i
THE USE OF NUMBERED HEAD TOGETHER
METHOD
TO IMPROVE STUDENTS’
READING SKILL FOR TEN GRADE STUDENTS
OF SMA MUHAMMADIYAH (PLUS) IN THE
ACADEMIC YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the degree of
Sarjana Pendidikan (S.Pd.)
English Education Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
By:
MENTARI MEGA WARDHANI
113 11 044
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
v
MOTTO
“You can never quit, Winners never quit and quitters
never win”
vi
1. My Lord, Allah SWT. Thanks to Allah for giving me spirit and healthy in my life, especially to finish this graduating paper.
2. My beloved parents Mr. Agung Wardono and Mrs. Enny Suharti. They are
my hero, thank all support, guidance, finance, encouragement and also
thanks for your love and everlasting prayer. Allah always bless you mom
and dad.
3. My beloved sister Meylita Nur Anggraeni. Thanks for your kindness,
support, guidance and support.
4. My beloved Friends and Partner Filla Fatmawati, Aslih, Soni, always
teaches me to be patient and wise person. They also always give me
support.
5. All of friends in Boarding House (Layli, Isna and Ninik)
vii
ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful. First
and foremost, I would like to express gratitude Allah because of great blessing the
writer could finish this graduating paper successfully. Our blessing and praises to
our prophet Muhammad SAW was great revolutionary and true educator who has
brought from the darkness to the lightness.
However, the success would not be achieved without the support,
guidance, advice, help and encouragement from institutions and individuals.
Therefore, the writer would thanks to:
1. Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M. Pd, as the Dean Teacher Training and Education Faculty 3. Noor Malihah, M. Hum, Ph. D., as the Head of English Education
Departement
4. Maslihatul Umami S. Pd. I, M. A, as consultant of this graduating paper. Thanks for your suggestion, recommendation, guidance and support for
this graduating paper from beginning until the end.
5. All of the lecturers in English Education Department of Tarbiyah Faculty
who had given valuable knowledge.
6. All of official staff, who have helped the writer in processing of
graduating paper.
7. My beloved parents Mr. Agung Wardono and Mrs. Enny Suharti. They are
my hero, thank all support, guidance, finance, encouragement and also
thanks for your love and everlasting prayer. Allah always bless you mom
ix ABSTRACT
Wardhani, Mentari Mega. 2016. The Use of Numbered Head Together (NHT) to Improve Students’ Reading Skill (A classroom action research of ten grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2015/2016). A Graduating Paper. Teacher Training and Education Faculty. English Education Departement. State Institute of Islamic Studies (IAIN). Counselor: Maslihatul Umami S. Pd. I, M. A
Keywords: Reading Skill Numbered Head Together Method.
This study is aimed to improve the students’ reading skill through Numbered Head Together. The research answers these main questions (1) How is the implementation of Numbered Head Together (NHT) in improving students’ reading skill of the ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016?, (2) Is Numbered Head Together (NHT) able to improve students’ reading skill of ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016?, (3) How far is the improvement of Numbered Head Together (NHT) in improving students’ reading skill of the ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016? The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consist of planning, action, observation and reflecting. The techniques of collecting the data are observation, test and documentation. The results show that the students’ reading skill improves significantly. It can be seen the average of score students in post-test II is higher than standardized score 59.80. The NHT method is able to improve students’ reading skill in each cycle which the T-calculation result show that T-calculation of cycle I is 2.51 and cycle II is 3.43, the mean of pre-test I is 53.07 and post-test I is 60.38. In cycle II, the mean of pre-test II, the mean of pre-test II is 54.42 and posy-test II is 59.80. So, it can be concluded that there is significant improvement of students’ reading skill by applying Numbered Head Together in X B Class of SMA Muhammadiyah Plus Salatiga in the academic year of 2015/2016.
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DECLARATION... ... ii
ATTENTIVE COUNSELOR NOTES... ... iii
CERTIFICATION PAGE... ... iv
MOTTO... ... v
DEDICATION... ... vi
ACKNOWLEDGEMENT... ... vii
ABSTARCT... ... ix
TABLE OF CONTENTS... ... xi
LIST OF TABLE... ... xi
CHAPTER 1 INTRODUCTION A. Background of the Study... ... 1
B. Statements of the Study... ... 4
C. Objectives of the Study... ... 5
D. Benefits of the Study... ... 5
E. Limitation of the Study... ... 7
F. Definition of Key Terms... ... 7
G. Review of Previous Researches... ... 8
xi CHAPTER II THEORITICAL REVIEW
A. Numbered Head Together Method... ... 12
1. Purpose of NHT Method ... ... .... 14
2. Step of NHT Method... ... .. 14
3. Strengths and Weaknesses of NHT Method... ... .. 16
4. Procedure of NHT Method... ... .. 16
B. Reading... 17
1. Definition of Reading ... ... 17
2. Technique of Reading... ... 18
3. Purpose of Reading... ... 19
4. Principles of Reading... ... 21
C. Reading Skill 1. Definition of Reading Skill………..…. ... 22
2. Factors Influence Students on Reading Skill………….... ... 22
3. Indicators of Students’ Reading Skill………... ... 23
4. Assessment Rubric of Reading Skill………... ... 24
CHAPTER III RESEARCH METHODOLOGY……….. ... 27
A. Setting of Research………... 27
B. Subject of the Research………... ... 33
xii
F. Technique of Data Analysis………... ... 40
CHAPTER IV DATA ANALYSIS……….... ... 43
A. Research Findings……….. ... 43
B. Analysis and Discussion………... 57
CHAPTER V CLOSURE……….. ... 60
A. Conclusion……….. ... 60
B. Suggestions………... 61
REFERENCES
xiii
LIST OF TABLES
Table 2.1: Scoring Rubric of Reading…...24
Table 2.2: Criteria of Students’ Score………...26
Table 3.1: Subject for Ten Grade Students…...29
Table 3.2: Number of the Teachers…...30
Table 3.3: Number of the Staffs...30
Table 3.4: Number of the Students...31
Table 3.5: List of Facilities………...32
Table 3.6: List of XB class students………...34
Table 4.1: Result of Pre-Test and Post-Test Cycle I………...48
Table 4.2: Result of Pre-test and Post-Test Cycle II………...54
Table 4.3: Mean of Students’ Score………...57
1 A. Background of the Study
Language is a tool to communicate between one people to other person.
