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TEACHING SPEAKING BY COMBININGNUMBERED HEADS TOGETHER (NHT) AND STUDENT TEAM ACHIEVEMENTDEVISION ( STAD) STRATEGY
AT SENIOR HIGH SCHOOL
PAPER
TRISNA GUMALA SARI NIM. 09040277
ENGLISH DEPARTMENT
COLLEGE TEACHER TRAINING AND EDUCATION PGRI WEST SUMATERA
PADANG
2015
1
TEACHING SPEAKING BY COMBINING NUMBERED HEADS TOGETHER (NHT) AND STUDENT TEAM ACHIEVEMENT DEVISION ( STAD) STRATEGY
AT SENIOR HIGH SCHOOL
Oleh:TRISNA GUMALA SARI*)
**)Elmiati, staff atau Pengajar Program Study Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Pengajaran speaking merupakan salah satu komponen penting dalam bahasa Inggris yang harus diajarkan oleh seorang guru kepada siswanya, karena pengajaran speaking ini bertujuan untuk melatih siswa mampu berkomonikasi secara lisan dalam bahasa Inggris dengan lancar dan benar. Namun kenyataannya masih ditemukan siswa yang mengalami kesulitan untuk berbicara dalam bahasa Inggris. Dalam makalah ini penulis membahas bagaimana mengajarkan speaking dengan menggunakan dua strategi yaitu Numbered Head Together(NHT) and Students Team Achievement(STAD) strategi. kedua strategy ini merupakan sebuah strategi pembelajaran yang menggunakan kelompok belajar. Dalam aplikasinya, guru menggunakan Numbered Head Together(NHT), adapun dalam kegiatannya guru membagi siswa menjadi kelompok kecil secara heterogen dan di beri nomor 1,2,3,dan 4.
Kemudian guru memberikan sebuah topic dan siswa mendiskusikan atau menyatukan pendapat agar mampu menyampaikan ide ide berdasarkan topic tersebut. Dan didalam Students Team Achievement(STAD) strategi ,disini guru memberikan tes kepada siswa secara oral untuk menyampaikan ide ide dan opini. Dan kelompok memberikan penilaian terhadap kelompok. Dengan diterapkan strategy ini penulis berharap mampu meningkatkan motivasi siswa dan aktif dalam berbicara. Dan penulis berharap strategy ini mampu untuk tercapainya tujuan pembelajaran berbicara pada siswa Sekolah Menengah Atas (SMA).
Kata kunci: Numbered Head Together, Students Team Achievement Division, Speaking.
*) Penulis
**) Pembimbing
INTRODUCTION
Speaking is one of skills that very essential among listening, reading and writing that must be had by the students. The reason is speaking as one tool of communication. By speaking, people can express their thoughts and felling to others. Speaking is also the process of revealing something fundamental about the mind and how it deals with perception, felling and intention. That is why students must be fluent in speaking. Because the main purpose of learning speaking is to lead students to be able to speak English well.The English teachers must allow the students to speak up in the classroom in order to explore their ideas by using English. Hopefully, this way can increase the students’ speaking ability.
Based on the syllabus of KTSP or educational unit grade curriculum of Senior High School, speaking is an important lesson that must be applied in every school. The students should be able to speak English in the classroom and their daily activity. They are not demanded to explore what they think and feel into their own sentence by speaking English, but also they are able to communicate with others in English.
However, based on writer’s experience when held teaching practice at SMA Negeri 1 LembahGumanti most of the students was still shy if the teacher ask them to practice their English. The students were not brave to deliver their opinion in the class. The students were very difficult to speak
2 with others. Moreover, the students were afraid to be laughed by their friends, afraid to make a mistake and difficult to delivering their ideas. Then, students got difficulties in delivering ideas because they did not know what they were going to deliver. And the last students have limited time to speak. It is because the amount of students in the class.
