbered Head Together 1. Possibility of called number to be called again by teacher 2. Do not all group member called by teacher

3. Bright students tend to act superior 2.1.9 The Nature of Recount Text The purpose of recount text is to tell a series of even happenning one after another. A recount starts with an orientation which introduces participants ( Who) and provides setting (where and when) following the orientation, a series of events are recorded. Finally, a reorientation, which usually gives a reason, conclude recount (Derewianka:1990) A recount text is normally present in the past tense and temporally sequence. A summary of the characteristics of recount is present in the following table. It is so important to note that orientation and reorientation are also called introduction and conclusion. Respectively. Text type Purpose Generic Structure Main Grammatical features Recount To tell a series Orientation(who, of Past tense temporal

events where, when) records sequence events ,

happening one of

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after another A. Types of Recount

Reorientation

Personal recount is recounting an experience in which the author has been directly involved, e.g. oral anecdote, diary entry, and biograpy Factual Recount is retelling an event or incident such as a newspaper report, an accident report Imaginative Recount is taking on a fictitious role and relating imaginary event, e.g. a day in the life of a new puppy. B. Generic (Schematic) Structure Derewianka explain as follows: 1. The focus is on a sequence of events, all of which relate to a particular occasion. 2. The recount generally begins with an Orientation 3. Giving the reader / listener the background information needed to understand the text (i.e, who was involved, where it happened, when it happened). 4. Then the recount unfolds with a series of events 5. Ordered in chronological sequence 6. At various stage there may be personal comment

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7. On the incident ( e.g, we had a wonderful time) C. Significant Language Features General 1. Specific participants (Mrs. Brady, our dog, the shopkeeper) 2. Use of simple past tense ( She Smiled, it Barked, he pointed) 3. Use of action verbs / material process (went, climbed, etc) 4. Use of linking items to do with time ( on Wednesday, then, at the same time, next, later, before) 5. Details irrelevant to the purpose of the next should be avoided. Personal Recount 1. Use the first person pronouns ( I, We) 2. Personal responses to the events can be included, particularly at the end 3. Details are often chosen to add interest or humor Factual Recount 1. Use third person pronouns ( he, she, it, they) 2. Details are usually selected to help the reader reconstruct the activity or incident accurately 3. Sometimes the ending describes the outcome of the activity ( e.g. in a science experiment) 4. 5. Mention of personal feelings is probably not appropriate Details of time, place and manner may need to be precisely stated (e.g. at 2. 35. P. m, between Johnson St and of 80 KM)

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6.

Descriptive details may also be required to provide precise information ( a man with a yellow shirt, black shoes, and long hair weigh 85 kilos and approximately 190 cm tall)

7. 8.

The passive voice may be used(e.g. the breaker was filed with water) It may be appropriate to include explanation and justification

Imaginative Recount 1. Usually written in the first person 2. It may be appropriate to include personal reactions EXAMPLE OF PERSONAL RECOUNT TEXT I went to the swimming pool on Saturday with my grandma and ORIENTATION

GENERIC STRUCTURES

granddad. Grandma brought me a new swimming costume as a treat and I wanted to wear it. First of all I went in the changing rooms with grandma and got changed. You have to put your clothes in a little locker and then you put 10p in so you can look it. It had to put the key on a band round my ankle. Next we went into the water. Granddad sat on the side to watch us but Grandma and I went down the steps into the water. It was very cold and Grandma made me jump up and down

EVENTS

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to get warm. If I wear my arm bands I can nearly swim a width. Grandma cant swim at all. Then got dressed and grandma and granddad bought me a coke and a bag of chips. It was nice because you could sit and eat and watch the swimmers at the same time. I learned the way to do arm and leg movements for breast stroke. Im going to lay on my bed and practice this every day. Next time I go to the pool I might be able to swim. RE- ORIENTATION

2.2

Conceptual Framework The success in teaching reading is influenced by the technique that is used

in that teaching process. That is why the teacher should select the appropriate technique in teaching reading. Numbered Heads together is suitable to be applied in teaching reading. It can improving students reading comprehension because the procedures are do in groups so that student can cooperate, help each other and freely share their ideas about the text that they read. In numbered heads Together is a cooperative learning strategy that holds each students accountable for learning the material. All students have ready to answers the question from teacher. Students are placed in group and each person is given a number ( from one to the maximum number in each group ). The teacher poses a question and students

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put their heads together to figure out the answer. The teacher calls a specific number to respond as speaker person for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or question asked by the teacher. Because no one knows which number will be called, all team members must be prepared. To conclude, teaching reading through Numbered heads together will have a significant influence in improving students reading ability in comprehending recount text. Students will find that reading is more interesting and easier to do.