Every culture and country has a different language each other. English is an
important language that should be understood by everybody in the world.
Therefore, students should to learn English as an international language.
However, English lesson make them are worry and not ready to learn and
understand the material in the class. Thus, English teacher should create
appropriate method to attract students’ attention. They will learn English
more enjoyable and fun in the teaching and learning process.
English language has four skills namely listening, speaking, reading,
and writing. Reading is one of the important skills to be mastered. Students
can increase our knowledge and experience by reading. If readers get a lot of
knowledge, we will give our ideas and information with others. In addition,
they can explore and do more practice to learn reading. Deborah and Nancy
(2004: 5) say that reading is an active process that depends on both author’s
ability to convey meaning using words and your ability to create meaning of
them. To read successfully, the reader need to constantly connect what the
reader already knows about the information to the words the author has
written. In reading, the teacher has to have minimized reading difficulties and
2
feel difficult to understand the meaning of the text and lack of vocabulary. It
can impact in students’ reading skill. Thus, they get bad score in reading skill.
Reading is important for the students because the success of their study
depend on their ability to read. They have difficulty in making progress if
their reading competence is low. On the other hand, if they have a good
ability in reading, they have a better chance to succeed in their study. Reading
is one of the ways to know how well the students master the written form.
Being active readers, the students are able to receive information and
processing of information as well as they can.
In addition, many students have low motivation in reading. Most of
students are uninterested in reading a lot of the text, whereas they also lack of
vocabulary and grammar and these are one of obstacles which have been
faced by the English teacher. Based on the interview with English teacher of
second graders in SMA Muhammadiyah Plus Salatiga, it is found that the
students’ reading skill is not satisfactory yet. The difficulty of comprehending
the text is one of the factors that influence the students’ failure in the mastery
of reading.
There are many factors that influence students to studyreading. The
First factor is teaching method, most of teachers usually just give an ordinary
method in reading text. They have difficulties to find the best method in
reading. There is no variation method that use teacher to teach reading.
Students just try to understand the text by themselves. It will make students
partner to ask and share about the text. Jack (2001: 99) in any institution,
teachers may vary according to the following dimension: language
proficiency, teaching experience, skill and expertise, training and
qualifications, morale and motivation, teaching style, beliefs and principles.
So, the teacher should master the dimension to get good communication with
the students and get result in teaching. Whereas children who are good
readers and have more positive attitudes toward reading often are found to
have parents who highly value education and the ability to read well (Samuels
and Farstrup, 1996: 24)
Second factor is lack of vocabulary, when the students read a lot of text.
It can make the students to be lazy to look up the meaning of difficult words
in the dictionary. This situation caused them bored and they will not want to
continue studying.
Based on the explanation above, the writer tries to use number head
together method to improve reading skill for Senior High School students.
Numbered head together is a cooperative learning strategy that holds each
student accountable for learning the material. While, cooperative learning
itself is part of learning that include kind of team work chosen or directed by
teacher, where the teacher define task, member question, provide materials
and information that are design to help student solve the problem. Students
are place in group and each person is given a number by the teacher. Then,
teacher gives the assignment contains some question and student put their
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answering that question, teacher will call the some number of each group to
show their answer. It is done until all of students get a chance. By giving this
method, student will be active in teaching learning process.
This cooperative learning promotes discussion and both individual and
group accountability. It is very beneficial for students because it can make
them more bravely to express them and it is also can increase their self
confidence to explore their discussion together. In this method, they have
prepared and provided the result of discussion together in every group and
they are ready to share with other.
From the explanation above, the writer would like to make research
entitled “THE USE OF NUMBERED HEAD TOGETHER METHOD TO
IMPROVE STUDENTS’ READING SKILL FOR FIRST GRADE
STUDENTS OF SMA MUHAMMADIYAH (PLUS) IN THE ACADEMIC
YEAR OF 2015/2016.
B. Statement of The Problems
Based on the background of the study, there are many problems above,
the writer formulates the following:
1.How is the implementation of Numbered Head Together (NHT) method in
improving students’ reading skill of the ten grade students of SMA
Muhammadiyah Plus in the academic year of 2015/2016?
2. Is Numbered Head Together (NHT) method able to improve students’
reading skill of ten grade students of SMA Muhammadiyah Plus in the
3. How far is the improvement of Numbered Head Together (NHT) method
in improving students’ reading skill of the ten grade students of SMA
Muhammadiyah Plus in the academic year of 2015/2016?
C. Objective of The Study
Based on the problem statements above the objectives of the study are:
1. To describe the implementation of Numbered Head Together (NHT)
method in improving students’ reading skill of first grade students of
SMA Muhammadiyah Plus in the academic year 2015/2016.
2. To find out whether Numbered Head Together (NHT) method is able
to improve students’ reading skill of first grade students of SMA
Muhammadiyah Plus in the academic year 2015/2016.
3. To find out how far the improvement of the students’ reading skill
after using Numbered Head Together (NHT) method of the students of
first grade students of SMA Muhammadiyah Plus Salatiga in the
academic year of 2015/2016.
D. Benefits of The Study 1. Theoretical benefit:
a. This research can help the students to increase and develop
their reading skill.
b. The result of this research can contribute to apply what is read
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2. Practical benefit:
a. For the writer
The finding of the interesting method that can use as a starting
point to improve and to increase the writer’s teaching ability so
she can make the best situation for the teaching learning
process.
b. For the students
The students can know and understand about the new method
that given. They can add their knowledge by used this method,
so the English lesson to be interesting material.
c. For the teacher
This research can give contribution for English teacher to
develop their language teaching method theoretically and
practically. This study also can help the teacher to choose or
use the appropriate method for students. So, the learning
teaching process can be fun and enjoyable.
d. To the readers or other researchers
This research can support the institutions to increase and
improve their quality in the English teaching learning
process and give information to improve creativity in
E. Limitation of The Study
In this research, the researcher limits her research on teaching reading
through Numbered Head Together method to the first grade students of SMA
Muhammadiyah Plus Salatiga in the academic year 2015/2016. This research
is focused on understanding the important information from the text and
picture; drawing inferences from the content; following the structure of a
passage; recognizing the writer’s purpose; and vocabulary knowledge, and to
improve the students’ reading skill.
