THE USE OF NUMBERED HEADS TOGETHER
USING PICTURES TO INCREASE WRITING ABILITY
OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO
T H E S I S
By:
EMYSTRIA HARDIYANA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO
THESIS
By:
Emystria Hardiyana 09360180
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
Emystria Hardiyana 09360180
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Emystria Hardiyana approved on 27th January 2014.
By
Advisor II, Advisor I,
This thesis was defended in front of the examiners of Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
And accepted as one of the requirements to achieve
Sarjana Degree in English Education
on January 27, 2014
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes
Examiners: Signatures:
1. Dr. Hartono, M.Pd 1. ………...
2. Puji Sumarsono, M.Ed 2. ………...
3. Rina Wahyu Setyaningrum, M.Ed 3. ………...
MOTTO AND DEDICATION
“Sesungguhnya sesudah kesulitan itu ada kemudahan, maka
apabila kamu telah selesai dari suatu urusan, kerjakanlah
dengan sungguh-sungguh urusan yang lain dan hanya kepada Tuhanmulah hendaknya kamu berharap”
(QS.Al-Insyiroh:6-8)
DEDICATION:
I dedicated this thesis to:
My beloved parents who always pray and support me patiently, Ayah and Ibuk (H. Suyono, ST and Hj. Hartini)
My beloved sisters who always pray and support me (Nissa Nur Toriq Hardiyana and Lisa Miftakhul Janna)
My beloved grandmother who always pray for me (Sutiani)
My best friends who always support and help me (Rusunawa 2.8 - 2.12 and C2 class member of English Department 2009)
THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO
Abstract
Teaching English in Indonesia is focused on the four language skills. Those are listening, speaking, reading, and writing skills. Writing is more complex than other three language skills, because writing allows for higher levels of abstraction; more complex ideas can be presented in written form because writing can be read over and over again. The students often feel so annoyed and bored when their teacher taught writing subject in a class. So, the teacher must be creative to find out the appropriate learning strategy to teach writing. NHT is one of the learning models that can create good learning atmosphere so that the students can be motivated, enjoy learning, work cooperatively, and take part actively in the classroom activities, especially in writing activity. In teaching-learning process, there are two important factors that must be noticed. They are learning model and learning media. So, in applying NHT, the teacher can use media like pictures. Pictures can make students easier to express their idea, thought, feeling, and organize their ideas in the written form well.
The purpose of this study is to find whether or not the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto. In conducting this research, the researcher uses a quasi-experimental research design. It is because of the subject used in this research is not randomly assigned to the experimental treatment, but here the researcher uses already assembled classes as the subject of this study. The data for this research is taken from the scores of the written pre-test and post-test. The scores are taken by comparing the pre-test and post-test score.
In this study, the pre-test and post-test scores of both groups are computed using analysis of variance (ANOVA) in SPSS statistics 21 to know whether or not the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto. Based on the result of data analysis, it is found that the use of Numbered Heads Together (NHT) using picture in teaching writing can increase writing ability of tenth grade students at SMKN 1 Mojokerto.
Key words: (NHT as a learning model, Pictures as a learning media, Increase, Writing ability)
Advisor I, The writer,
ACKNOWLEDGMENT
Alhamdulillah, all praise due to Allah SWT, the lord of the world, the almighty
and the most merciful, for his gift to the writer in finishing this thesis. Peace and
salutation be upon to the prophet of Islam Muhammad SAW.
The writer would like to express her deep gratitude to her advisor, Rina Wahyu
Setyaningrum, M.Ed and Santi Prastiyowati, S.Pd, for their patience, willingness, and
invaluable guidance as well as suggestion for completing this thesis writing.
The writer would like to express her deep appreciation to the headmaster (Drs.
Harol Kristiyandoko, MT) and the English teacher (Heru Susanto, S.Pd) of SMKN 1
Mojokerto who had given her the opportunity to conduct this research.
The writer dedicated her deepest and whole hearted gratitude to her beloved
father, H. Suyono, ST, and beloved mother, Hj. Hartini who have love and prays in
the whole day, and never been tired to motivate the writer in every matter.
Finally, a special thank goes to all of her best friends, “Rusunawa 2.8-2.12”, C2
class member of English Department 2009, and many other names who can’t be
mentioned one by one. The writer thanks deeply to you all. May Allah SWT blessings
us, amin.
