Students’ Responses Through the Application of Cooperative Learning
Type Numbered Head Together (NHT) in Junior High School
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
SarjanaPendidikan
Jelita Silaban
112010155
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2014. Jelita Silaban and Drs. Martha Nandari, M.A.
TABLE OF CONTENTS
Cover Page i
Approval Page ii
Copyright Statement iii
Publication Agreement Declaration iv
Table of Content v
List of Table vi
List of Appendices vii
Abstract viii
Findings and Disscussion 18-37
Conclusion and Recommendation 37-40
References 41-42
Acknowledgements 43
LIST OF TABLES
Table 1: Desired Responses (DRs) 16
Table 1a: Verbal Desired Response (VDRs) 18
Table 1b: NonVerbal Desired Response (NVDRs) 20
Table 1ba: Physical responses to the instruction and Physical
responses to the material
21
Table 2: UnDesired Responses (UDRs) 26
Table 2a: Verbal UnDesired Responses (VUDRs) 27
LIST OF APPENDICES
Appendix 1: Observation table 36
Appendix 2: Interview Question 37
Appendix 3: Interview Result 38-41
Appendix 4: Observation Note 42-44
Appendix 5: List of DRs, UDRs, VRs, and NVRs 45-46
STUDENTS
’ RESPONSE
S THROUGH THE APPLICATION OF
COOPERATIVE LEARNING TYPE NUMBERED HEAD TOGETHER
(NHT) IN THE ENGLISH CLASS OF THE FIRST YEAR STUDENTS OF
SMPN 2 TUNTANG
Jelita Silaban Abstract
This study investigated the students’ responses through the application of Numbered Head Together (NHT) in Junior High School. The participants were the VIIG class’ students and one English teacher. The data were collected using observations and semi-structured interview and analyzed and described it qualitatively. The data were categorized based on Borich’s classification of responses as cited in Muhammad (2014); they are Desired Responses (DRs), Undesired Responses (UDRs), Verbal Responses (VRs), and Non-Verbal Responses (NVRs). In this study, the researcher found both DRs and UDRs. The DRs showed by the students were paying attention to the teacher’s explanation and discussing the topic and the UDRs were walking around the class and disturbing their friends. Both DRs and UDRs were categorized into two groups, VRs and NVRs. The VRs of the students were discussing the topic and asking friend for the answer; NVRs of the students were standing and looking for their group quickly, taking notes, and reading handout. This method is helpful to motivate the students to be active. The UDRs were made by certain students who didn’t seem to be motivated to study. These students who did UDRs need a further study on their motivation and their family background.
INTRODUCTION
A.
Background of the studySince English has become an international language, the uses and the needs
for English are increasing from year to year. It has become one of the courses that
is tested in the National Exam in Indonesia. To have an effective teaching and
learning process, the teacher needs to develop and use appropriate materials,
methods, and strategies. Brown (2000) defines learning as a process of acquiring
or getting knowledge of a subject or skill by study, experience, or instruction and
teaching as showing, helping, guiding, facilitating someone to learn something
and making the learners understand what have been taught.
Discussing about English teaching-learning process, there is one thing that the
teachers should remember, that is the interaction among the students. According
to Johnson (1998), an interaction with other people is essential for human
survival. It is the same in the English teaching-learning process, the teacher has to
interact with the students and the students also have to have interactions with
other students.
However, nowadays some learning process still focuses on the teacher
(teacher-centered). The teachers talk in front of the class while the students are
only sitting, listening to teacher, and taking notes Lie (2008). Looking to such
has to include students’ participation in the teaching-learning process in order to
encourage students to be more active in class. The method is called cooperative
learning. Lie (2008) also said that cooperative learning is a series of learning
activities in the classroom emphasizing the concept of think together and work
together in a small group (3-5 students). The results are expected to increase the
student learning.
The cooperative learning model that the researcher was interested in was
Numbered Heads Together strategy (NHT). According to Kagan (1992), NHT is a
strategy that conditions the students to be able to integrate, draw conclusions from
the results of diverse minds to exchange ideas or opinions among their peers in
the group. In this model, students attempt to answer the question when his/her
number is called randomly by the teacher. It could become a motivation for the
students because they can obtain points not only for him/herself but also for the
acquisition of the group. Therefore, the application of the strategy is expected to
trigger NHT students to develop the knowledge and the results of their study.
Gultom as cited in Anita and Rita (2004) argues that the application of
Cooperative Learning NHT could enable students to be active in class and always
be prepared for learning the class material and interact with friends in the group.
Other scientists, Lie (2008) also revealed that the activity of interaction with
friends in cooperative learning groups would encourage the students to form a
the implementation of NHT as the strategy to make students become active in the
learning process. This study was also meant to know the students’ responses through the application of NHT strategy in their English learning process.
B. Relevant Studies Related to the Study
Kartiningrum (2007) in her research found that the application of
cooperative learning NHT model in Seventh Grade Students of SMP 14 Semester
II Pekalongan in the Academic Year 2005/2006 could improve the learning
outcomes and student activities. Another research was done by Nisak (2013) to
see the effectiveness of the application of NHT method to increase the study
result of the 10th grade students in SMAN 9 Malang. The result of the study was that the students’ study results were increasing. However, in those studies, the
NHT strategies were not applied in the English language learning process.
Therefore, this study was meant to know the students’ responses through the application of NHT strategy in English teaching.