Then, the problem comes from the teacher in teaching process. The teacher uses a strategy or method that not appropriate in speaking skill. The teacher divides the student in to some groups or doing some exercise. Meanwhile only a few students in a group have serious attention in doing activities.
On the other hand, the students did not want to practice because in their mind their friend’s English more fluent.
Speaking
Speaking is very important in our life, if people want to express their meaning or ideas, they could speak directly. It means that learners can communicate with them to get information that they want to know. The learners could use our body movement to extend our feeling. There are various definitions of speaking which some experts propose.
According to Chaney (1998) “speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol in a variety of context”. In order words, speaking are not only verbal utterances but also how the learners use gesture from our body to make someone understand with they are saying. Speaking occurs when someone want to interact or to tell something for other people.
Teaching Speaking
In teaching speaking, a teacher should ask his students to do practice more and communicate with another person. The teacher should use English language and Indonesian language in teaching process. According to Brown (2004) in teaching speaking, the students must practice in target language. For students, to make them speak and communicate fluently, they must do practice every day. In addition, the teachers have responsibility in teaching English to motivate students to use English in their daily life communication.
Teaching speaking is an activity where the students do practice and communication in a simple conversation with another people. In teaching speaking, teacher should give facilitates to the students to express their ideas or opinions and they have concentrate freely of situation or class atmosphere. Then, the teacher should make the students to be active, and the teacher must be creative to make the students enjoy in learning speaking. In
addition, the teacher should use English language in interaction and communication with students.
Analytical Exposition
Analytical exposition is a text which is not accompanied by suggestion, According to Robertson and Nunan (2006:297) analytical exposition means the text has the function of persuading, the readers that the thesis is well formulated. Analytical exposition texts consist of three elements. Firstly, thesis is announcements of issue of concern.
Secondly, Argument is explaining the other arguments to support the writer’s position. Finally, Reiteration is restating the writer’s position.
Numbered Heads Together ( NHT)
Numbered Head Together is kind of cooperative in which the member of group are going to help each other to solve a problem or helping each other for discuss ideas. In here the students in group and exchange an information each other. According to Luzet (2013:64) states that numbered heads together is a collaborative learning technique which holds each student accountable for the outcome a task. It can be understood that number head together is kind of collaborative or group but in applying each students have to overcome a task.
Procedure Numbered Heads Together
According to Kagan in Betty J, Alford (2011:15), there are four steps in number head together. First, each student in a small group receives a number: 1, 2, 3, 4. Second, the teacher poses an academic question or situation for discussion. Third, the students” puts their head together” and are given time to discuss the answer and come up with the respond. Last, one number is called randomly and that students is responsible for sharing the group response.
Advantages of Numbered Heads Together Strategy
According to, Hassard (2011:23) explains that there is an advantage of Numbered Heads Together in teaching speaking. It can be a powerful way to encourage students’ inquiry and problem solving. It means that Numbered Heads Together can be applied by the teacher in teaching speaking because this strategy can develop students’ inquiry and also to develop students to overcome the problem toward material.
Student Teams Achievement Divisions (STAD).
According to Slavin (2004:71), STAD is one of the simplest of all cooperative learning methods, and it is good model for teacher who begin new
3 cooperative. It can be understood that STAD is good to be applied by the teacher who still begin in applying cooperative. As we know, cooperative is an approach in which students are divided into some groups and in the group the students will exchange information each other, so the member of group gets eaasy in understanding the material.
Procedure of STAD
According towatson and skinner (2004:73) states that procedure of STAD strategy:
1. Teacher provides the students with an issue, they have a tutor each other until all members understand how to analyze the issue and share their opinion.
2. The students get the test individually, and they do not allow to help each other during to test.
3. The members of group have contribution to the group score based on how well they did on the test compared to their own average score on past test.
