USING NUMBERED HEADS TOGETHER TECHNIQUE TO IMPROVE
SPEAKING ABILITY AT TENTH GRADE STUDENTS OF SMA
MUHAMMADIYAH 1 MALANG
THESIS
By:
HERDINA LADYCAL SWADHIKA
201210100311230
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
HERDINA LADYCAL SWADHIKA
201210100311230
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
viii
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim …
Alhamdulillah, all praises be upon Allah SWT, the Most Beneficent and Most Merciful, due to His blessing, this challenging thesis can be finished properly in the right time. Peace and blessing also be upon Muhammad SAW, the last prophet in the world. In its final accomplishment, I am totally realized that this thesis is still imperfect. Thus, I openly welcome all criticism and constructive suggestions from all parties as the betterment of this thesis.
Actually, I would like to express my gratefulness and appreciation to my first advisor, Mrs. Rahmawati Khadijah Maro, M.PEd. and my second advisor, Mrs. Laela H. Nurbatra, MA., M.EdLead. for their patience, advices and encourages during guiding me in finishing this thesis.
Additionally, my countless gratitude is dedicated for both of my parents, Ibu Erna Hani Astuti and Bapak Suharto, who ceaselessly offer me with everlasting and peaceable affections. Moreover, my boundless appreciation goes to my sister, Herdian Putri Hastari for his endless supports and nice affection.
Lastly, I would like to express my thankfulness for all of my best friends: Okta Dwi Ningsih, Dwi Hartanti, Selvia Heldina Putri, Dyah Ajeng, Nurani Wahyu Putri, Dita Fitriana, Wita Devi Maharani, Evio Tanti Nanita, Sri Wahyuni Ningsih, Ambika Putri Perdani, Dewi Khoirun Nisa Hartono, Mustaghfiroh, Dwi Sari Kurniawati, and Ummi Amatul Firdausi, for their endless help during I accomplish this thesis (sorry if I did not mention all).
Malang, November 29, 2016
TABLE OF CONTENT
APPROVAL ……… iii
MOTTOS AND DEDICATIONS ……….. v
STATEMENT OF WORK’S ORIGINALITY………. vi
ABSTRACT ………. vii
ACKNOWLEDGEMENT ……….. viii
TABLE OF CONTENTS ……… ix
LIST OF THE APPENDICES………. xii
LIST OF THE TABLES ………. xiii
LIST OF THE FIGURES………. xiv
CHAPTER I INTRODUCTION 1.1Background of the Research ... 1
1.2The Research Problem ... 5
1.3Objective of the Research ... 5
1.4Significances of the Study ... 6
1.5Scope and Limitation of the Research ... 7
1.6The Definition of Key Terms ... 7
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Speaking ... 8
2.2Classroom Speaking Activities ... 9
2.3Assessment of Speaking Ability ... 10
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2.5Numbered Heads Together (NHT) Technique... 14
2.6The Steps of Numbered Heads Together (NHT) ... 15
4.1.3 Finding of Cycle 2 ... 43
a. Planning ... 43
b. Acting ... 44
c. Observing ... 46
d. Reflecting ... 49
4.2 Discussions ... 50
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1Conclusion ... 55
5.2Suggestions ... 56
5.2.1For English Teachers ... 56
5.2.2 For Students ... 56
5.2.3 For the Future Researchers ... 56
REFERENCES ……… 57
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LIST OF THE TABLES
Tabel 3.1 Observation Checklist for Teacher…………..…..…..…..…...……....26
Tabel 3.2 Criteria Percentage Teaching Learning Activity by the Teacher……..27
Tabel 3.3 Observation Checklist for Assesing Students’ Progress……...…….…28
Tabel 3.4 Criteria Percentage Students’ Progress….…….…..…..…..…..…..…..28
Tabel 3.5 The Rating Score of Oral Test ….…….…..…..…..…..…...…..29
Tabel 3.6 Instrument for Assessing Students’ Achievement ….……....…..…...30
Tabel 4.1 The Result of Observation Checklist Pre-cycle…...…..…..…..…..…..33
Tabel 4.2 The Result of Speaking Test in Pre-cycle ….…….…..…..…..…...…..33
Tabel 4.3 The Result of Observation Checklist in Cycle I ...…..…..…..…..…..39
Tabel 4.4 The Result of Post-test I ….…….…..…..…..…..…...…..40
Tabel 4.5 The Result of Observation Checklist Cycle II ….…….…..…..…..…..47
Tabel 4.6 The Result of Post-test II ….…….…..…..…..…..…...…..47
Tabel 4.7 Overall Speaking Test Score During CAR ….……...…....…..52
LIST OF THE FIGURES
Figure 3.1 Arikunto’s Action Research Design…………..…...….….…….….18
Figure 4.1 The Progres of the Students’ Mean Score from Pre-cycle to Cycle I..41
Figure 4.2 The Progres of the Students’ Mean Score from Cycle I to Cycle II…49
LIST OF APPENDICES
Appendix 1 Research Letter Appendix 2 Lesson Plan Cycle I Appendix 3 Lesson Plan Cycle II
Appendix 4 The Procedure of Speaking Test
Appendix 5 The Guidelines of Observation Checklist for Teacher Appendix 6 Observation Checklist for Teacher (Pre- Cycle) Appendix 7 Observation Checklist for Teacher (Cycle I) Appendix 8 Observation Checklist for Teacher (Cycle II)
Appendix 9 The Guidelines of Observation Checklist for Assesing Students’ Progress
Abas, Diki Setiawan. 2013. The Effect of Applying Numbered Head Together to Encourage Student’s English Speaking Performance. Skripsi. Gorontalo: Universitas Negeri Gorontalo.
