IMPROVING STUDENTS’ READING COMPREHENSION
USING NUMBERED HEAD TOGETHER TECHNIQUE
(A Classroom Action Research at the Seventh Grade of SMP N 2 Kalibagor in Academic Year 2012/2013)
A THESIS
Submitted to English Departement as a Partial Fulfilment of the Requirement for S.Pd. Degree
By:
FERI MUSTOFA 0801050109
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
MOTTO
Be positive thinking in every time, so that you can be positive
feeling
Never give up, before you do your best because life is strangle.
LAZINESS MAKES A MAN SO SLOW THAT POV ERTY SOON
OVERTAKES HIM.
A HEALTHY MAN HAS A HUNDRED WISHES; A SICK MAN HAS
ONLY ONE.
THE MAN WHO SAYS HE NEVER HAS TIME IS THE LAZIEST
MAN.(Lichtenberg)
WE CAN TAKE FROM OUR LIFE UP TO WHAT WE PUT TO IT.
REAL POWER DOES NOT HIT HARD, BUT STRAIGHT TO THE
POINT.
IF YOU LEAVE EVERYTHING TO YOUR GOOD LUCK, THEN YOU
DEDICATION
I would like to dedicate this thesis to:
1. My beloved Mother and Dad for great affection, prayer, patience, and for everything you have given.
2. My beloved young brother. Thanks for your great support.
3. My beloved special someone Devi Novitasari. Thanks for your love and support. You are always become my strength.
4. My beloved best friends Ugow, Simbot, Sulung, Indra, Lancho, Kabul, Cendoel;. Thanks for strengthening me with this friendship guys.
5. My beloved friends in B class English Dept’ 08. Thanks for our togetherness till now. Let’s keep our friendship mates.
6. All my beloved friends when I did PPL in Ajibarang state Senior High School (Mufid, Fajar, Imron, Gunawan, Titis, Irna, Lele, Cenil, Dewi, Mona, Listika, Desis, Totow, Erlin, Qori).
ABSTRACT
IMPROVING STUDENTS’ READING COMPREHENSION USING
NUMBERED HEAD TOGETHER TECHNIQUE
(A Classroom Action Research at the Seventh Grade of SMP N 2 Kalibagor in Academic Year 2012/2013).
By:
FERI MUSTOFA 0801050109
This research aimed to improve the students’ reading comprehension using
Numbered Head Together technique. It used Classroom Action Research, which was conducted at VII A Grade of SMP N 2 Kalibagor in Academic Year 2012/2013 as the subject of the research. The numbers of the students were 30 students comprised of 13 males and 17 females. This study was done from November 2012 until February 2013.
The writer worked collaboratively with the English teacher in the class. The Classroom Action Research was carried out based on the Kemmis and McTaggart design. The writer took two cycles with two actions in each cycle. Each cycle consisted of planning, acting, observing, and reflecting. The writer applied both qualitative data and quantitative data that were taken from questionnaire, observation, reading test, and documentation.
The result of the research showed that there was a significant improvement in
the students’ reading comprehension after implementing the Classroom Action
Research using Numbered Head Together technique. The average score of the students in reading was 38.17% in test (pre-test and post-test). The mean of the students’ reading test score was as follows; pre test showed 47.50%, Cycle One showed 58.00%, and Cycle Two showed 85.67%. Therefore, the improvement of mean from pre-test until Cycle Two was 27.67%. It was supported by the improvement of observation and questionnaire result. The data of observation
showed that the average of the students’ improvement in reading activities in Cycle One was 32.50% and Cycle Two was 59.15%. Then, the improvement from Cycle One to Cycle Two was 45.83%. The data from the students’ questionnaire which were gained from the ten questions showed that the students gave positive response to the implementation of Numbered Head Together technique in their reading activities. The average of the students’ questionnaire was 79.30%. Those data proved that Numbered Head Together technique could improve the students’ reading
ACKNOWLEDGMENT
Assalamu’alaikum Wr. Wb.