C. Aim of the Study
The aim of the study is to find out the students’ responses in the learning process through Cooperative Learning using Numbered Head Together (NHT)
D. Significance of the Study
It is expected that this study could provide useful information about
Cooperative Learning, especially Numbered Head Together strategy. It is also
hoped that the result of this study could be helpful and could give knowledge
or benefit to English teachers in Junior High School who wish to have active
THEORETICAL FRAMEWORK
A. Students’ Responses
Students’ responses are the activities that the students do in the learning process. Students’ responses are important and will positively impact their performance. We can find many kinds of students’ responses when they are doing the
learning process. For example, students are speaking or keeping silent when they are
doing the learning process. Students’ noise and annoyance to other students could also be classified as the student’s response. The term of response here deals with
behavior/attitude of students during the English teaching and learning process.
According to McKechnie as cited in Muhammad (2014) response is an act or action
of responding (as by an answer); a responsive or corresponding act or feeling, or a responding act to a motivating force or situation. Students’ response can be an action
of movements that go into some complicated bit of behavior like walking, and closing
the door.
Borich as cited in Muhammad (2014) that there are two kinds of students’ responses, the first is desired responses and the second is undesired responses. Those
responses are seen from the point of view of the teacher. A desired response can be the response when the teacher “wants” certain activities to be done by the students
and the students can fulfill it. Thus the response is desired by the teacher since it can
is the response that is not desirable by the teacher since the response can destruct the
teaching and learning process or the response is not related to the teaching and
learning process. Borich as cited in Muhammad (2014) also states that responses
typically are divided in verbal and nonverbal responses. A verbal response is when
the students respond the teachers by the students’ utterance which can be answering or saying something, or when students are answering questions, performing speaking
and chatting with friends. Whereas, a non verbal response is when students are paying
attention, reading the book/handout, keeping silent, walking in the room, and
disturbing other friends.
Borich as cited in Muhammad (2014) also stated that those types of response are
also called positive responses and negative responses caused by their influence to the
teaching and learning process. A positive response means that the response is desired
by the teacher since it can support the teaching and learning process; while a negative
response means that the response is not desired by the teacher since the response can
destruct the teaching and learning process or the response is not related to the
teaching and learning process.
However, Yelon as cited in Muhammad (2014) said that a response is not only desirable. If the students do not respond as the way the teacher ‘wants’, they are not
responses are essential in the teaching and learning process. The way to evoke the students’ response can be by using the effective learning strategy.
B. Cooperative Learning
1. Defining Cooperative Learning
Cooperative Learning is a series of learning strategy in the classroom.
Cooperative Learning is one of the most widespread and fruitful areas of theory,
research, and practice in education. According to Johnson (1998), Cooperative
Learning exists when students work together to accomplish shared learning goals.
Each student can achieve his or her learning goal if the other group members achieve
theirs. It means that each student needs to cooperate with other students because
Cooperative Learning is related to group learning. The emphasis of Cooperative
Learning is the students need to learn and apply their knowledge, concepts, skills to
the other students who need that. So it can be mutually beneficial among
low-achieving students and high-low-achieving students (Lie, 2008).
2. Principles of Cooperative Learning
Cooperative Learning is one of the learning strategies that supports contextual
learning. Cooperative Learning systems can be defined as a system of work or
Cooperative Learning principles are arranged in a regular or structured way.
According to Sanjaya as cited in Ibrahim (2000), there are four principles of
Cooperative Learning, namely:
Tasks that can be resolved depends on the efforts of each member of the
group
b. Individual responsibility.
Duty is a responsibility of every member of the group. The success of each
group member is to complete the task.
c. Face to face interaction.
In cooperative learning, it is necessary to have a good interaction with each
other.
d. Participation and communication.
Learning of cooperative training students to be able to actively participate and
communicate
3. Types of Cooperative Learning
Even though the Cooperative Learning is not new in teaching and learning
process as the teachers have applied for many years in the form of laboratory groups,
task groups, group discussions, and so on, currently, researchers worldwide are
studying the practical application of principles of cooperative learning. As a result,
many cooperative learning models have been found. Some of the models described by
Slavin (2009) are: Student Team Achievement Divisions (STAD), Teams Games
Together (TGT), and Jigsaw. In addition he also added a model Cooperative
Integrated Reading and Composition (CIRC) and Accelerated Team Instruction.
of cooperative learning that can be applied by teachers. The techniques are : 1) find a
partner, 2) exchange a partner, 3) think in pairs foursome, 4) send greetings and
questions, 5) head numbered, 6) heads numbered structured, 7) two lived two guests,
8) around the group, 9) buttons clatter, 10) around the classroom, 11) small circle big
circle, 12) bamboo dance, 13) jigsaw, and 14) tells the story in pairs (paired
storytelling).
NHT is a part of cooperative learning techniques with a structural approach.
Developed by Kagan (1992)."Although it has many similarities with other strategies,
structural model emphasizes the special structures designed to affect students'
interaction patterns". Sugiyanto as cited in Suharsimi (2007 said that it is expected
that students work together and help each other in small groups and more on
cooperative awards and individual awards. The structural approach consists of some
sorts such as: finding a partner, partner swapping, exchanging greetings and
questions, storytelling in pairs, two lived two guests, roving groups, clattering studs,
etc. From many various examples of structural approach, there are two kinds of
well-known structures which are Think-Pair Share (TPS) and Numbered-Head Together
C. Numbered Head Together (NHT)
Numbered Head Together (NHT) is one type of cooperative learning’s techniques that emphasizes the special structure that is designed to influence the
pattern of interaction of students and has a goal to improve the academic mastery.