Malang, 27 January 2014
TABLE OF CONTENT
CHAPTER II REVIEW OF RELATED LITERATURES 2.1 Cooperative Learning ………..…………. 9
2.2 Numbered Heads Together (NHT) Learning Model…... 9
2.2.1 Definition of Numbered Heads Together (NHT) Learning Model ………... 9
2.2.2 The Objective, Strength, Weakness, and Advantage of Numbered Heads Together (NHT) Learning Model. 10 2.2.2.1 The Objective of Numbered Heads Together (NHT) Learning Model ………... 10
2.2.2.2 The Strength of Numbered Heads Together (NHT) Learning Model ………... 10
2.2.2.3 The Weakness of Numbered Heads Together (NHT) Learning Model ………... 11
2.2.2.4 The Advantage of Numbered Heads Together (NHT) Learning Model ……... 11
2.2.3 Activity in Numbered Heads Together (NHT) Learning Model ………... 12
2.3 Picture as Media in Teaching / Learning ………... 14
2.3.1 Definition of Picture as Media in Teaching / Learning ………... 14
2.3.2 The Strength, The Weakness, and The Advantage of Picture as Media in Teaching / Learning ……... 15
2.3.2.2 The Weakness of Picture as Media in Teaching /
Learning ………... 16
2.3.2.3 The Advantage of Picture as Media in Teaching / Learning ………... 16
2.3.3 Kinds of Picture as Media in Teaching /Learning…. 18 2.4 Writing Ability ………... 19
2.4.1 Definition of Writing Ability ………... 19
2.4.2 The Objective of Writing ………... 19
2.4.3 Writing Assessment and Evaluation Rubrics………. 20
2.4.3.1 Formal Evaluation ………... 20
2.4.3.2 Informal Evaluation ………... 27
2.4.3.3 Portfolio Evaluation ………... 28
2.5 Correlation of Numbered Heads Together (NHT) Using Pictures in Increasing Writing Ability ……….. 32
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ………... 35
3.2 Population and Sample ………... 38
3.3 Treatment ………... 39
3.3.1 Treatment for Experimental Group ……... 39
3.3.2 Teaching-Learning Process of Control Group……... 40
3.4 Data Collection ………... 41
3.4.1 Research Instrument ………... 42
3.4.2 Procedure of Data Collection………. 42
3.4.2.1 Pre-test ………... 42
3.4.2.2 Treatment ………... 43
3.4.2.3 Post-test ………... 44
3.4.2.4 Technique of Scoring ………... 45
3.5 Data Analysis ………... 46
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ………... 49
4.1.1 Pre-test ………... 49
4.1.2 The Treatment ………... 53
4.1.3 Post-test ………... 55
4.1.4 Pre-test and Post-test Average Score Result……….. 59
4.1.5 Data Analysis ………... 60
4.2 Discussion ………... 62
APPENDICES
1. Lesson Plan 2. Score 3. Try-out
4. Pre-test and Post-test
5. Treatment and Teaching Learning Process (TLP) Exercise 6. Documentation
7. Surat Keterangan Telah Melakukan Observasi di SMKN 1 Mojokerto
REFERENCESS
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Arsyad, Azhar. 2010. Media Pembelajaran. Jakarta: PT. Raja Grafindo Persada.
Arends, Richard I. 2004. Learning To Teach Sixth Edition. New York: McGraw-Hill Companies.
Arends, Richard I. 2008. Learning To Teach Belajar Untuk Mengajar Edisi ke Tujuh. Yogyakarta: Pustaka Pelajar.
Berns, R.G. and Erickson, P.M. (2001). Contextual Teaching and Learning The
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Available:
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Harmer, J. 2004. How To Teach Writing. Harlow:Longman.
Ibrahim, Muslimin., et al. 2000. Pembelajaran Kooperatif. Surabaya: UNESA Press.
Indriana, Dina. 2011. Ragam Alat Bantu Media Pengajaran. Yogyakarta: Diva Press.
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Bandung: PT. Refika Aditama.
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Sadiman, Arief S., et al. 2011. Media Pendidikan, Pengertian, Pengembangan, dan
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CHAPTER I
INTRODUCTION
1.1 Background of Study
In globalization era, English becomes an international language which plays an
important role as means of communication in the world. In Indonesia, English is
taught in the school as a foreign language (EFL). As a foreign language, English is
taught as one of the compulsory subjects given from elementary school until Senior
High School or Vocational High School. English has important position in Indonesia
curriculum too.