CHAPTER III RESEARCH METHOD

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3.1

Research Design The research design is conducted in experimental design by using

quantitative research with two groups namely experimental and control group. The Experimental group teaches by using numbered head together (NHT) technique and control group teach conventionally. Both groups give pre-test and post test.

3.3

The Instrument for Colleting Data In this research, the data collected by quantitative data, the writer conduct

a reading test and test of write down recount text . The test used to measure students abilty in comprehending the reading text and test of write down recount text used to measure students comprehending in write a recount text. The test give in the beginning of the study. Students ask to choose one of the best answer of four It is in the from of multiple choices consisting of 16 items to reading comprehension test each correct answer give 5 score and to incorrect answer give 0 score. And the test to measure students comprehending in write a recount text the researcher give 1(one) pure text, and the students ask to write down or retelling the story by using own words. If they write down recount text is right or according with Generic Structure of Recount text, they get 20 score. So the total from the both tests is 100 score.

3.4 3.4.1

The Procedure of Analyzing the data Pre-test

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Pre-test is conducted to find out The students reading ability before having the experiment. The pre-test will give to the students and their tasks is scored. The result of the pre-test is considered as the preliminary data. 3.4.2 Experiment The experiment conducted after the administration of pre-test. There are two experiments conducted in this research. The experimental group will be teach by Numbered Head Together (NHT) technique and the control group will teaching by conventional way.

3.4.3.

Post-test The post-test is administrated to measure students competence after the

treatment. Then the datas take from the test is compared and analyzed. The test for the post test is the same. 3.5 Technique of Data Analysis After collecting the data, the researcher analyzes the data by using Pearson Product moment formula to identify whether reading comprehension of the experimental group is significantly difference from the control group of the end of research. To see the result is statistically significant different. The formula is :
rxy {N X 2 X }{ N Y 2 Y }
2 2

N XY X Y

Where :

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rx y = Relation Coefficients
N = The number of sample tested

X = using Numbered Head Together (NHT) technique Y = using conventional technique XY = The Number of Multiplication Between X and Y

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Ary. D., Jacob. L.C. and Razavieh, A. 1985. Introduction to Research in Education.Third Edition. New York:Holt, Rinehart and Winston Blair, H. & Rupley, H. 1981. Principles and practices of Teaching Reading. 5 Edition. Colombus : A Bell & Howell Company Burn, et el. 1984. Teaching Reading in Today Elementary School. New york : longman Caroll, JA. 2001.Writing and Grammar Communication and Action. New Jersey. Prentice- Hill. Crystal, David (2001). The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge university Press

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Grabe, W.& Stoller, F.L. 2002. Teaching and Researching Reading. British: Pearson Education Harmer, Jeremy, English Language Teaching, New York: Longman, 2004. Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 1994. Kustaryo, S. 1988. Reading Technique for College Students. Depdikbud Directoral Jendral Pendidikan Tinggi Proyek Pengembangan tenaga Kependidikan: Jakarta Mc. Neil. P.J. 1986 . Reading Comprehension, New Direction For classroom Practice. California Nuttal, C. 1980. Teaching Reading Skills in a foreign Language. London : Heinemann Educational Book Sukardi. 2003.Metodologi Penelitian Pendidikan. Jakarta : PT. Bumi Aksara Tinambunan ,W. 1998. Evaluation of students Achievment. Jakarta : Departtemen Pdan K Wallace, M. J. 1998. Action Research Of language Teaacher. Cambridge. University press http://www.Google.com.teachervision.fen.com/groupwork/cooperativelearning/48 538.html#ixzz1atceLAdy accessed 20 January 2012 http//www.google.com.KaganOnline.accessed 15 December 2011

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