This technique which was developed by Kagen, as cited in Ibrahim (2000), is to
engage students in reviewing the material covered in the lesson and check their
understanding of the lesson content. Students are grouped and each person is given a
number (from one to the maximum number in each group). The teacher poses a
question and students "put their heads together" with their group to figure out the
answer. The teacher calls a specific number to respond as the spokesperson for the
group. By having students work together in a group, this strategy ensures that each
member knows the answer to problems or questions asked by the teacher. Each
member must be prepared with the answer because no one knows which number will
be called. In order to have a better understanding about NHT, the details about it
could be explained as follow:
1. Important notes in NHT techniques
This technique is excellent for adding individual responsibility in group
discussion. The numbering on the students will motivate each student to help and
encourage each other in the learning process. Thus, they will prepare themselves with
process. According to Lie (2008), "the head of teaching and learning techniques
numbered (number of heads) provides the opportunity for students to exchange ideas
and consider the most appropriate answer ". Furthermore, this technique also
encourages students to enhance their spirit of cooperation. This can be used in all
subjects and for all students’ age levels.
2. Steps in NHT
Lie (2008) suggests some steps to implement NHT in the classroom, as follow:
1. Students are divided into groups. Each student in the group gets the number.
2. Teacher gives assignments and each group can do it.
3. The group discusses the correct answers and ensures each member of the
group can do/know the answer.
4. Teacher calls one student with numbers in order to report the results of their
cooperation.
In addition, Trianto (2007), recommends the teacher to use a four phase structures
as NHT syntax in applying the NHT strategies to the entire class, which are:
a. Phase 1 : Numbering
In this phase, the teacher divides students into groups of 3-5 people
and to each member of the group is numbered from 1 to 5.
The teacher asks a question to the students. The question can be
varied; It can be very general or specific. Teacher makes sure
everyone knows at least a way to describe the
answer/things/people/place.
c. Phase 3 : Thinking with together
Students unite their opinion on the question and answer. Then they
have to make sure that each member of the team knows the answer.
d. Phase 4 : Answering
Teacher calls one particular number, and then student whose number is
called will answer that question by discussing it before with his/her
THE STUDY
A. Research Question
This study was conducted to answer the research question: What were the
students’ responses through the application of Cooperative Learning type Number Head Together at the First Year Students of SMPN 2 Tuntang?
B. Type of Research
This study was a descriptive research to describe the behaviors and responses of
the students over the use of Cooperative Learning using Numbered Head Together
strategy. The researcher gathered data from the class activities and analyzed the data
into descriptive qualitative report. The researcher provided more information
specifically on the research instrument and the procedure applied in this study.
C. Context of the Study
To answer the research question above, the study was conducted at a State Junior
High School (Sekolah Menengah Pertama Negeri II Tuntang, Kab. Semarang). This
school was not a favorite school, which means that, according to the teacher, most of
the students who enrolled in this school were the students who were not accepted to
study at other schools. The teacher also said that most of the students were from
Such as when the teacher was giving homework or an invitation letter to meet the
class teacher, just some of the parents participated on this meeting and just some of
the parents helped their children to do the homework.
By looking at the context above, the researcher was interested in knowing what the students’ responses were through the application of NHT strategy in this school.
D. Participants of the Study
The participants of this study were the 1st year of junior high school at SMPN II
Tuntang, Kab. Semarang in the academic year of 2013-2014. There were 7 classes,
which were labeled A-G. In the research, the researcher only took one class as the
sample (class VIIG). This class consists of 35 (thirty five) students whose ages were
between 12-13 years old. Based on the English teacher of the 1st year at this school, VIIG is the most passive students among all classes. That’s why the teacher prefers to
apply the NHT strategy in this VIIG class as the way to make the students more
active.
E. Data Collection Instruments
In collecting the data, the researcher used observation note and interview. Those
1. Classroom Observation
Classroom observation was used to see the application of the model NHT learning and to determine the involvement of the students or the students’
responses during the learning process. The observation which was filled in
during the learning process by the researcher can be found in Appendix 1.
2. Interview
To support the observation note, the researcher conducted a structured
interview. The interview was held during the observation from February 17th
until May 23rd 2014. There were two interviews. The first interview was with
the English class teacher to gain information about students’ actitivies during the learning process and the second was interviewing 10 students from the
class. The interview with the students was for gaining the information about
the students’ responses when the teacher use Cooperative Learning using NHT technique in class. From those students, the researcher only took two
students out of 10 students per observation to be interviewed straightly after
the lesson. There are 5 questions for the teacher and 5 questions for the
students. The interview questions were using Bahasa Indonesia as shown in
F. Data Collection Procedures
The researcher passed numerous steps of research procedures, because the
research took place in the formal institution. The research procedures as follow:
1. Planning.
Firstly, the researcher asked for permission from the Principal and the
English teacher of the school to observe the learning process. Second, the
researcher consulted and arranged the schedule with the English teacher to
observe the learning process in the English class. The third was arranging the
research instruments.
2. Actuating
In this second step, teacher implemented the NHT technique, while the
researcher in this step acted as a passive participant who merely observed the
learning process.
3. Observing
The researcher observed the class activity led by the teacher. The
researcher observed the learning process by taking notes of everything that was
happening during the learning process. The data gathered were according to the
instructions that were given by the teacher and the responses of students during
the learning process.
4. Interviewing the students and teacher
In this step, the researcher interviewed 10 students after the learning
process, during the break time. The interview was conducted 5 times and only 2
students were interviewed per observation. The researcher observed the learning
process 6 times during the study. After interviewing the students, the researcher
interviewed the teacher in her office. The lists of interview result are shown in
Appendix 3.