Teaching English in Indonesia is focused on the four language skills. Those are
listening, speaking, reading, and writing skills. The four language skills should be
taught in an integrated manner (Depdiknas, 2006). Although writing is the last of the
four skills to achieve, it does not mean that the skill is easy. Writing is more complex
than other three language skills, because writing allows for higher levels of
abstraction; more complex ideas can be presented in written form because writing can
be read over and over again. Writing is a means of reinforcing other language skills.
In writing, then, more time and energy can be spent on cognitive activities such as
planning and information retrieval, as there is less communicative pressure to
The teaching of EFL writing at High School level aims at developing students
ability in expressing short and simple messages for interaction with people in their
environment. It is also aimed to develop students ability in writing various text types
varying from functional texts for some activities such as inviting people, requesting
someone to do something, and getting things done, to different genres which include
descriptive, procedure, recount, narrative, and report text (Depdiknas, 2006).
Based on the researcher s interview with the English teacher of SMKN 1
Mojokerto, the teacher said that the students difficulty in studying English was in
writing skill. They felt so annoyed when their teacher gave them a writing
assignment. They thought that writing was boring subject that taught by the teacher in
a class. They thought that writing was unimportant subject and difficult than other
English skills such as speaking, listening, and reading.
Moreover, most of students got difficulty to express their idea, thought, and
feeling in the written form. Then the students difficulties were in using the grammar,
choosing the appropriate vocabulary, and organizing their ideas in the written form
well.
Based on the researcher s observation in SMKN 1 Mojokerto, the other problem
appeared when the teaching-learning process lasting was uninteresting activity in
teaching writing. It made the students unmotivated to write because the classroom
atmosphere was individual competition. The students did the writing assignments
individually. They were not accustomed to sharing their ideas and they never work
So, in teaching writing in Vocational High School, the teacher must be creative to
find out the appropriate learning strategy to teach writing. The teacher needs various
kinds of learning strategy in order to reach maximum result for students writing. The
teachers should create good learning atmosphere so that the students can be
motivated, enjoy learning, and take part actively in the classroom activities.
From this experience, the researcher thinks that it is necessary to apply
cooperative learning as a learning strategy in writing class in order to make writing
activity more interesting. The researcher believes that cooperative learning can
stimulate the students to write well. Cooperative learning is the learning strategy
through small group discussion to work together on a common task, and they must
coordinate their efforts to complete the task (Arends, 2004). Bern and Erickson in
Komalasari (2010) state that in cooperative learning, two or more individuals are
working in a small group to achieve the purpose of the study together.
There are various models of cooperative learning strategy such as Numbered
Heads Together (NHT), Students Teams Achievement Division (STAD), Jigsaw,
Cooperative Script, Snowball Throwing, Team Games Tournament (TGT),
Cooperative Integrated Reading and Composition (CIRC), Two Stay Two Stray, and
Think Pair and Share (TPS). In this study, the researcher chooses cooperative
learning type Numbered Heads Together (NHT) to be applied in the teaching writing
in SMKN 1 Mojokerto. In NHT, the teacher divides students into three to five
member teams and has them number off so each student on the team has a different
together, and students put their heads together to figure out and make sure everyone
knows the answer. Then the teacher calls a number and students from each group
with that number raise their hands and provide answers to the whole class
(Komalasari, 2010). NHT is a learning model developed by Kagan in 1998 to involve
more students in the review of materials covered in a lesson and to check their
understanding of a lesson s content (Arends, 2004).
The researcher chooses NHT as a learning model in this research, because she
thinks that teaching writing in SMKN 1 Mojokerto needs special learning model that
can make students do writing assignment in a group not individually. It is necessary
to give an interesting learning model to increase students ability in writing. In NHT,
every student has to discuss the assignment given by the teacher in their own group,
and every member in their group has to understand the answer of that assignment.
NHT is one of the learning models that can create good learning atmosphere so that
the students can be motivated, enjoy learning, work cooperatively, and take part
actively in the classroom activities, especially in writing activity.
In teaching-learning process, there are two important factors that must be noticed.
They are learning model and learning media. So, in applying NHT, the teacher can
use media like pictures, video, slide, etc. Using learning media in teaching-learning
process can motivate the students and make them want to pay attention to and take
part in the learning activity (Hamalik in Arsyad, 2010).