F. Definition of Key Terms 1. Numbered Head Together
Numbered head together method is a cooperative learning that can help
students to review and integrate the subject matter. It produced by Spencer
Kagan in 2009: this method can be training the students to share information
with others so the students can more productive in learning process.
2. Reading
Reading is one of skills in English. It is not just read, but the reader
should know or comprehend about the meaning in reading text. To read
successfully you need to know the information in reading text. According
to Dallmann (1982: 22) reading is a verbal process interrelated with
thinking and with all other communication abilities- listening, speaking,
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3. Student
Student is a person who is studying at college or university or any
person interested in particular subject (Oxford University Press 2003:
429).
G. Review of previous researches
In this study, the writer takes three of previous research to
emphasize and support her research. The first graduating paper is
written by Ririn Susilowati entitled “The Effectiveness of Numbered
Heads Together Method in Cooperative Learning to Improve the
Students’ Vocabulary Mastery on the Seventh Grade of SMPN 2
Tengaran in the Academic Year 2013/2014”. In her research, she analyzed the effectiveness of Numbered Heads Together method toward
students’ vocabulary mastery in English teaching learning process. She
concluded that the using Numbered Head Together (NHT) Method in
teaching vocabulary to the students SMPN 2 Tengaran is able to
improve students’ vocabulary mastery. It can be seen from analysis data
between experiment and control group, the score of experiment group is
higher than control group in vocabulary learning (Susilowati: 2014).
The second review is written by Leni Nurhayati entitle “ A Study
of the Effectiveness of Using Picture Media to the Students Reading
Skill of the First Year Students of SLTP Pondok Modern Selamat Kendal
writer found out that there is significant improvement in reading skill
toward experimental group is taught using picture media in reading
activity (Nurhayati: 2004).
The third research is “The Use of Group Investigation Strategy
to Improve Students’ Reading Skill (A Classroom Action Research at the
ten grade of MAN Tengaran, Semarang in the Academic Year
2013/2014)”. It is done by Astri Rahmawati in 2014, students of Islamic Studies Institute (STAIN) Salatiga. She analyzed that the using group
investigation strategy the students more increases in reading skill, they
became brave to give opinion, and they more active in the class
(Rahmawati: 2014).
And then, the research is “The Use of Numbered Heads Together
Method to Improve Students’ Speaking Skill (A Classroom Action
Research at second grade of MAN Tengaran, Semarang in the
Academic Year 2012/2013)”. It is done by Nur Ifka Elfiani in 2013, student of Islamic Studies Institute (STAIN) Salatiga. She analyzed that
the using numbered heads together method students can improve their
speaking English actively thought they still produce ungrammatical
utterances (Elfiani: 2013).
The last, review related to this research, the title is “Improving Students Reading Comprehension Using Numbered Heads Together (A
Classroom Action Research Conducted in the Eleventh Grade of SMA
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done by Paji Irawan in 2011, the students of Teacher Training and
Education Faculty Sebelas Maret University. He analyzed if Numbered
Head Together can improve the students reading comprehension and the
classroom situation in teaching and learning narrative text. The
improvement of students’ comprehension includes, students can
understanding word meaning, students can recognize sentence meaning,
students can infer communicative purpose of the text (Irawan: 2011).
In conclusion, the writer would conduct research entitle “The
Use of Number Head Together to Improve Reading’ Skill for to Second Grade Students’ of Sma Muhammadiyah Plus Salatiga in the Academic
Year 0f 2016/2017”.Meanwhile, previous research above will be helpful the writer about the implementation of Number Head Together and
Picture to improve students’ reading skill.
H. Outline Graduating Paper
Chapter I is Introduction. It consists of background of the study,
statement of the problem, objective of study, the benefits of study, limitation
of the study, definition of key terms, literature review and the outline
graduating paper.
Chapter II is Review of Related Literature. It consists of underlying
theory about numbered head together, reading, and picture.
Chapter III is Methodology of research. It consist of the general
the research, procedure of research, technique of collecting data and
technique of analysis data.
Chapter IV is Implementation and data analysis. It contains description
of data analysis and result of the research.
Chapter V is Closure. It consists of conclusion and suggestion.
Bibliography
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CHAPTER II LITERATURE REVIEW
A. Numbered Head Together (NHT) 1. Definition of NHT
Numbered Head Together is cooperative learning model which
emphasizes student activity in which students are expected to interact with
other students in the group so that they can increase their learning. Students
will be divided into small groups aimed to understand the material provided
by the teacher. Students have the opportunity to be active in the process of
thinking and learning activities, there is no separation between students who
have a high level of intelligence and a low. Students will provide information
about the material being studied, reviewed the material covered in the lesson,
check or examine their understanding of the lesson content. This method was
introduced by Spencer Kagan (1992).
The cooperative learning type of Numbered Head Together emphasizes
on a structure is designed to influence the interaction patterns of students, and
improving their academic mastery. It means that students share ideas or
opinion and work in the group.
According to Suprijono (20011: 92), Numbered Head Together method
begins with the numbering, then questioning, head together, and answering.
The numbering is the teacher formed small group and the number of each
class consist of 40 students and divided into 5 groups according to the
concepts that will be studied then each group consist of 7 students. Teacher
gives the students a number 1-7. After the teacher gave a number of questions
to be answered by the students referred to the questioning. Students with their
group think of the answers called the Numbered Head Together. After that the
teacher called students who have same number from different groups to
provide the answer. It is called the answering.
Numbering is the initial activities led by teachers. The teacher divides
the class into small groups. If a class consists of 40 students, the teacher will
divide it into five groups so that there are seven member of each group. Then
the teacher gives the numbers 1-7 in every member of group. Questioning is
asking the question by teachers to students. The teachers give opportunity for
each group to find answers from questions that are given. This step is done
after the group formed.