5. Data Analysis Procedure
In analyzing the data, the researcher used Observation Method. It was done by
writing down whatever got during the observation. Firstly, from the observation note
in Appendix 4, the researcher categorized the responses into desired responses,
undesired responses, verbal responses, and non verbal responses based on what
Borich said as cited in Muhammad (2014) about responses. The list of Desire
Response (DR), Undesired Response (UDR), Verbal Response (VR), and Non Verbal
Response (NVR) are shown in Appendix 5.
As can be seen in Appendix 5, the researcher used a check list to help
Appendix 6). After the researcher categorized the responses, the researcher
reviewed the results of the categorization. After all the data from the
observation notes were gathered, then the researcher looked at the result of students’ and teacher’s interviews to gain more information about the students’ responses. Finally the researcher concluded and interpreted it. So the
data were categorized, interpreted, and finally written in the form of narration.
FINDINGS AND DISCUSSION
FINDINGS
The discussion of students’ responses toward the application of Cooperative Learning using Numbered Head Together (NHT) technique in the English classroom
among the first year students of SMPN 2 Tuntang was based on notes of the
observation which were collected through observation in class from February 17th
until May 23rd 2014. The discussion would also becombined and related to the theory
stated by Borich as cited in Muhammad (2014). From all the observation notes, the
responses could be classified as Desired Responses (DR) and Undesired Responses
From all of the six observations done in the class activities, the researcher
combined all of the results and found both Desired Responses (DR) and Undesired
Responses (UDR) toward the activities given by the teacher. Those findings could be
explained as below:
1. Desired Responses (DR)
As has been stated before, DR was the response when the teacher “wanted” certain activity to be done and the students could fulfill it; or the responses supported
the teaching and learning process. The activities or the instructions that were given by
the teacher during the learning process were based on the NHT step (written on page
8-9)
The DRs from the observation note can be described in the table below:
Table 1.
Desired Responses (DR)
Activity or instruction given by the teacher
The Desired Response (DR) by the students
Teacher was numbering the students to form groups.
Standing and looking for their group quickly
Yelling “wey, tadi aku di group mana?”
Meaning: Hi guys, which one is my group?)
Teacher was delivering the material. Paying attention to the teacher (by looking at the teacher).
Opening and closing the book frequently.
Listening to the teacher carefully (by keeping silent and looking for the teacher).
Teacher was asking the students to think together.
Some students were having discussion.
Speaking up with the members of their group related to the topic. Busy of opening the dictionary.
Reading handout and writing notes.
Chatting with friends and laughing by looking at the handout.
Teacher was mentioning certain numbers to answer the question
Standing up quickly.
Quickly answering the question.
Looking at her/his notes.
The table above shows us the DRs showed by the students. First when the
teacher asked the students to form a group, some of the students were standing and
looking for their group quickly and there were also some students who were yelling
and said in Bahasa Indonesia, “Wey, tadi aku di group mana?(“Hi guys, which one is my group?”) while walking and looking for which groups they belonged to.
Second when the teacher was delivering the material; some of the students were
looking at the teacher and the others were opening and closing their books frequently.
students were paying attention to the teacher. The third DR which was also shown by
some of the students was when the teacher was asking questions, the students were
discussing it such as speaking and chatting, taking notes, opening a dictionary to look
up the meaning of a certain word and some of them were reading their handouts.
These actions showed that even the students were making noise but in this situation, the teacher ‘wanted’ these responses to be done by the students.
The fourth DR shown was when the teacher was asking the students to think
together, some of the students were discussing with their friends or speaking up with
the members of the group related to the topic. Whereas some students were busily
opening their dictionary or reading handouts and writing notes, while the others were
chatting with friends and laughing by looking at the handouts. The fifth DR was
when the teacher was mentioning a certain number to answer the questions; the
students were standing up quickly; some of them were quickly answering the
question or just looking at her/his notes. All of those responses were desired by the
teacher.
All these desired responses could be further classified into some
sub-headings. The idea was also based on what Borich as cited in Muhammad’s journal (2014) said that both DRs and UDRs could be divided into verbal or non-verbal
responses. A verbal response shown as DR is called as Verbal Desired Response
(VDR), whereas Nonverbal DR is named NVDR. Further explanation about the
a. Verbal Desired Response (VDR) is when the students’ responses toward the teacher’s materials and instructions are shown by their verbal reactions
such as answering questions or saying something, or performing speaking,
and chatting with friends.
Yelling is a desired response that was found by the researcher. When the
teacher was asking the students to form a group, some students were yelling and said “wey, tadi aku di group mana?” (“Hi guys, which one is my group?”). Some
teachers might not want their students to be yelling during the class activity because students’ yelling might disturb other students and also other classes. However, in this
context, such a response was VDR because the teacher was asking them to form a group and the students’ yelling was a way to find their group. The other observed VDR was the students’ discussing and speaking up with their group members or the students’ asking their friends about the answer, or their chatting with friends related
to the topic. Those observed VDRs could be summarized in the following table:
Table 1a.
Yelling “wey, tadi aku di group mana?” (“Hi guys, which one is my group?”)
Teacher delivering the material
Discussing the topic
Speaking up with the members of their group related to the topic
Teacher asking questions Asking friends for the answer
Teacher ask the students to think together
The table above showed the VDRs that occurred during the activities in the
learning process. The students’ responses were different according to the instruction given by the teacher. For example when the students were yelling while the teacher
was delivering the materials; the teacher might not want this action to be done by the
students because it might disturb the learning process and also disturb other students
who focused on the material. Another content, the teacher might allow the students to
yell if their yelling supports the learning process. Support the learning process means,
they were yelling when the teacher was asking them to form a group. When the teacher was asking them to form a group, students’ yelling was desired by the teacher
because it showed that they gave responses which were desired by the teacher.