In this study, the researcher chooses to teach writing using pictures as a learning
cooperative learning as a strategy can make writing activity in the class more
interesting. Pictures can make students easier to express their idea, thought, feeling,
and organize their ideas in the written form well.
Aida s research (2008) about the cooperative learning using picture paired
retelling to increase students motivation in writing descriptive text showed that the
motivation of students in writing descriptive text increased about 2,5 %. The students
were not bored in writing activity, but they showed their enthusiastic during the
writing process.
Based on the facts, data, and theories, the researcher would like to conduct a study
to the tenth grade students of SMKN 1 Mojokerto by using activity-based learning
and joyful learning through interesting learning model and media. That is Numbered
Heads Together (NHT) using pictures in teaching writing. NHT can create good
learning atmosphere so that the students can be motivated, enjoy learning and take
part actively in the classroom activities, especially in writing activity. Pictures as
media also make the students easier to express and organize their ideas in the written
form well.
1.2 Statement of Problem
Based on the background above, the researcher formulates the problem as follow:
Does the use of NHT using pictures increase writing ability of tenth grade students
1.3 Hypotheses
In order to give direction in interpreting the data, the researcher provides two
hypotheses:
1. Ho : The use of NHT using pictures does not increase writing ability of tenth
grade students at SMKN 1 Mojokerto.
2. H1 : The use of NHT using pictures increase writing ability of tenth grade
students at SMKN 1 Mojokerto.
1.4 Purpose of Study
Based on the statement of problem above, so the purpose of this study is:
To find whether or not the use of NHT using pictures increase writing ability of
tenth grade students at SMKN 1 Mojokerto.
1.5 Scope and Limitation
This research is scoped on the use of cooperative learning strategy using pictures
in teaching writing skill. Cooperative learning is the learning strategy through small
group discussion to work together on a common task and they must coordinate their
efforts to complete the task. There are various models of cooperative learning strategy
such as Numbered Heads Together (NHT), Students Teams Achievement Division
(STAD), Jigsaw, Cooperative Script, Snowball Throwing, Team Games Tournament
(TGT), Cooperative Integrated Reading and Composition (CIRC), Two Stay Two
level aims at developing students ability in expressing short and simple messages for
interaction with people in their environment. It is also aimed to develop students
ability in writing various text types varying from functional texts for some activities
such as inviting people, requesting someone to do something, and getting things
done, to different genres which include descriptive, procedure, recount, narrative, and
report text. To make the researcher more focus to do this research, so it is limited on
the use of Numbered Heads Together (NHT) using pictures in teaching writing
descriptive text to the tenth grade students at SMKN 1 Mojokerto.
1.6 Significance of Study
Hopefully, this research can be useful to the students, the teachers, and to the
researchers.
a. For the students, this research is expected to give motivation, so they can be
active in learning activity and give improvement to the students writing
ability through the application of NHT using picture.
b. For the teachers, they are able to use NHT using pictures as one of the ways to
improve students writing ability. Then the result of the research can be used
as an input in order to increase the quality of teaching learning process.
c. For the researchers, this research is used to be reference to do the following
1.7 Definition of Key Terms
a. Numbered Heads Together:Numbered Heads Together (NHT) is a learning
model developed by Kagan in 1998 to involve more students in the review of
materials covered in a lesson and the check their understanding of a lesson s
content (Arends, 2004). In NHT (Numbered Heads Together), teacher divides
students into three to five member teams and have them number off so each
student on the team has a different number between 1 and 5, teacher gives an
exercise for every group to be done together, students put their heads together
to figure out and make sure everyone knows the answer, then teacher calls a
number and students from each group with that number raise their hands and
provide answers to the whole class (Komalasari, 2010).
b. Picture:Picture here is as a learning media. According to Sudjana in Arsyad
(2010), picture includes visual media, media that combine between the fact
and ideas clearly and strongly through a disclosure combination of words and
pictures. While Arsyad (2010), picture media are a variety of events and
objects set forth in the form of pictures, lines, words, symbols, or picture.
c. Writing ability: Writing ability is one of abilities that must be mastered by
the students. Many experts have expressed the meaning of writing ability.
According to Harmer (2004) writing is a form of communication to deliver
thought or to express feeling through written form. Accuracy of the idea
While according to Suparno and Yunus (2008), writing is an activity to