Andari, A. W. D. 2012. Teaching Speaking Skill Using Numbered Heads Together to 8th Grade Student of SMP Negeri 2 Gatak 2011/2012. Publication Article. Surakarta: University of Muhammadiyah Surakarta.
Arifin, Zainal. 2010. Evaluasi Pembelajaran. Bandung: Remaja Rosdakarya. Arikunto, Suharsimin. 2009. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Ary, Donald, et, al. 2010. Introduction to Research in Education: Eighth Edition. Belmont: Wadsworth.
Bawn, Susan. 2007. The Effect of Cooperative Learning on Learning and Engagement. United State: Undergraduate Program of The Evergreen State College
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy- Second Edition. San Francisco: Longman
Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research- Fourth Edition. Boston.: Pearson education
Elfiani, N. I. 2013. The Use of Numbered Heads Together Method to Improve Students’ Speaking Skill (A Classroom Action Research of the Second Year Students of MAN Tengaran Semarang Regency in the Academic Year of 2012/2013). Thesis. Salatiga: Undergraduate Program of State Institute of Islamic Studies (STAIN) of Salatiga.
Fraenkel, Jack. R and Norman E. Wallen. 2009. How to Design and Evaluate Research in Education. New York: McGraw-Hill
Harmer, Jeremy. 2007. The Practice of English Language Teaching: Fourth Edition. Harlow: Pearson Longman.
Harmer, Jeremy. 2001. The Practice of English Language Teaching: Third Edition. Cambridge: Longman
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Kagan, Spencer and Miguel Kagan. 2009. Cooperative Learning. San Clemente, CA: Kagan Publishing.
Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Online, Vol XII, No. 11, November 2006, (http://iteslj.org/Article/Kayi-TeachingSpeaking.html, accessed on Maret, 09, 2016).
Kusumah, W and Dedi Dwitagama. 2009. Mengenal Penelitian Tindakan Kelas. Jakarta: P.T. Index
Menteri Pendidikan Nasional Republik Indonesia. 2006. Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 Tentang Standart Isi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta. Richard, Jack C and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching, Cambridge: Cambridge University Press.
Richard, J. C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Richard, J. C. 2008. Teaching Listening and Speaking From Theory to Practice. Cambridge: Cambridge University Press
Sudijono, Anas. Pengantar Evaluasi Pendidikan. 2005. Jakarta: P.T. Raja Grafindo Persada.
Sudjana. 2005. Metode Statistika. Bandung: P.T. Tarsito.
Syawalia, Tania Surya. 2013. Cooperative Learning In Subject English Reading Skill (A Quasi Experimental Study on the First Grade in Private Senior High School). Jakarta: Universitas Pendidikan Indonesia.
This chapter presents background of the research, the research problem, objective of the research, significance of the research, scope and limitation of the research and the definition of key terms.
1.1 Background of the Research
Language is an essential tool for people to communicate and interact with others. According to Harmer (2001 : 2), between 600-700 million people in the world speak English, and of that huge number, a significant minority speak it as a second language. This phenomenon shows that the English language is preferred by people at this era as a language of communication to establish relationships with other people across the world. It means that English as a lingua franca is considered as an International language. So, people should master English in order to be able to communicate easily and make interaction one to another, especially cross country.
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There are four skills that should be learned by the students in English subject. They are speaking, listening, reading, and writing. Speaking is productive oral interaction as conventional ways to deliver our thought in spoken language. Harmer (2007: 38) stated that speaking is construct words and phrases with individual sounds , and also use pitch change, intonation and stress to convey different meanings. In term of delivering their thoughts in spoken language, the students found some problems. According Thornbury (2005: 28)
“... some key factors that can contibute to a lack L2 fluency , and in particular how lack of automaticity and inhibit face to face interaction , quite independently of how much grammatical and lexical knowledge a speaker has. Shortage of opportunity for practice is identified as an important contributing factor to speaking failure. And by practice is meant, not practice of grammar and vocabulary, but practice of interactive speaking itself. The combined effect of these deficiencies is a lack of confident and often an acute sense an anxiety when it comes to speaking.”