Advantages of STAD
According Watson and skinner (2004:75) advantages of STAD strategy is to motivate students to encourage and help other master skill presented by the teachers. It means, every students know the material and the students have spirit to learnt because the students can share their ideas each other and the strategy can help student to make good connection and help each other to master the material that presented by the teacher. The strategy is very useful for students, especially for he or she who has low ability level because; the group in STAD consist of different level of student ability. So, they must help each other and it can make them more enthusiastic in learning process.
Combining Numbered Heads Together (NHT) and Students Team Achievement Division (STAD) strategy.
The combining Numbered Heads Together (NHT) and Student Team Achievement Division (STAD) strategy require students to think as they speak with the components they have and build understand. The procedure can be used as the following procedure:
1. The teacher divides students into group each students in small groups receives number 1, 2, 3 or 4.
2. The teacher poses an academic question or situation for discussion.
3. The students put their heads together and are given to discuss the answer and come with a respond.
Confirmation
4. The students get the test individually, and they do not allow helping each other during to test.
5. Teacher calls one numbers of group randomly and the number share their ideas or the respond.
6. The members of group have contribution to the group score based on how well they did on the test compared to their own average score on past test.
Post- teaching Activities (15 minutes)
1. Teacher try to attract students to make conclusion base on their knowledge
2. Teacher gives the result based on their achievement
3. The teacher gives feedback base on their achievement.
4. Teacher close the activity CONCLUSION
In teaching speaking, the teacher should consider an appropriate strategy that will be applied in classroom activities. There are many kinds of strategy that can be implemented in teaching speaking. Two of them are number head together and student’s team achievement division. In number head strategy is to help students to be brave to explore ideas and there are problem that teacher give students have to overcome it. In number head together the students also can share ideas each other with their group. This strategy has some procedures in teaching speaking. First, each student in a small group receives a number: 1, 2, 3, 4. Second, the teacher poses an academic question or situation for discussion. Third, the students” puts their head together” and are given time to discuss the answer and come up with the respond. Last, one number is called randomly and that students is responsible for sharing the group response.Then Students Team achievement Division is to provide students to be brave to deliver ideas because in here the students will be tested individually, can share ideas, can help each other in group because in group the students have tutor who will help them. The application of student’s team achievement division is first teacher students into group. Second, Teacher provides the students with an issue, they have a tutor each other until all members understand how to analyze the issue and share their opinion. Third, the students get the test individually, and they do not allow helping each other during to test. And the last, the members of group have contribution to the group score based on how well they did on the test compared to their own average score on past test.Using number head
4 together and student team achievement division can improve students’ ability in speaking. This strategy is interesting and comfortable for senior high school.
Suggestion
The writer would like to give some suggestion to the English teacher to apply this combining. It is suggested to the teacher find more effective strategy based on students problems in speaking, especially for senior high school. It is very interesting and comfortable to be applied, it can give motivation to the students to active and get motivation in speaking because in group they are going to share ideas each other so when the teacher ask them to speak up, they have known the concept about the ideas that they are going to deliver. Then, it is suggested to English teacher to apply these strategies because it can improve students social relationship each other, share ideas each other, and also solve problem by discussing it with group.
Finally, suggestion for all the teacher who apply number head together and student team achievement division in teaching English, teacher can students interested and comfortable to study. They will not bore in teaching process, because they can change knowledge or sharing ideas each other.
References
Betty J, Alford. 2011. Leading Academic Achievement for English Language Learners:
A Guide for Principals. United States of America: Librari of congress Cataloging- in-publication Data
Brown.H Douglas. 2004. Language Assessment:
Principle and classroom practice. Person Education, Inc
Hassard, Jack. 2011. Science As Inquiry. United States of America
Luzet, Gael. 2013. Collarative Learning Pocket Book. United States of America: Britis Library Cataloguing-in-publication Data
Robert E, Slavin . 2009. Cooperative Learning : Theory, research, and practice. United States of America: Library of Congress Catologing- in-Dublication Data
Steuard Watson and Skinner . 2004. Encyclopedia of Scholl Psychology. United States of America:
Library of Congress