Head together is a process in which all members of the group think of
the answer by uniting mind. They discuss several possibilities answer to find
the right answers to these questions. Answering is a process where the
students with the same number from each group answer questions in turn
given by the teacher. This is done continuously from the number 1-7 so all
students have equal opportunities in reading.
Based on the definitions above, it can be concluded that numbered head
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understanding of the material being taught. In addition students are also
expected to use English to read in other to improve their reading skill.
2. Purposes and benefits of Numbered Head Together
According to Ibrahim (in Herdian, 2009: 1-2), the purposes of
numbered head together method are follows:
a. The academic study structural
It has purpose to increase students creativity and activity on
academic assignment.
b. Acknowledgment of the diversity so students can accept their friend
who has different background
c. Development of social appearance
The benefits of this method are able to grow the readiness of all
students, allow students to discuss earnest and positive interaction on
students through clever student can teach students who have less
intelligent.
3. Step of Numbered Head Together
According to Herdian (2009: 2) there are six steps in numbered head
together method they are:
a. Preparation
In this stage teachers prepare lesson plans to create a scenario of
b. Formation of groups
The teacher divides students into groups of 3-5 students. The
teachers give a number to every student in the group. Group formed by
a combination of different social background, race, ethnicity, gender
and learning ability.
c. Students should have a book
Each group should have books or guidance in order to facilitate
students in completing worksheets or solving problems given by the
teacher.
d. Discussion of the problem
In group work, teachers distribute worksheets to each student as
material to be studied. Within each group work together to describe the
students’ thinking and make sure that everyone knows the answer to
that question is already in students’ worksheet or question that have
been given by the teacher.
e. Call the number
Call the number or members’ giving the answers in this stage, the
teacher calls a number and students from each group with the same
number raised their hands and prepare answers to the students in the
class.
f. Gives the conclusion
Teachers and students conclude the final answer of all questions
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4. Strengths and Weaknesses of Numbered Head Together
Herdian (2009: 2) says that there are strengths and weaknesses when
applying Numbered Heads Together method to teaching learning process,
there are:
a. There are strength of numbered head together involve:
1) Train the students to improve communication skills through group
discussions.
2) Give more time to think, to respond, and to help each other.
3) Improving student in thinking either individually or in groups.
b. The weakness of numbered head together include:
1) Students requiring more time to understand the material because
there is discussion group and class discussions.
5. Procedures of NHT of English
There are five procedures of NHT of English based on Wright (2015):
a. Create teams. The teacher divides the class into 4 person teams.
Ideally, each team includes a mix of high, average, and
low-achieving students. Students in each team assign themselves the
number 1 through 4.
b. State a question. The teacher poses separate queries to the class.
After each question, the instructor tells students to “put your heads
together, think of the best answer you can, and make sure that
c. Allow think time. The teacher gives students 30 second to discuss an
answer in their groups.
d. Elicit student responses. The teacher randomly selects a number
from 1-4 and says, “All number (1, 2, 3, or 4) students who know the
answer, raise your hand.” The teacher then calls on one student with
hand raised and asks him or her to give the answer. The teacher next
says, “how many (1, 2, 3, or 4) students think that the answer is
correct? Raise your hand. (Optional: The teacher can call on
additional students with hand raised to elaborate on previous students
answer).
e. Give teacher feedback. Finally, the instructor gives feedback about
the answer (e.g. verifying that it is correct, elaborating on the answer,
providing corrective feedback for an incorrect response).
(https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blo
g/cooperative_learning_numbered_heads_together.pdf)
B. Reading
1. Definition of Reading
Carrel (1988: 12) Reading is a receptive language process in hat it
stars with linguistic surface representation encoded by a write and ends
with meaning which the reader constructs. There is thus an essential
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According to Daniel Hittlemen, (Dallmann, Rouch, Char,&Deboer,
1982:23) Reading is a verbal process interrelated with thinking and with
all other communication abilities-listening, speaking, and writing.
Specifically, reading is the process of reconstructing from the printed
patterns on the page the ideas and information intended by the author.
Dallman (1982:22) points out that reading are a verbal process
interrelated with thinking and with all other communication abilities such
as listening, speaking, and writing. Specifically, reading is the process of
reconstructing from the printed patterns on the page of the ideas and
information intended by the author.
From the definition above, it can be concluded that reading is
interaction between the reader and the author’s ideas. Besides that, reading
is an effort to understand the content of the texts. Reading is also use to get
an idea, pleasure, or feeling that is expressed by the writer.
2. Techniques of Reading
According to Wright (1989: 159) there are some techniques of reading,
such as:
a. Skimming
Skimming is glancing rapidly through a text to determine its
general context. Dechant (1982: 346) also state that skimming is
selective reading. In skimming, readers choose what they want to read.
They select those sentences, clauses, and phrases that best serve their
basis of the examination whether to read the selection more
intensively.
b. Scanning
Scanning is reading to locate specific information. For example,
locating a telephone number in a directory, being able to search
through material rapidly with given purpose in mind in other to find a
specific fact or an answer to particular question plays a large role in
much of a youngster’s reading.
c. Intensive Reading
Intensive reading is reading shorter to extract specific information.
This is more an accuracy activity involving reading for detail. For
example, reading dosage instruction of medicine.
d. Extensive Reading
Extensive reading is reading longer text, usually for one’s own
pleasure. This is a fluent activity, mainly involving global
understanding. For example, reading novel, newspaper and short story.
