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1.1 Background of The Study
1.1 Background of The Study
INTRODUCTION
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However, in reality, reading is difficult skill in language especially the students
who are still difficult to understand the content of the reading text. Generally, the
teachers only provide text for students and teachers ask students to read and look
for the answer of the existing text with aids namely English dictionary and the
students do it individually or work with their partner.
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related question without any additional activities for pre-reading and during
reading. The teacher never applied certain technique that emphasized on
comprehending the text and reading comprehension at the first point in teaching
and learning process.
The teacher technique was not appropriate for teaching which a class have
different characteristic of the students. In the technique the teacher just gave
instruction and did not give more explanations, the teaching and learning process
is unstructured and makes the students become bored. It makes student could not
find out what is the text about and then the reader could not answer the following
questions. They also did not have discussion session to figure out the answer.
Because they work individually and the teacher only focused on the student who
more active or who would not active in the teaching learning process. Therefore,
the teacher should use an appropriate teaching technique in order to improve
students' ability especially in reading comprehension and make teaching learning
process more interested and meaningful; one of the techniques is Numbered
Heads Together technique with picture.
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a structure to guide them through the reading material. It can make the students
interested and pay attention to the material. NHT technique guides students to be
more active in teaching learning process. They can easily get clear and specific
information of the text and involve their knowledge in reading comprehension.
The students can also share their opinion to the others about what they have learnt
in discussion session with their group. Furthermore, this technique gives an
opportunity for the students to get knowledge and share their ideas to the other
students. The implementation of NHT technique is easy to be understand by the
students it also gives a new style in reading activity. The new style is the students
have a group and each member of the group have different number. By making
group, the students are assisted in determining ideas which are used in reading.
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the research problem can be formulated as follows: can reading comprehension of
tenth grade students of SMK N 1 Mas Ubud in academic year 2019/2020 be
improved through NHT with Picture?
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to solve the problem. Besides, the basic competency is focused on the third basic
competency (3.4) distinguish social function, text structure, and language features
of some descriptive text oral and write by giving and asking information related to
famous historical place and historical building, in accordance with the context of
its use. In addition, reading comprehension in the present study particularly
focused on identifying general information, specific information, textual meaning
and textual reference.
This research is concerned with the use of NHT technique with picture to
improve reading comprehension The significance is expected to give beneficial
contribution to tenth grade students of SMK N I Mas Ubud. The present study is
expected to indicate significance both theoretical and practical information on the
importance of implementing NHT with picture in teaching reading
comprehension. The researcher hopes that this research gives a significance for
both the teacher and the students as well as theoretical and practical In addition to
the target of this research, the research would have both theoretical and practical
significance that is explain as follows:
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and the other researcher. First for the English teacher, the finding is hoped to be
able to improving the student reading comprehension. The teacher also can
conduct the lesson well since this technique do and brings a worth finding in
teaching learning process, and the teacher can solve students' problem in reading
comprehension. second for the students of SMKN 1 Mas Ubud, they may have
new experience and great improvement of reading comprehension when they join
reading class. In addition, the students' ability in reading comprehension also
could learn in different learning situation by using NHT technique. This is
actually what they need in reading class and they are expected and able to
comprehend the reading passage. Third for the other researchers, it is hoped that
this study can be uses as empirical and reference to do further research in the
future especially the research that uses classroom action research.
The title of the present study is "The Use of Numbered Heads Together to
Improve Reading Comprehension of Tenth Grade of SMKN 1 Mas Ubud
Academic Year 2019/2020. The terms of scientific research sound complicated to
the readers because they are to broad, and the definitions does not give clear cut
clarification. As it is aim to give clear explanation to the topic that will be discuss
in this study and to avoid misunderstanding or confusion of the key terms which
are used in the present study on part of the readers. It totally important for the
researcher to define some operational definition related to the variables. Some
definitions of the important key terms are operationally defined in the present
research as follows:
1. Reading Comprehension
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NHT technique is define as technique that used to improve reading
comprehension of tenth grade students of SMKN 1 Mas Ubud in academic year
2019/2020. Which consist of four steps: numbering, questioning, heads together,
and answering. In numbering, the teacher divides the students into several groups
which consist of 4 students in each group and have them number of so each
students' in each group has different number between 1,2,3,4 and 5. In
questioning, the teacher gives a task to read a descriptive text with picture about
historical place that can help the reader understand the text. Then the teacher asks
the students a question based on the text that administered by the teacher. In heads
together, the students put their heads together to figure out and make sure
everyone knows the correct answer. In answering, the teacher calls a number and
the students from each group with that number raise hand and provide answer to
the whole class.