Yelling to form a group was classified as a desired response because in the step of
NHT the students should form a group. From the observation, the students were
forming the group and the way to form a group was yelling.
b. Non-Verbal Desired Responses (NVDRs). It is when the students were paying attention, reading the book/handout, keeping silent, walking in the
room, and taking notes.
It is a physical gesture or response shown by the students that are desired by
the teacher. The physical responses showed by the students during observation were
standing and looking for their group quickly when the teacher asked them to form a
group. This response was NVDR because they were standing and looking for the
group using a physical response instead of using their verbal responses. In this
needed some moving. Another situation, the teacher might not allow the students to
walk or to stand because the teacher might be still explaining the material or it was
not the time to form a group. Writing on their book was also showed by the students
when the teacher was explaining the material. The NVDR could be seen from the
table below.
Table 1b.
NonVerbal Desired Responses (NVDRs)
Activity or instruction given by the teacher
NonVerbal Desired Responses (NVDRs) Teacher was numbering the students
to form groups.
Standing and looking for their group quickly
Writing on their book
Teacher was delivering the material
Paying attention to the teacher (by looking at the teacher)
Taking notes
Opening and closing the book Reading handout
Teacher was asking questions Listening to the teacher carefully (by
keeping silent and looking for the teacher) Looking at her/his note
Taking notes Teacher was asking the students to do
discussion
Opening the dictionary
Reading handout and writing notes Teacher was mentioning a certain
number to answer the question
responses to the material is the response that is shown by the students when the
teacher is delivering the material related to the material/books/handout/notes. The
responses can be seen as follows:
Table 1ba
Physical responses to the instruction and Physical responses to the material
Activity or instruction given by the teacher
students to form groups.
1. Physical desired responses to the instruction
As said above that this type of responses was the response when the
students got the instruction from the teacher, such as asking the students to
form a group. The responses that were found during the observation were the
students standing and looking for their group by walking around the class.
Some students also showed their physical responses to the instruction when
the teacher called their number. The student whose number was called was
standing up, raising their hand or coming forward quickly. Those actions such
as walking and standing up were desired by the teacher because those
responses support the learning process especially when the teacher called the
number. In addition, keeping silent and just looking for their teacher when
explaining could be also be classified as physical desire responses because
sometimes those two responses were desired by the teacher, especially when
the teacher was explaining the important points of the lesson; the students
were supposed to be silent and paying attention to the teacher. Normally, the
teacher assumed that the students were listening when they were keeping
silent and sometimes looking at the teacher. However, there were also some
students who learned and understood even he/she doesn’t look at the teacher when the teacher is explaining the lesson. For instance, from the observation,
there was one student who was laying his head on the table when teacher was
Therefore, it could be said that even when the students showed the response that was “unwanted” by the teacher but the students could answer the
questions which was desired by the teacher. Another situation, the students’ silence might not be desired by the teacher especially when the teacher was
asking them to discuss the topic. When discussing the topics, the teacher
wanted the students to speak up and had discussion with their groups. From those situations, it could be seen that students’ responses depend on the
situation that were happening during the learning process.
2. Physical desired responses to the material
This response is different with the previous one. This type of
responses is related to the material/books/handout/notes used during the
learning process. When teacher was delivering the material, some students
were doing many different kinds of activities, such as writing or taking notes,
and opening a dictionary. Some students were just reading the handout or
their notes when the teacher called their number and asked them a question. These responses didn’t relate to any instruction from the teacher but the
responses were still classified as DR because all the responses supported the
learning process and were still related to the material.
2. Undesired Responses (UDRs)
An UDR is the response that is not related to the teaching and learning
can affect the whole class, the group members or just affect themselves personally but
still destruct the learning process.
The researcher found many UDRs showed by the students. Those responses could be affected by the students’ variety of social background. As it was written in
the background of the study that the study was done at a school that is not a favorite
one. According to the teachers, most of the students who entered the school were the
students that were not accepted in other schools. In addition, the teacher also said that
most of the students were from middle and lower social classes, so it could be said that education isn’t important for them. It could be proven by the low participation of
the parents to support their children. Such as when the teacher gave homework or
gave a letter of invitation to meet the class teacher, only some of the parents
participated on this meeting and only some of the parents helped their children to do
the homework.
The students’ family background that did not consider education important
may explain the undesired responses given by the students. The UDRs found during
the class activity for instance was when the teacher was asking the students to form a
group; some students were just walking around the class without any purposes. This ‘walking’ could destruct or disturb their friends, whereas some students were not
paying attention and were chatting with friends, instead. Another situation, the teacher might ask the students to walk if the context needed the students’ walking
on the table and some of them were disturbing other friends by taking their friend’s note and there were some students tweaked their friend’s ear, scratched on the table
and drew pictures such as animals and cartoon. All those responses definitely would
destroy the learning process.
Furthermore when the teacher was asking the students to answer questions,
some students showed responses. Such as, the students were busy of folding the paper
or they were just laughing with their friends beside her/him talking about someone
else. When the students were folding the paper, in one side they might keep silent but
another side, even though they were keeping silent such a response was undesired by
the teacher because while they were keeping silent they were doing something else
which disturbed the learning atmosphere because they did not concentrate on the
learning process. Definitely, they would fly the paper toward their friends in another
side. The other responses were also shown by the students. When the teacher was
asking the students to discuss the answer of the questions, some students were
moving to the other group and some students were also cheating other groups’ answers. When the students were grouping, some students whose best friends weren’t in the same group with them, tended to move to the groups where their best friends
belonged to. This moving could destroy the group because in one side the moving
students might not be accepted by other group members. Another side, the student
who was moving might be needed in her/his own group to do some discussion.