From that statement it can be concluded that less practice especially in communicate speaking itself is an main factor that contribute to a lack of student fluency in speaking English. Besides, Elfiani (2013) who conducted a study entitled :“The Use of Numbered Heads Together Method to Improve Students’ Speaking Skill (A Classroom Action Research of the Second Year Students of MAN Tengaran Semarang Regency in the Academic Year of 2012/2013)” argues
that many students have difficulty in getting ideas in speaking because of the lack of ability of teachers to teach in class, also the teaching materials and strategies used by teachers is still less attractive for students to learn speaking English.
proven when the teacher show a picture in the book to the students and asked, “what do you see in the picture? what are they doing? please explain by your own
words”. A student raised his hand, then answered in a few words, “eating Bu !”, another said, “party time “ (only read the tittle of the picture in the book) and some of them just show their confused in answering the teacher’s request. The second reason why the students had less opportunity to practice was they knew about grammar but they had limited vocabulary. It is strengthened by the fact the researcher found from the interview with some students. They just answered in a few words, and sometimes they just smiled in answering the researcher’s questions.
Based on this condition, the researcher decided to do the Classroom Action Research to find out an alternative way to solve the problem which conducted by collaborating with one of the English teacher in SMA 1 Muhammadiyah Malang. Ary (2010: 514) states that CAR is a process to improve education by incorporating change and involves educators working together to improve their own practice. The researcher found one of the appropriate technique in teaching speaking was Numbered Head Together.
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social role. NHT technique is one of cooperative learning type developed first by Spencer Kagan in 1992 in order to involve more students in learning material and to know their knowledge about the material given. According to Kagan (2009) Numbered Head Together is a simple cooperative structure which include teams, positive interpendence, and individual accountability, all of which lead to cooperative interaction among students.
Some previous studies concerning the Numbered Head Together (NHT) had been done by some researchers . The first previous research was done by Abas (2014), who did an experimental research entitled “The Effect of Applying Numbered Head Together to Encourage Student’s English Speaking Performance”. His study aim is not only to see how Numbered Head Together is applied but also it is strongly concern the students’ value. His research finding showed that Numbered Head Together (NHT) technique was effective to be used in increasing the students’ speaking skill in University Gorontalo.
Semarang Regency in the Academic Year of 2012/2013)”. Her research findings showed that the students involved actively, bravely and confidently in learning speaking English than before. Also, the students’ speaking skill had improve from the first cycle to the third cycle.
All of the research findings above proved that NHT is an appropriate technique to use in improving students’ speaking ability. In relation to this, the researcher was interested in conducting a classroom action research which was focused on improving speaking ability using Numbered Head Together (NHT) . The researcher hoped that Numbered Head Together (NHT) could improve the speaking ability of tenth grade students at SMA 1 Muhammadiyah Malang.
1.2 The Research Problem
Based on the background of the reseach presented above , the research problem is stated as follow : “How does Numbered Head Together technique improve speaking English ability of tenth grade student at SMA Muhammadiyah 1 Malang?”
1.4 Objective of the Research
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1.5 Significance of the Research
The researcher hopes that this research has some benefits in the English teaching speaking learning process, especially in teaching speaking skill. There are two kinds of benefits in this research, theoretically and practically. Theoretically, this research enriches the study on speaking skill teaching especially on numbered head together. Also, the result can contribute to applied linguistics, particularly language teaching and phonology.
Practically, this research will gives some benefit, those are:
a) For the teachers
This research can give additional contribution for English teacher to fulfill various need of teaching and learning process in order to develop their language teaching technique. This study can help the teacher teach better way of teaching speaking skill using Numbered Heads Together.
b) For the students
This research can improve students’ communication skills and motivate them in learning speaking. Also, it can add students’ interest in English learning.
c) For the researchers
The finding of the research can be used as a starting point in improving the researcher’s teaching ability and to help to find out the best technique in
1.6 Scope and Limitation of The Research
The scope of this research is focused on teaching English speaking skill by using Numbered Head Together technique. The researcher wants to limit this study for tenth grade students of SMA 1 Muhammadiyah Malang on second semester in academic year 2016/2017.
1.7 The Definition of Key Terms
The aim of giving the definition of the key terms is to avoid the misunderstanding of the research. The term which are needed to be defined in this research are as follows:
Speaking ability is a skill to construct words and phrases with individual
sounds , and also use pitch change, intonation and stress to convey different meanings (Harmer, 2007:38).
Numbered Head Together is one of technique in cooperative learning
