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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


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CHAPTER I

INTRODUCTION

1.1 The Background of the StudyThe 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


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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.


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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 StudyBased 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 teacherapplying of Numbered Head Together(NHT)?


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1.3 The Scope of the StudyThis 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 StudyBased 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) tecniquein improving students reading ability in comprehending Recount text.

2. To find out the students more motivated and active in reading activity ifthe teacher applying of Numbered Head Together( NHT)

1.5 The Significance of the StudyTheoretically

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.


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Practically

1. The teacher of English as the basic information in teaching readingcomprehension through Numbered Head Together ( NHT ) technique.

2. The Students as sample to see successfully in improving their knownledge ofreading comprehension by Numbered Head Together ( NHT)

3. To everybody who interested in doing research related to this study can be areference.


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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 ReadingReading 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


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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 informationReading 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 :


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a) Remember main ideas as well as a number of details that elaborate themain and supporting ideas in the text.

b) Recognize and build rhetorical frames that organize the information inthe 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 attentionselecting relevant information from texts.b) Memorytransferring selected information to long term memory.c) Constructionmaking internal connections among ideas learned from the

text.

d) Integrationbuilding connections between existing knowledge and ideasacquired 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 fromone to four.

2. Pose a question or a problem to the class.3. Have students gather to think about the question and to make sure everyone

in their group understands and can give an answer.

4. Ask the question and call out a number randomly.5. 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 otherways 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 atrandom 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 judgethat a little more time is needed or extra support given.

When the teacher is satisfied answer can be taken, there are a number ofchoices.

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 theirlearning.

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 allsubject areas.

2. It can increase students engagement3. It decreases dominance from cleaver students so that students equal

participation will be apparent.

4. It motivates students to learn5. 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 teacher2. Do not all group member called by teacher3. 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

of events

happening one

Orientation(who,

where, when) records

of events ,

Past tense temporal

sequence


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after another Reorientation

A.Types of Recount 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 imaginaryevent, e.g. a day in the life of a new puppy.

B. Generic (Schematic) StructureDerewianka explain as follows:

1. The focus is on a sequence of events, all of which relate to a particularoccasion.

2. The recount generally begins with an Orientation3. 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 events5. Ordered in chronological sequence6. 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 FeaturesGeneral

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 end3. 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 ascience experiment)

4. Mention of personal feelings is probably not appropriate5. 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. The passive voice may be used(e.g. the breaker was filed with water)8. It may be appropriate to include explanation and justification

Imaginative Recount

1. Usually written in the first person2. It may be appropriate to include personal reactions

EXAMPLE OF PERSONAL

RECOUNT TEXTGENERIC STRUCTURES

I went to the swimming pool on

Saturday with my grandma and

granddad. Grandma brought me a newswimming costume as a treat and I

wanted to wear it.

ORIENTATION

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 DesignThe 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 The Procedure of Analyzing the data

3.4.1 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 posttest is the same.

3.5 Technique of Data AnalysisAfter 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 :

}}{{2222

YYNXXN

YXXYNrxy

Where :


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xyr = 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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