The last response shown by the students was when the teacher was
to the teacher were forgetting their numbers. When they were forgetting their
numbers it could be concluded that it might destruct the atmosphere of the class such
as shouting in Bahasa Indonesia “Nomor 4 dipanggil tuh, eh siapa yang nomor 4? (“Guys, who is number 4? Number 4 is being called”). When there was one student
who was shouting in such way, the situation were crowded. Some of the students
were speaking even more loudly to remind their friend and the other students were
also standing and walking to see in which group the students who forget his/her
number should be. Some students, who knew that their numbers were being called, were borrowing friends’ notes quickly because they were not prepared with the
answer. There were also some students who were just keeping silent and didn’t say anything even when her/his friends reminded him/her that her/his number was being
called. In addition, some of the students were laughing and also mocking him when
he finally remembered that his number was being called. This action made the class
even noisier and it was difficult for the teacher to handle the situation because all the
students were speaking and shouting to each other about the students who forgot the
number.
Those responses could damage the atmosphere of the learning process, and also could destruct their friends’ concentration. These UDRs could be summarized
Table 2.
UnDesired Responses (UDRs)
Activity or instruction given by the teacher Undesired Responses by the students
Teacher was delivering the material Putting his/her head on the table
Disturbing friend by taking friend’s book
Tweaking someone’s ear
Drawing pictures (animal and cartoon)
Making scratch on the table
Teacher was asking questions Folding the paper
Laughing with friend beside her/him (talking about someone else)
Teacher was asking the students to think together
Moving to the other group
Cheating other groups’ answers
As the DRs, which could be classified into verbal and nonverbal response (VDRs
and NVDRs), the UDRs above could also be categorized into verbal and nonverbal
responses (VUDRs and NVUDRs), which could be explained as follows:
a. Verbal UnDesired Responses (VUDRs) is a response of the students by using their utterances which could disturb the learning process. The
VUDRs observed from the learning process such as chatting with friends,
laughing with friends beside her/him, whispering with friend and smiling
together and when the students asking friends about the answer also could
be called as VUDRs. Other VUDRs were also shown when the students
were looking at their friends who were having difficulty in explaining
their answers. Some students were saying something such as “Lama amat
sih jawabnya” (“why it is too long to answer the question”), “gak kedengeran”(“I can’t hear”), and other utterances which were making the
class more noisy. Those utterances were definitely “undesired” by the teacher.
Table 2a.
Verbal UnDesired Responses (VUDRs)
Activity or instruction given by the teacher VUDRs Teacher was numbering the students to form
groups.
Not paying attention and chatting with friends
Teacher was delivering the material
Laughing with friend beside
Asking friends for the answer
b. Nonverbal Undesired Responses (NVUDRs). It is a physical responses given by the students that disturb the learning process, such as walking
around the class, drawing pictures, keeping silent when his/her number was being called by the teacher and tweaking someone’s ear. According to
its name is nonverbal response, so the students did a certain response that
was not using words but they used their physical gestures instead. This
response could be classified into 2 groups which were pair reaction and
individual reaction. As has been explained above that during all the
observations, the student had shown various responses, which were not
only affecting each student individually but also affecting the learning
i. Pair reaction
Is a response by the student that can influence other students or
disturb the learning process, such as the students moving to
another group and cheating the other groups answer when the
teacher was asking the students to answer or to discuss the
question. These responses were undesired by the teacher because
these responses affected the other students, such as asking the
answer from another group. The other group might not allow the
answer of their group to be cheated by other groups. When the
students did this reaction, the continuing effect would affect also to
the whole class and to teacher who applied the NHT technique. NHT technique’s purpose was making the students collaborate
with other students. Besides they were supposed to enable the
students to integrate, draw conclusions from the results of their
diverse minds and to exchange ideas or their opinions among their peers in the group. If the students didn’t exchange their ideas or their opinions among their peers in the group the student’s reaction
was undesired by the teacher.
ii. Individual reaction
Is a response by the student which can disturb the learning
the table and drawing pictures (animal and cartoon) when the
teacher was explaining, and also folding paper to form a bird or
plane and flying the paper so the paper flew and suddenly landed
on the head of some students could be included into individual
undesired responses because the students did it individually. All
those responses were undesired by the teacher but these responses
were not affecting other students but only affecting the students
themselves. The below table describes those responses:
Table 2b.
NonVerbal UnDesired Responses (NVUDRs)
Nonverbal Undesired Responses
Pair reaction Individual reaction
Disturbing friend by taking friend’s book Walking around the class Borrowing friend’s note Putting his/her head on the table Tweaking someone’s ear Drawing pictures (animal and
cartoon)
DISCUSSION
The students’ responses could be different and varied depending on the
teacher instructions in a certain time, such as when the teacher was asking the
students to form a group, the teacher might allow them to yell or to speak louder. On
the other hand, if the students were being asked by the teacher to listen when teacher
was explaining; the teacher might not allow the student to yell or to speak louder.
When the students were walking around the class while teacher was explaining, the students’ walking might be undesired by the teacher. However, it was different if the teacher asked them to form a group, the students’ walking were desired by the
teacher. Different responses shown by the students did not only depend on the
instruction, characters of the students seemed to also affect the students’ responses.