3. Purpose of Reading
The purpose of reading described by Grabe (2009: 8-10) there are at
least six main purposes for reading. These purposes include:
a. Reading to information
The combination of scanning (identifying a specific graphic form)
and skimming (building a simple quick understanding of the text)
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b. Reading for quick understanding (skimming)
Reading for quick understanding used for variety of other reasons
and so may be seen as a super ordinate purpose. The readers used
skimming when they want to determine what a text is about and
whether or not they want to spend more time reading it.
c. Reading to learn
Reading to learn is often carried out in academic and professional
settings. Reading to learn places more processing demands on the
reader because the reader is expected to remember the main ideas and
many supporting ideas and be able to recall this information as needed.
d. Reading to integrated information
This type of reading requires that the reader synthesize and learn
information from multiple texts or bring together information from
different parts of a long text.
e. Reading to evaluate, critique, and use information
It often also represents an increased level of demand and a more
complex interaction of reading processes.
f. Reading for general comprehension
Reading for general comprehension is the most common purpose
for reading among fluent readers, and it is the default assumption for
4. Principles of Reading
In accordance to Harmer (2001: 70), there are some principles
behind the teaching of reading:
a. Reading is not a passive skill. Reading is an incredibly active
occupation. To do it successfully, we have to understand what the
words mean.
b. Students need to be engaged with what they are reading. as with
everything else in lessons, students who are not engaged with the
reading text, actively, not interested in what they are doing, are less
likely to benefit.
c. Students should be encouraged to respond to the content of a
reading text, not just the language. It is important to study reading
texts for the way they use language, the number of paragraph they
contain and how many times they use relative clause.
d. Prediction is a major factor in reading. When we read text in our
own language, we frequently have a good idea of the context
before we actually read.
e. Match the task to the topic. Once a decision has been taken about
what reading text the students are going to read, we need to choose
good reading tasks, the right kind of question, engaging and useful
puzzle etc.
f. Good teacher exploit reading text to the full. They integrate the
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discuss and further tasks, using the language for study and later
activation.
C. Reading Skills
1. Definition of Reading Skills
Reading skill is the ability to relate the textual material to one’s own
knowledge by comprehending the text (Fauziati, 2008: 133). The purpose
of reading activity is language ideas. In reading, the process of thinking is
very urgent and vital, because the students read the text and do not merely
move their eyes along the sentence they read. Instead the same time, their
minds work to get the message.
Based on the above explanation, the writer concludes that reading
skill is a process of understanding written text, integrate new ideas and
generalize from what is read.
2. Factors Influence Students on Reading Skill
According to Rahmawati (2014), the students reading skill will be
influenced by two kinds of factor. These factors come from students itself
or named as internal factor and from out of the students itself of named ad
external factor:
a. Internal Factors
1) Physical factor are everything about students body, such as eyes,
2) Psychological factor consist of two element, there are:
a) Intellectual factors are factor which influence student’s ability
in receiving material, understanding the information or crate
the ideas, this factor consisting of talent, intelligent etc.
b) Non intelligence factors are factor which influence students
personality, this factor consisting of attitude, interest,
motivation, emotion, habit etc.
b. External Factors
1) Social factor consist of students family environment, school,
society, where student life and student group such as students
learning group, classmate and playmates.
2) Cultural factor such as customs and traditions, knowledge,
technology and art.
3) Equipment factor including student learning facilities in home
and school.
3. Indicators/ nature of students’ reading skills
According to Istikhayatun (2014: 26), there are some indicators of
students’ reading skill, they are:
a. The students are able to understand the vocabulary of analytical
exposition text.
b. The students are able to find the difficult words from the analytical
24
c. The students are able to answer the question about analytical
exposition text.
d. The students are able to identify the important information on the text.
e. The students are able to give opinions about the text that they have
been read.
4. Assessment Rubric of Reading Skill
In this research, the researcher prefers test made by teachers because
teacher can measure student’s difficulties in learning English, especially in
reading. The researcher uses pre-test and post test in order to get the data
and to find the differences of the students ability before and after the
teacher use the method.
Table 2.1.
The Scoring Rubric of Reading FLUENCY
Score Criteria
50 If there hesitation
60 Fluent but there is still hesitation
70 Fluent
ACCURACY
Score Criteria
50 Every utterance cannot be understood 60 Some of the utterance can be understood 70 Most of the utterance can be understood 80 All of the utterance can be understood
PRONOUNCIATION
Score Criteria
50 Most of the pronunciation is wrong 60 Some of the pronunciation are right 70 Most of the pronunciation are right 80 All of the pronunciation are right
INTONATION
Score Criteria
50 All of the intonation / rhythm are wrong 60 Some of the intonation / rhythm are right 70 Most of the intonation / rhythm are right
80 All of the words, phrase and sentence’s
26
COMPREHENSION
Score Criteria
50 Get score of the written test 3 until 4 60 Get score of the written test 5 until 6 70 Get score of the written test 7 until 8 80 Get score of the written test 9 until 10
The next step of analyzing is classifying the students’ score into
categories. The measurement of the students’ achievement is interpreted as
follow:
Table 2.2.
The Criteria of Students’ Score
No Score Criteria
1 91-100 Excellent
2 81-90 Very Good
3 71-80 Good
4 61-70 Fair
5 51-60 Poor
27
This chapter points out the place, time and research methodology.
This research was conducted in SMA Muhammadiyah (PLUS) Salatiga, it
consists of general information of SMA Muhammadiyah (PLUS) Salatiga
which deals with vision and mission, the situation of teaching and learning
activities, the teacher, students, staffs and the facilities of that school. The
research method contains the types of the research; population, sample,
data sources, technique of data collection and technique of data analyzes.
The explanation of each point is discussed further into detail explanation.
A. Setting of Research
Theresearch was conducted in SMA Muhammadiyah (PLUS)
Salatiga. The further explanation about this school described as follows:
1. General information of SMA Muhammadiyah (Plus) Salatiga The location of Senior High School Muhammdiyah Plus
Salatiga at Kyai Haji Ahmad Dahlan street, No.1, Soka, RT 03/
RW 06, Sidorejo Lor, Salatiga. It was built on January 1 1977 and
on State-Own Area as wide 5.445m2and building area as wide
1.885m2. The total number of the students of SMA Muhammadiyah
Plus Salatiga in the academic year of 2015/2016 is 170 students.
