THE EFFECT OF NUMBERED HEADS TOGETHER ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.

THE EFFECT OF NUMBERED HEADS TOGETHER (NHT)

ON STUDENTS’ ACHIEVEMENT IN WRITING

PROCEDURE TEXT

A THESIS

Submitted in partial fulfillment of the Requirements for the degree of Sarjana Pendidikan

Oleh :

DIAH KHOIRUNNISA HARAHAP

Registration Number :2113121017

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Harahap, DiahKhoirunnisa. NIM : 2113121017. The Effect of Numbered Heads Together on Students’ Achievement in Writing Procedure Text.A Thesis. Faculty of Languages and Art (FBS), UNIMED (State University of Medan), 2015

This study aims at discovering the effect of applying Numbered Heads Together on Students Achievement in Writing Procedure Text. It was conducted by using experimental research design. The population was the students at the XI grade of SMA Negeri 1 Percut Sei Tuan. And the sample of the research was two classes divided into two groups, experimental and control group which were chosen by using cluster and random sampling. The grade XI IIS3 was as the experimental group was taught by using Numbered Heads Together, and the XI IIS4 was as the control group was taught by Demonstration Method. The instrument used to collect the data by asking the students to write procedure text. based on the result of the data analysis, it was concluded that using Numbered Heads Together effect students; achievement in writing procedure text (t-calculated > t-table, p=0.05). The using Numbered Heads Together made the students write procedure text correctly then by using Demonstration Method. The calculation of t-test is 3.840> 2.048 with df 28 and the level of significance 0.05. It means that the using Numbered Heads Together has an effect on writing procedure text.

Keywords : Numbered Heads Together, Students’ Achievement, Procedure Text

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ACKNOWLEDGEMENT

First, the writer would like to express thanks to Allah SWT, the Almighty God for Blessing, health, protection, knowledge and opportunity that at last she is able to complete this thesis entitled “The Effect of Numbered Heads Together on Students’ Achievement in Writing Procedure Text” as one of the requirement for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have not been accomplished without the guidance, helping, suggestion, advice, support, motivation and encouragement from people, for which the writer would like to express her grateful which directed to :

 Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of Medan.  Dr. Isda Pramuniati, M.Hum, the Dean of Language and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.

 Nora Ronita Dewi, S.Pd, M.Hum, the Head of English Education Study Program

 Prof. Dr. Busmin Gurning, M.Pd, and Dr. Siti Aisah Ginting, M.Pd, the Thesis Consultant

 Drs. Elia Masa Gintings, M.Hum, Her Academic Consultant and her Reviewers, Prof. Amrin Saragih, M.A, M.Pd and Dra. Masitowarni Siregar, M.Ed.

 All Lecturer who have taught her in English Department.

 Eis Sri Wahyuningsih, M.Pd for the help during the administration along the process of writing this thesis.

 Drs. Mulyadi, M.Pd. the Head Master of SMA Negeri 1 PercutSei Tuan.

 Roland Silalahi, S.Pd and JF Pasaribu, S.Pd the English Teacher in SMA Negeri 1 Percut Sei Tuan.

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 Amd. Kompand M.Rizky Harahap her beloved brothers, and Kiky Putriadi, Amd.Komp her sister in law for their internal material and moral support, care, prayers, guidance, advices, and love during the writer’s life.

 Alm. H.M. Yacoob Harahapand Legimun Pranotoher beloved Grand Fathers, Hj. Siti Halummah Daulay and Tuminem her beloved Grand Mothers.

 Widya, Nashroh, Intan, Indah, Vika, Fitri, Indri, Nina, Dini, Yani, Risma, Junpita, Putri, Putra, Laura, Raideni, Helena, Nomita, Rostina, Thiwi, Ade, Christanti, Christiani, Arni, Connie, Aisyah, Sulwana, kakMastora, KakMastiana, Faisal, Nelaand all member of Dik Regular C 2011 her friends during the last four years.

 DewiKhairani, S.Pd her close friend since in Senior High School for the support and prayed.

 Ary, Yudhi, kakTari, Isma, Danty, Swarman, Hasbi, Icha, Tyas, Mila, Via, and all manegerof HMJ-BSI FBS UNIMED year 2012-2013.

 All members of PPLT SMP Negeri 1 Pantai Cermin 2014.

Medan, Februari 2016 The Writer,

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CHAPTER I INTRODUCTION ... 1

A.Background of the Study ... 1

B. Problem of the Study ... 4

C.Scope of the Study ... 4

D.The Objective of the Study ... 4

E. The Significance of the Study ... 4

CHAPTER II REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Students’ Achievement in Writing Procedure Text ... 6

2. Writing procedure text ... 8

3. Cooperative Learning ... 11

4. Steps of Cooperative Learning ... 15

5. Numbered Head Together (NHT) ... 15

6. Demonstration Method ... 18

B. Relevant Studies ... 21

C. Conceptual Framework ... 22

D. Hypothesis ... 24

CHAPTER III RESEARCH METHOD ... 25

A. Research Design ... 25

B. Population and Sample ... 25

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2. Sample ... 26

C. Instrument of Collecting Data ... 26

D. Procedure of Collecting Data ... 26

1. Pre-Test ... 26

2. Treatment ... 27

3. Post-Test ... 32

E. Scoring of Writing Test ... 33

F. Validity and Reliability of Test ... 33

1. Validity ... 33

2. Reliability ... 34

G. Technique for Analyzing the Data... 34

H. Statistical Hypothesis ... 34

CHAPTHER IV DATA ANALYSIS AND DISCUSSION ... 35

A.Data ... 35

B. Data Analysis ... 36

1. Analyzing the Data Using T-test ... 36

2. Testing Hypothesis ... 36

C.Discussion ... 37

CHAPTHER V CONCLUSION AND SUGGESTION ... 39

A.Conclusion ... 39

B. Suggestion ... 39

LIST OF TABLES

Table 1.1 Students’ Score of Writing Competence Test (XI IIS3) ... 2

Table 1.2 Students’ Score of Writing Competence Test (XI IIS4) ... 2

Table 2.1 The Steps in The Lesson Using The Cooperative Learning ... 15

Table 3.1 Research Design ... 25

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LIST OF APPENDICES

Appendix A : Assessment in Writing ... 43

Appendix B : The scores of pre-test and post-test by the students in experimental group ... 46