During the observations, the researcher found that the students who did the
UDRs were the same persons. From this situation, it could be seen that even the
teacher applied various methods or strategies to trigger their students’ activeness; the students who had problem with their characters would not be what the teacher “wanted”, such as lazy students. It could be observed when their friends were busy
opening book and discussing the topic, such students were just sleeping or busy of
doing unnecessary things. Therefore, various methods or strategies the teacher’s applied to make the students active, somehow were not always able to make the
students involve in the learning process activity. It, of course, needed more time and
the researcher could also be done to study the motivation and family background of
those students.
CONCLUSION AND RECOMMENDATION
This study describes the students’ responses when the English teacher used
NHT technique to deliver the English lessons. After analyzing the observation and
interview which were conducted by the researcher in a state junior high school with
the participant of one English teacher and the students of class VIIG here comes the
conclusion. Based on Borich as cited in Muhammad (2014) about responses, there are
two types of responses which are Desired Responses (DRs) and UnDesired
Responses (UDRs). The results of the observation showed that the students
performed both DRs such as listening to the teacher, taking notes and discussing the
topic and UDRs such as walking around the class, folding paper, chatting unrelated
topic, and making noise such as speaking louder talking about someone else. Also
from the interview with the students, some students showed UDRs. These UDRs
were sleeping, walking, and having some jokes with friends. From the interview with
the students, they mentioned some DRs that they showed during class such as raising
her/his hand when their names were being called, trying to find the answer when their
names were being called and discussing the answer with the member of the group.
Furthermore desired responses can be classified into verbal and nonverbal
yelling, discussing the topic, speaking up with the members of their group related to
the topic and asking friends for the answer. Non verbal responses such as standing
and looking for their group quickly, writing on their book, paying attention to the
teacher by looking at the teacher, taking note, opening and closing the book, opening
the dictionary and reading handout were also performed. From the interview, it was
mentioned that some students were writing in their note while the teacher was
delivering the material.
On the other hand, UDRs were also shown by the students such as, walking
around the class, not paying attention and chatting with friends which is not related to
the topic, putting his/her head on the table, disturbing friend by taking friend’s book, tweaking someone’s ear, drawing pictures (animal and cartoon), making scratch on
the table, and folding the paper. As stated by Borich as cited in Muhammad’s journal (2014) those UDR also can be classified into verbal and nonverbal responses.
Verbal undesired responses were performed by the students by chatting with
friends and laughing with friend beside her/him talking about someone else. Non
verbal undesired responses can be classified into pair/individual reaction. Pair
reactions are disturbing a friend by taking a friend’s book, borrowing a friend’s note, tweaking someone’s ear, and cheating other groups answer. Individual reactions were
walking around the class, putting his/her head on the table, drawing pictures (animal
that they prefer to be silent when they didn’t know the answer. This silence can be
classified as nonverbal responses. Some students also said that when they were
getting bored, they would play the paper by folding it and flied it. In addition, some students said that they would joke with friends, sleeping, and didn’t care whatever the
teacher said.
From the finding, the researcher found that NHT method makes the students
more active and motivated which is desired by the teacher. However, the UDRs were
also showed very often by the students during the observation. These UDRs were
done by some students who didn’t seem to be motivated to study.
Overall, the students’ responses varied depending on the instructions given by the teacher. When the students don’t give some responses it doesn’t mean that the students don’t learn. The researcher hopes that this study will give benefits to the English teachers to know the students’ responses when the teacher uses NHT strategy
and to make the teacher aware about the kinds of methods or strategies that would be used in her/his class because students’ responses or students’ reactions can be
different depending on the teachers’ instruction, method, and strategies.
For further study, the students’ responses could be observed from other
classes with different levels, which are grade VIII or IX. Further study can also be
done by differentiating the genre between male and female students to see whether
is done in small groups (3-4 students) because big groups are more difficult to handle.
Further research could also be done to study the motivation and family background of
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ACKNOWLEDGEMENTS
This thesis would not have been completed without the help and support from
many people. Therefore, I would like to express my sincere appreciation to the
following people who have assisted in completing this thesis. First of all, I would like
to express my sincere gratitude to Jesus Christ, who has made everything beautifully according to his plan. His blessing can’t be explained by any word. Dra. Martha
Nandari, M.A., my supervisor, who was abundantly helpful and gave meaningful
assistance, support, patience and guidance. Prof. Dr. Gusti Astika, M.A, my second
reader, without his knowledge, idea and assistance this study would not have been
completed. PESAT Ministry communities. Thanks for the time, pray and the entire
donation during my study. My big family, my parents, my siblings, thanks for your
pray, time, support, donation and everything. The Principal, the English teacher and
the seventh grade students of SMP Negeri 2 Tuntang who helped me to obtain the
research data. My beloved boy, ‘3side’ who loves me a lot and always cheer me up. I know without your support I won’t be able to finish this study. CM (Campus
Ministry) communities, especially for Mr. Wellem and Mr. Tri who always giving
their pray and their time to listen me. All my friends who help, support and motivated
me, Vincent, Elis, Vita, Yuni, Lisda. The last, I give my biggest gratitude for all
whose names I cannot mention here who help a lot during my study in English
Appendix 1
Observation table
Appendix 2
Interview Questions
For the English teacher
1. Bagaimana kegiatan pembelajaran di kelas ketika ibu menggunakan metode
NHT ini?
2. Apakah ibu selalu melakukan strategi NHT ini? Dan disaat situasi seperti apa
ibu menggunakan strategi ini?
3. Bagaimana respon anak-anak ketika ibu menjelaskan dan kemudian bertanya
tentang pelajaran yang baru saja ibu ajarkan?
4. Apa yang ibu lakukan untuk mengatasi siswa yang cenderung mengganggu
proses pembelajaran?