They consist of 78 male students and 92 female students. The
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Name of School : SMA Muhammadiyah (Plus) Salatiga
Address : Jl. KHA Dahlan no. 1 Soka, Sidorejo, Salatiga
Accreditation : A
Phone number : (0298) 322358/23540
Email : smamplussalatiga@yahoo.com
Web : smamplussalatiga.webs.com School status : Private
Established : 1977
Head master : Dian Indrihartani, S. Sos, M. Pd Committee : Dr. Imam Sutomo, M.Ag
2. Vision and Mission 1) Vision
The vision of this school is “Characterize, Creative, and
Excellent Achievement”.
2) Mission
a) Developing potential of religious/ Islamic, character
and morality of learners and the school community.
b) Implementation of learning that encourages creativity
and the development of the totality of the learners.
c) Growing spirit of achievement the school community.
d) Growing joy full learning, familiar and participate
3. Situation of SMA Muhammadiyah (Plus) Salatiga
The following table is the list of subject taught in ten grade
students of SMA Muhammadiyah Plus Salatiga
Table 3.1.The List Subject for Ten Grade Students of SMA Muhammadiyah (Plus) in the Academic Year of 2016/2017.
No Subject
Source of SMA Muhammadiyah Plus
4. Teachers of SMA Muhammadiyah Plus Salatiga
There are 20 teachers in this school. The teachers teach
different subject divided into 18 subjects. The list of the
30
Table 3.2 List of Teacher SMA Muhammadiyah Plus Salatiga in the Academic Year of 2015/2016
No Name Education Subject
20 Abidah, S.Pd S1 Geography and Anthropology Source of SMA Muhammadiyah (Plus) Salatiga
5. Staff Member of SMA Muhammadiyah Plus Salatiga
Table 3.3 List of Staff of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2015/2016
No Name Education Position 1 Eni Prastiwi, S.E S1 Admnistrator 2 Sudaryanto Senior High School Librarian 3 Sari Utami Senior High School Admnistrator 4 Uni Baroroh Senior High School Admnistrator 5 Widodo Elementary High School Cleaning Service 6 Edi Suratno Senior High School Security
6. Students of SMA Muhammadiyah (Plus) Salatiga
The division of the class of SMA Muhammadiyah Plus
Salatiga can be seen in the table below:
Table 3.4 List of Students of SMA Muhammadiyah Plus Salatiga in the Academic Year of 2015/2016
Program
7. Students’ Activity of SMA Muhammadiyah Plus Salatiga To increase the students’ achievement, SMA
Muhammadiyah Plus Salatiga provide the extracurricular involve:
a. Futsal
b. Badminton
c. Choral Singing Group
d. Scientific Group Youth (KIR)
e. Self Defense Art
f. Theater
g. Free Day
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8. Facilities and Tools of SMA Muhammadiyah (Plus) Salatiga Facilities are all building, things are needed by the teachers,
students and other educators in which are provided by school to
support successful teaching learning process. The list of facilities
in SMA Muhammadiyah Plus Salatiga can be seen in the table
below:
Table 3.5 List of Facilities in SMA Muhammadiyah Plus Salatiga
No Room/ Equipment Total Condition
Good Broken
B. Subject of the Research
The researcher chooses SMA Muhammadiyah Plus Salatiga as
subject of the study in the research. The subject of the study is the ten
grade students which consist of two class group involve XA and XB.
The writer took one of class group is XB. The number of the
participant is 26 students. They are 11 boys and 15 girls.
1. Population
According to Arikunto (2002: 108), the population is all
members of the research subject. So, the population is all
individuals that involve in that research. The researcher takes
population in the ten grade students of SMA Muhammadiyah Plus
Salatiga in the academic year of 2015/2016. The total number of
population is 26. They are 11 male students and 15 female
students.
2. Sample
Sample is a part of population representative which is
researched Arikunto (2002: 109). The researcher takes one class of
the sample on the ten grades of students SMA Muhammadiyah
Plus Salatiga. From the total population of 26 students, the
researcher takes XB class as the sample of this research. They
consist of 26 students; they are 11 male sudents and 15 female
students. The reason is the students of XB Class are low in reding
34
Table 3.6 List of Sampel of XB Class of SMA Muhammadiyah Plus Salatiga in the academic year of
2015/2016
No Nis Name
1 4532 Afrist Linda Sulviana 2 4533 Alfina Damaiyanti
10 4540 Kholifah Apriliani
11 4541 Muhammad Abdul Karim
12 4542 Muhammad Munib Aditya
13 4543 Marshelina Dwi Nugraheni
14 4544 Mosley Muhammad Reza
15 4545 Muhamad Sani Ramadan
16 4546 Muntadhiroh
17 4564 Novellyta Puspa Ayu Maha Dewi
18 4547 Oktafiana Nabila Ayuningtyas
19 4548 Purnawadi
20 4559 Putri Listiani
21 4549 Sabilla Safa Saphira
22 4550 Sania Rizka Nuzulia Amimi
23 4551 Suryani
24 4552 Uswatun Khasanah
25 4553 Wahyu Nur’aini
26 4554 Yusuf Akbar Sanjaya
C. Method of Research
1. Definition of Classroom Action Research
The type of this research is classroom action research (CAR).
According to Kemmis as quoted by Hopkins (1993: 44) that action
research is a form of self reflective inquiry undertaken by
improve the rationality and justice of: (1) their own social or
educational practice, (2) their understanding of these practice, and
(3) the situation in which practices are carried out.
Classroom Action Research is a kind of research having
function to improve educational quality, especially in learning
condition and situation in order to make better than before. The
researcher will carry out this research to know whether Numbered
Head Together method has positive influence on students’ reading
skill or not.
2. Characteristics of Classroom Action Research
Syamsudin and Damaianti (2007:197) outline the following
characteristics of the classroom action research:
a. It examines problem which are deemed problematic by
researcher in teaching learning process.
b. The researcher can give treatment which planned actions to
solvethe problem and improve the quality, so the subject can
get the implication.
c. The steps ofthe research in the form of cycle.
d. Such reflective thinking from researcher both after and before
research.
e. Contextual situation, which related to diagnosing and solving
the problem
36
g. Participatory, which each team member accompany in the
research.
h. Self evaluative, which the researcher evaluates by self
continually toimprove the performance.
i. The procedure of the research is on- the- spot which designed
to handle the real problem in that area.
j. The result applied immediately, long – range in perspective,
measuring up to supple and adaptive.