Appendix C: The Scores of Pre-Test and Post-Test By The Students in Control Group ... 47

Appendix D : Calculation of Students’ Score in Experimental Group ... 48

Appendix E : Calculation of Students’ Score in Control Group ... 50

Appendix F : The Calculation of T-Table and T-Observed ... 51

Appendix G: Critical Value of t Distribution ... 53

1 CHAPTER I INTRODUCTION

A.Background of Study

English is being an international language that learned by everyone in this era. As an international language, English is learned by students from elementary school to university level. In learning English there are any four skills that must be mastered by student such as reading, listening, speaking, and writing. Writing is one of the four language skills that plays a very important role in second language learning. Harmer (2004 : 79 ) states that writing as a skills by far the most important reason for teaching writing, of course, that is a basic language skills , just as important as speaking, listening, and reading.

Based on the observation that was conducted in SMAN 1 Percut Sei Tuan, writers found that students are reluctant to study writing. They think that writing is difficult. They want to write something but they don’t know what to write, because they

feel so confused. They think that it’s difficult to write what’s in their mind.

Furthermore, they are not confidence with their writing. They said that writing is a complicated lesson. They thought that their writing is so bad because the lack of vocabulary and grammar. Moreover, they said that they don’t understand well about the

rhetorical structure of text. In addition, based on the observation done, the researcher found that there are a numbers of students that can’t pass the Minimum Mastery Criteria

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Table 1.1. Students’ Scores of Writing Competence Test In Two Semester Year 2014-2015

XI IIS 3

Semester Score Students Percentage Mean

1st Semester

Source : students’ accumulated score of grade X IIS 3 students at SMA Negeri 1

PercutSei Tuan year 2014-2015

Table. 1.2. Students’ Scores of Writing Competence Test In Two Semester Year 2014-2015

XI IIS 4

Semester Score Students Percentage Mean

1st Semester

Source : students’ accumulated score of grade X IIS 4 students at SMA Negeri 1

PercutSei Tuan year 2014-2015

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The low score of students’ writing not only caused by the way of teaching and

lack of vocabulary and grammar, they also still confused about the structure of the text and reluctant to ask question to the teacher.

In order to solve the problem, there are so many method, strategy, or technique that can be apply in teaching writing. But, the writer choose Numbered Heads Together (NHT) in teaching writing. Numbered head together is a cooperative learning that can be effective for students in studying writing. As Jolliffe (2007 : 53) states that in applying NHT, member of group are given number and then the teacher call out a number when groups are ready to report and that person must be speak for the group. Groups are not aware which number will be called and therefore has to be sure that everyone is ready to respond.

It can be predict that in applying Number heads together in teaching writing can make students easier in studying writing. They will be more understand in their writing. Because they will have a group discussion where the students can change their idea and have question and answer with their friends in the group. So, they can study writing effectively because there will be only four students in each group.

Based on Curriculum 2013, students are designed to work in a group to make them study cooperatively and respect others’ idea. Kagan (2009:288) says Numbered

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B.Problem of Study

Based on the background of the study, the problem of the study can be formulated in the form of question as follows :

“Is students’ achievement in writing procedure text taught by using numbered

heads together (NHT) is higher than taught by using that demonstration method ? “

C.Scope of Study

This study focuses on students’ achievement in writing procedure text especially in how to make beverage. The level of students being studied is the second grade of senior high school in SMAN 1 Percut Sei Tuan.

D.The Objective of The Study

The objective of the study is to find out whether the students’ achievement in writing procedure text taught by numbered heads together (NHT) is higher than taught by using that demonstration method.

E.The Significance of Study

The finding of the study are expected to be useful for :

1. The result of this research can be used as a reference for those who want to conduct a research about writing, especially writing procedure text.

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3. English teachers can improve and apply Number heads together (NHT) as an alternative for teaching writing especially procedure text

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CHAPTER V

CONCLUSION AND DISCUSSION

A.Conclusion

Based on the result of the data analysis, it was concluded that using numbered heads together effects students’ ability in writing procedure text. The use of numbered heads together made the students write procedure text grammatically than by using demonstration method. It also improved students creativity by sharing their idea with another group member.

From the result of the data, it can be seen that the highest score in experimental group was 93 and the lowest score was 73 in post-test. Meanwhile, the highest score in control group was 80 and the lowest score is 60. So, students achievement in writing procedure text that taught by numbered together is higher than taught by demonstration method. In teaching writing, the hypothesis is possibly used in order to improve the students’ achievement in writing procedure

text.

B.Suggestion

The writer point out some suggestion as following :

1. It is suggested to the English teacher, it is better to applying numbered heads together because it helps students in understanding the procedure text. 2. It is suggested to the students, numbered heads together demands a

3. It is suggested to the readers to know the importance of using numbered heads together in improving students’ achievement in writing procedure text.

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