Alhamdulillahirobil’alamin. Firstly, thanks to Allah SWT for his blessing and guidance, so that the writer could finish this thesis. This is submitted to fulfill one of the requirements to get S.Pd. Degree at the English Department of Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto.
The writer wishes to express her great appreciation and gratefulness to:
1. Drs. Ahmad, M.Pd., as the Dean of Teacher Training and Education Faculty on Muhammadiyah University of Purwokerto.
2. Endang Kusrini, S.Pd. M.Hum., as the Head of English Departement of Teacher Training English and Education Faculty of Muhammadiyah University of Purwokerto.
3. Endang Kusrini, S.Pd. M.Hum. and Saefurrohman S.Pd, M.Pd., as the first and second consultant who have always guideed me wisely and patiently during writing process of this thesis.
4. The headmaster of SMP N 2 Kalibagor for gave me permission and helping me did the research in his school.
5. The English teacher of SMP N 2 Kalibagor for helping the researcher did the research in his school.
7. All of the VII A grade students of SMP N 2 Kalibagor who have given good participation in this study.
The researcher hopes that this thesis would be useful for the readers. Finally, the researcher believes that this thesis is still far from being the perfect one. Therefore, the researcher would appreciate gladly to invite constructive, criticisms and also suggestions from the readers. The researcher hopes that this thesis will give valuable things especially for educational field and also those who are interested.
Purwokerto, February 2013
TABLE OF CONTENT
4. The Components of Reading Comprehension ... 10
5. Teaching Reading ... 11
B. Narrative Text ... 14
2. Generic Structure of Narrative Text ... 14
3. Language Features of Narrative Text ... 15
4. Type of Narrative Text ... 15
5. Assesing Reading Comprehension of Narrative Text ... 17
6. Evaluation of Reading ... 19
C. Cooperative Learning... 20
1. Definition of Cooperative Learning ... 20
2. The Definitions of Number Head Together ... 21
3. Teaching Reading Using Number Head Together ... 22
4. The Advantages and Disadvantages of Number Head Together ... 24
D. Basic Assumption ... 24
E. Technique for Analyzing Data... 34
1. The Qualitative Data ... 34
2. The Quantitative Data ... 35
F. Criteria of the Action Success ... 37
CHAPTER IV RESULT AND DISCUSSION A. The Result of the Result ... 38
1. The Implementation in Cycle One ... 38
2. The Implementation in Cycle Two ... 51
B. Discussion ... 61
3. Interview Result ... 64 4. Questionnaire Result ... 65 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 67 B. Suggestion ... 68 REFERENCES
LIST OF TABLES
Table 1 Schedule of the Research ... 26
Table 2 The Indicator of the Teacher’s Activities ... 31
Table 3 The Indicator of the Students’ Activity ... 32
Table 4 The List of Questions in Questionnaire ... 33
Table 5 The Observation Result of the Studemts’ Activities ... 46
Table 6 The Observation Result of the Teacher’s Activities ... 47
Table 7 Evaluation Result of Students’ reading Comprehension in Cycle 1 ... 48
Table 8 The Observation Result of the Students’ Activities in Cycle 2 ... 58
Table 9 The Observation Result of the Teacher’s Activities in Cycle 2 ... 59
Table 10 The Summary of the Evaluation Result in Cycle 1 and Cycle 2... 61
Table 11 The Students’ Improvement in Reading Test ... 63
LIST OF FIGURES
LIST OF APPENDICES
Appendix A The Result of Pre Test The Result of Post Test 1 The Result of Post Test 2 The Result of Test in Cycle 1 The Result of Test in Cycle 2
Appendix B The List of Questions in Questionnaire The Questionnaire Result
The Observation Sheet of the Teacher’s Activities
The Observation Result of the Teacher’s Activities in cycle 1 The Observation Result of the Teacher’s Activities in cycle 2 The Observation Sheet of Students’ Activities
The Observation Result of Students’ Activities in Cycle 1 The Observation Result of Students’ Activities in Cycle 2
Appendix C Lesson Plan Pre Test Post Test 1 Post Test 2
The Answer Keys