3. Principles of Classroom Action Research
According to Hopkins (1993; 57-61) there are six principle
of classroomaction research by teachers. Some of them are
followed as:
a. The teacher’s primary job is to teach. And any research method
should not interfere with or disrupt the teaching commitement.
b. The method of data collection must not be to demanding on
theteachers time.
c. The metodology employed must be reliable enough to
allowteachers to formulate hypotheses convidently and
developstrategies applicable to their classroom.
d. The research problem under taken by the teacher should be one
towhich he or she is committed.
e. The need for teacher researchers to pay close attention to the
f. That as far as possible classroom research should adopt a
classroomaxceeding perspective. This is that all members of
schoolcommunity actively build and share a common vision of
their mainpurpose.
In accordance with the principles that classroom action
research have to consentrated with the matters of happened in the
class. A class is one unity of the concerning element and to reach
the spesific aim. The component from the class are the students,
teachers, which is teaching lesson item, medium of used, result of
the study and the management that conducted by head of the
school. The object of the perceived in classroom action research
not have always when process of the study underway because class
is not room, but it is group of students (Arikunto, 2006: 24).
D. Procedure of Research.
The research will apply classroom action research in her study.
It consists of two cycles, each cycle consists of 4 steps, and they are:
1. Planning
According Arikunto (2010: 139) in action planning, the
researcher determined point or event to get special attention to be
observed, and then make the observation instrument to help
researcher record the class condition when the learning teaching
38
a. Preparing material, media, making lesson plan, and design of
teaching in the class.
b. Preparing list of students name scoring.
c. Preparing sheet for observation in the class.
d. Preparing a pre-test and post test each cycle.
2. Action
a. Giving pre-test
b. Teaching reading using Numbered Head Together method
c. Giving occasion to the students to ask any problem.
d. Giving post-test for students.
3. Observation
Observation is an instrument in collection data. The
researcher as the teacher and helped by a collaborator, researcher’s
partner, she observes the learners’ activity in teaching learning
activity by using observation sheet. The researcher knows students’
activities and something occurs during the teaching learning
process through observation sheet. Besides using observation
sheet, the observer also take pictures as the image of documented
students during teaching learning process.
4. Reflection
In this stage, the researcher analyzed the result of the test,
uses the observation sheet. That will be used to revise the steps in
The researcher as a teacher also does self evaluation; it is
expected to reform next cycle.
Figure 3.1Procedure of Classroom Action Research
The Figure of CAR by Kemmis and Mctaggart, quoted by Burns (2010: 8)
E. Technique of Collecting data
The researcher collected the data accurately of the research using
some techniques, they are:
1. Observation
Observe is look at an occurrence, movement and process.
Observing is not an easy task since people are influenced a lot
by interests and tendencies they have. In observation the most
effective method is by fulfilling an observation blank form as a
tool. The arranged form consists of items about occurrences or
40
2. Test
According to Arikunto (2002: 198) Test is a set of
question or exercise or other instrument used to measure
knowledge, intelligence, ability or attitude of groups or
individual. The writer uses pre-test and post-test. pre-test is
given before implementation of Numbered Head Together
method in teaching learning process and post-test is conducted
after the method in implemented. Pre-test and post-test used to
know the differences of students’ improvement.
3. Documentation
Arikunto (2010: 274) stated that documentation methods
is an activity to look for variable like notes, transcribes, books,
newspapers, magazines, etc. The documentary data are book,
transcript and history book of SMA Muhammadiyah Plus
Salatiga.
F. Technique of Data Analysis
After collecting the data, the next step of this study is
analyzing the data. In analyzing data, the researcher used two ways:
1. Descriptive Qualitative Technique
Lodico (2006:12) stated that quantitative techniques
summarize data using numbers. Hypotheses and methods of
describes the process and the result of students’ improvement
in reading skill using Numbered Head Together method.
2. Statistical Technique
Beside descriptive technique, the writer uses a statistical
technique. In scoring the test, the students score is counted with
the following formula:
a. Mean Calculation
Mean is formula to know the average of the students’ score.
The formula is:
Explanation:
M = Mean of the student’s score
∑X = The sum of student’s score
N = the total number of students
b. Standard Deviation Calculation
The formula is:
√ ND2 ( ND) 2
Explanation:
SD = Standard Deviation
D = Difference between pre-test and post-test
42
c. T- test Calculation
After calculating the SD, the researcher will
calculate t-test to know is there any significant differences
or no between pre-test and post-test. The formula is:
( D N) (√SDN 1)
Explanation:
To = T- test for different of pre-test and post-test
SD = Standards deviation for one sample t-test
D = Difference between pre-test and post-test
43
In this chapter, the writer would like to analyze the data gathered
from the action research activities. The data was obtained from teaching
learning process and evaluation. The findings consist of the results of the
cycle I, cycle II. The cycles are treatments of the implementation of the
Numbered Head Together Method in the reading skill.
A. Research Findings
In this research, the researcher acts as the teacher and
learning process is observed by her collaborator, Dewi Nur Waryani.
The writer arranged two cycles. The steps were: planning, acting,
observing, and reflecting.
1. Cycle I a. Planning
Before entered in the class, the writer prepared
instrument of the research to support the teaching and
learning process in the following:
1)Preparing the schedule of the research
2)Preparing material and making lesson plan
3)Designing the steps doing the action
4)Preparing list of the students’ name and scoring
44
6)Preparing a test (to know student’s improvement in
reading skill is there any change or not).
b. Implementation of the action
On Tuesday, 09 February 2016, the writer began the
class with Miss Farah who helped the writer to introduce
herself in front of the class. Before the lesson, she began the
lesson by introduction herself and checking students’
attendance. In the first meeting, it was followed by 26
students in the class.
Before the lesson, the teacher gave the pre-test for
students in 15 minutes about narrative before present. She
divided the sheets and walked around the class in order to
check the students along doing the test. Many students were
confused about the test. Some of them asked about
vocabulary with their friends and the teacher. After the
students had finished the pre-test, she collected and began the
teaching learning process.