5. Kesulitan atau kendala-kendala apa saja yang dilakukan murid yang sering
ibu temui saat pelajaran berlangsung dengan menggunakan model NHT ini?
For the 10 students
1. Apa yang kamu lakukan ketika guru menjelaskan materi pelajaran?
2. Aktivitas apa saja yang kamu lakukan di dalam kelas yang berhubungan
dengan kegiatan belajar?
3. Persiapan apa yang kamu lakukan kalau gurumu memanggil nomormu?
4. Apa yang kamu lakukan kalau nomormu dipanggil oleh guru?
Appendix 3
Interview Result
Interviewing English teacher: Ms. Tari
1. NHT hampir sama dengan kurikulum 2013. Sama2 dibuat grouping dan
anak2 dipacu berfikir menyelesaikan masalah. Menyenangkan. Anak2 berani
untuk menjawab walaupun jawaban nya belum tentu benar.
2. Dipakai di saat: lihat keadaan dan materi yang akan dipakai. Tidak semua
materi bisa memakai metode yang berkooperatif learning. Tidak semua harus
pakek NHT. Materi yang bisa dibuat grouping/diskusi. Kalau tidak ada
diskusi tidak pakek NHT.
3. Respon anak2: banyak hal dan bervariasi. Kalau anak yang pintar biasanya
kalau pas diskusi serius dan aktif bertanya. Tapi anak yang kurang pintar
cuma diam aja dan biasanya yang ribut dan ganggu temannya. Oleh karna itu
ketika membuat grouping kalau bisa dalam kelompok kecil saja. Karna
semakin besar jumlah anggota dalam 1 group maka akan didapati anak yang
hanya diam, melamun, bahkan menggangu, gak mau berfikir. Nah, ketika
pakai NHT, saya melihat anak2 itu senang karna mereka aktif. Gak ngantuk.
Aktif dalam pembelajaran dan lebih semangat. Sehingga anak2 tidak hanya
4. Bagaimana jika ada anak yg menggangu pembelajaran? Itu adalah masalah
dalam sebuah kelas. Dari berbagai latar belakang anak2 saja macem2,
apalagi sekolah ini kan bisa dikatakan bukan sekolah favorite jadi maklum
kalau yang masuk juga anak2 dari kelas ekonomi kebawah yang mana orang
tuanya kurang peduli tentang pendidikan.contohnya ketika anak tidak
mengerjakan PR alasannya kesawah dan juga pas kita undang mereka, hanya
sedikit yg dteng. Nah, ada anak yang menggangu, gak respon, nakal, ngantuk,
dan yang kepala ditaruh di atas meja itu ya orangnya itu- itu aja. Saya
biasanya akan menegur dan menasihati dan kadang saya ajak bernyanyi
/mengggerak2kan tangan sehingga anak2 fresh lg dan tidak ngantuk lagi.
Nyanyi2 yg berhubungan dengan materi.
5. Kendala: anak2 yang seenaknya sendiri, usil. Kadang tidak sungguh2, kalau
grouping terlalu besar kadang hanya melamun, hanya diam saja, jawabannya
nunut temannya gak mau mikir sendiri. Kadang juga anak lupa nomor nya
karna keseringan gojeg sama temannya. Ketika dikasih nomor, dan pas
ditunjuk, eh mereka lupa nomornya sendiri. NHT harus menggunakn
Appendix 4
Observation note
Activity given by the teacher Students’ responses/activites
Numbering to form a group - Standing and looking for their
group quickly
- Yelling “wey, tadi aku di group mana?”
- Just walking around
- Writing note
- Not paying attention and chatting with friends
Teacher delivering the material - Paying attention to the teacher
(by looking at the teacher) - Not paying attention to the
teacher (by putting his/her head on the table), laughing with friend beside her/him, disturbing friend by taking friend’s book while his/her friend use it, tweak someone’s ear, pull someone’s head” - Coming and going outside the
class.
- Walking around from one chair to the other chairs.
- Whispering with friend beside her/him
- Opening and closing the book frequently
- Taking notes
- Drawing on their book/handout - Making scratch on the table - Playing with her/his stationary.
Teacher asking questions - Taking notes
- Listening to the teacher
looking for the teacher) - Didn’t paying attention
(laughing with friends - Folding the paper
Thinking together - Some students discussing
- Busy of opening the dictionary - Reading handout and writing
notes
- Chatting with friends and laughing
- Moving to the other group to see other’s answers
- Cheating other’s group answer
Teacher mentioning the number - Whose number is called stand
up and come forward quickly (quick response to the
instructions)
- The friends of whose number is called reminds that her/his number is called
- Forgetting number. Didn’t know that his/her number is called (seen from their
reaction)didn’t do anything until his/her friends remind him/her
- Didn’t get the answer (keep silent/didn’t say anything)
- Quickly answering
- Asking the answer to his/her group
Appendix 5
Reading handout Making scratch on
Appendix 6
Based on what Borich says about responses
Desired Responses (DRs) the response when the teacher “wants”
certain activity to do and the students can fulfill
it/support the teaching and learning process.
Undesired Responses (UDRs) the response that is not related to the
teaching and learning process/can destruct the
teaching and learning process.
Verbal Responses (VRs) the students response the teachers by their
verbal (can be answer or say something, or
when students answering questions, performing
speaking, and chatting with friends).
Nonverbal Responses (NVRs) the students are paying attention, reading the
book/handout, keeping silent, walking in the
get the answer (keep silent/didn’t say anything)
When teacher called certain number, he/she asking the answer to his/her group
Looking at her/his friend’s note when teacher called certain number
Borrowing friend’s note when teacher called certain number.