Based on the field note from the collaborator, during the
teaching learning process, as follows:
Teacher : “assalamu’alaikumwr. wb?”(Peace be with you)
Teacher : “Before we began our study today, say
Basmallah(let’s pray) together!”
Students : “Bismillahirohmanirohim” (in the name of Allah)
Teacher : “Good afternoon class?”
Students : “Good afternoon Miss!”
Teacher : “How are you today?”
Students : “I’m fine thank you, and you?”
Teacher : “I’m very well, thank you. Ok firstly, I
want to introduced myself, my name is
Mentari Mega W, and you can call me Miss.
Mega. I’m come from Tangerang. And
today, we will study aboutnarrative text.
Anyone know about it?”
Students : “Yes, Miss!”
After the writer said “anyone knows about narrative
text?” many students said “Yes, miss”. They have different responses about narrative text. Some of them said
“(ceritalegenda) story about legend, (ceritahewansikancil) story about mouse deer, etc”. But also, any other students forgot about it. To make them have good memorized, the
teacher explained about what is narrative text clearly. She
46
used numbered head together. In the first meeting, the
teacher gave material about legend of Sura and Baya in
narrative text.
In the first treatment, she used numbered head together
method. In learning process, the students were made group.
There are five groups, and each group are consists of five
students. In this learning process, she trained the students in
reading ability through narrative text. She asked the
students to make narrative text grouply. She added the
picture as a media to stimulate them in organizing the ideas
and thought. The writer said “Do you know what the
picture above?” then they answered together “that
Surabaya, miss”. “Yes, right” said the writer. From the picture, the writer asked them to make jumble paragraph be
grouply. The students were very enthusiastic and excited
about it.
In the end of meeting, the writer gave the post-test to
the students after she apply the treatment in her teaching
process. The post-test was done around 15 minutes. The
writer said “before the class will be over, I will give
post-test, are you ready class?” They answered together “yes,
research asked them to submit it and she closed the
meeting.
Teacher : “Ok class, the time is over; please submit
your test and we will close our meeting
today.”
Students : “Yes, miss!”
Teacher : “Ok, before we close our lesson today, let’s
say Hamdallah (thanks to Allah) together”
Students : “Alhamdulillahirobbilaalamiin” (Allah be praised)
Teacher : “Wassalamualaikumwr.wb” (peace be with you)
Students : “Waalaikumsalamwr.wb” (peace be with you)
c. Observation
In the first cycle, the researcher observed the learning
process by asking the observer to help her in monitoring the
students’ activity in this action; the teacher could see that the
students were not ready yet when the teacher (the writer)
came to class. It can be seen for the students’ attitude. The
class situation was rather noisy, because it was the first time
for them in English class using Numbered Head Together
48
d. Reflection
After analyzing the result of cycle I, the writer
inferred that there was little bit improvement in students’
reading skill. It could be seen from the average of post-test
was better than the average of pre-test. The researcher has to
encourage the students to do the task by themselves. The
researcher will use the same method to teach reading with the
different topic for the next meeting to get better result.
Table 4. 1
20 PutriListiani 50 75 25 400
21 SabillaSafaSaphira 65 80 15 225
22 SaniaRizkaNuzuliaAmimi 75 60 -15 225
23 Suryani 60 75 15 225
24 UswatunKhasanah 60 75 15 225
25 WahyuNur’aini 0 0 0 0
26 Yusuf Akbar Sanjaya 80 0 -80 6400
1380 1570 190 16375
1) Calculating mean of pre-test I and post-test I
a) Mean of Pre-test
M=
M
=
M=53.07
b) Mean of Post-Test
M= F
M
=
157026
M= 60.38
c) Mean of Pre-Test = 53.07
d) Mean of Post-Test = 60.38
50
f) There is an improvement of reading skill trough
Numbered Head Together Method between pre-test and
pos-test.
2) Calculating of Standard Deviation
T = 1.51
T calculation is 1.51
T-table > t-calculation = 20.60 > 1.51
2. Cycle II
Based on the research of cycle I, it necessary for the
researcher to continue the next level:
a. Planning
Before the research, the instrument of the research was
prepared as follow:
1)Preparing lesson plan
2)Preparing material
3)Preparing list of students’ name and scoring
4)Preparing observation sheet (to know the situation of
teaching learning process when method is implemented)
5)Preparing a test (to know whether students’ reading skill is
improve or not when the method is applied)
b. Implementation of the action
On Wednesday, 10 February 2016, the research entered
the class with her observer to continue the previous meeting.
In this action, the research explained more about fable in
narrative text. Then teacher opened the lesson.
52
Teacher : “Good morning class?”
Students : “Good morning, Miss!”
Teacher : “How are you today?”
Students : “I’m fine thank you, and you?”
Teacher : “I’m very well, thank you. Ok, I meet you
all again class, and before the lesson, I will
give you pre-test. Are you ready?”
Students : “Ready, miss!”
Before the lesson, she gave the pre-test for the students
and walked around the class in order to check the students for
doing the test. Then, the research told to the students about
the topic on that day. The research asked the students to
explain about narrative text and the function.
Then, the writer discussed fable in narrative text. In this
section, the research explained story about mouse deer. In
this action, the writer just gave a little explanation which had
not been understood by the students until they understood
well. She explained about generic structure. And she gave
conclusion about the material. Then, the research gave them
post-test about 15 minutes. After that the research asked them
Teacher : “Ok, any question, before we close our
lesson today?”
Students : “No, Miss.”
Teacher : “Let’s say Hamdallah (thanks to Allah)
together.”
Students : “Alhamdulillahhirobbilalamin.” (Allah be praised)
Teacher : “Thanks for your attention, and keep on
struggle.Wassalamu’alaikumwr.wb.”(Peace be with you)
Students : “Wa’alaikumsalamwr.wb.” (Peace be with you too)
c. Observation
In the cycle II, the researcher and her partner observed
teaching learning process by monitoring the students’ activity
and their attention during teaching learning process. The
teacher watched the students enjoy this method and they are
not afraid to speak up and active in cycle II. They gave more
attention to the teacher’s explanation and asked some