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CHAPTER II
Brown (2004: 185) states that reading is likewise a skill that teachers
simply expert learner to acquire. Most formal tests use the written words as a
stimulus for test-taker response even oral interview may require reading
performance for certain tasks. Reading comprehension is the process of
knowledge, and the information found in the text. It involves extending student
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vocabularies and knowledge of the word, developing their knowledge of English
grammar and their decoding skill, developing their reading fluency and
extending Their ability to comprehend what they read and view from the literal
level to the inferential and critical levels to improve their knowledge.
Smith (2004:2) states that reading is properly employed for all manner of
activities when people endeavors to make sense of circumstances; its original
meaning is interpretation It means that the readers can achieve many thoughts
about written text that they read. The readers need an understanding for creating
meaning with written text, Therefore, comprehension means the series of action
concurrently putting and building sense by using interaction and participation with
the written text. Thus, reading is comprehending-making sense of what is read.
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Reading is important skill that enables someone to find some information for their
knowledge and they can share the information for everyone when they need it.
Learning to read is an important educational goal. For both children and adults,
the ability to read opens up new worlds and opportunities.
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their background of knowledge, thus, the students can easily comprehend the text
that they already read in the classroom.
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Reading is constantly developing skill; reading especially reading comprehension
will be better with more practice.
NHT is a technique that helps reader to learn new material with the use of
questioning and heads together from reliable source. NHT helps the readers
comprehend what they read. This technique is interesting and wonderful at the
start of any unit of work, meeting discussion. It elevates thinking and discussion,
open up opportunities for possible investigation and the formation of hypotheses.
NHT helps the reader comprehend what they read and understand what they have
already read. The teacher can easily modify material to meet students' learning
needs any level in any content area and it can keep the students' attention on
reading comprehension. It will make the students easier to develop their
knowledge and they also can share it to the others.
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learning is to teach students' skills and students ability of cooperation and
collaboration.
Based on Richards and Rodgers (2007:199), there are some step for
implementing of NHT technique. The first is called students number off in item.
The teacher should divide students in some group and the teacher gives number of
each member in a group. The second is the teacher asks a question based on the
material that they had learnt and the questions are usually easy and difficult based
on their level agreement. The third is heads together in which student put their
heads together to figure out and make sure that everyone knows the answer and
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can explain the answer. And the last one is the teacher calls a number and students
with that number raise hands and provide answer to the whole class.
In addition, add that picture can be used to provoke questions and answer
which can develop into a very involved conversation. In order words picture
actually good tools to help teacher in teaching and improving students in reading
comprehension it can makes the reader easy to understand the text if helped with
picture and also the picture can help student in finding the real meaning of the
text. According to Wright (1989:136) picture have major role to play in
development of students' skills listening and reading. It can be used more
effectively to develop and sustain motivation in producing positive attitudes
towards English and to teach reinforce language skills.
In this present study the researcher using NHT technique. NHT techniques
will more interesting when the teacher can combine the technique with picture as
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a media in the teaching learning process. It will help assist students in developing
reading comprehension. Picture is one of learning media that can be used to
explain the subject matter. The use of picture as a media or means of delivery of
the lesson, not only interesting but also can pay attention of students clarify
information of the text. Picture that are used in reading text not explain the text
completely, but it can be used motivate the reader. In order picture are actually
good media to help teacher in teaching learning process to improve the students'
ability in reading comprehension.
1. Numbering
In this step, the teacher divides the students into several groups which
consist of 4/5 students in each group and teacher give them number off so each
student on team has different number between 1, 2, 3, and 4 , 5 .
2. Questioning
3. Heads Together
In this part, the students put their heads together to figure out and make
sure everyone knows the answer.
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4. Answering
In this case, the teacher calls a number and students from each group with
the number, raise their hands and provide answer to the whole class.
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when the teacher gave a test which cannot make the students misconstrue and
decrease their motivation in learning those materials in reading comprehension.
Pang et al. (2003:18) states that "There are two forms of reading
assessment. The first is to find out how well children are reading in order to help
them improve(diagnosis)". Diagnostic assessment is about giving feedback and
assistance to learners. The second is to measure how much progress has been
made. Both assessments are needed for effective reading instruction. In the
beginning reading, assessment is normally done by listening to students' reading
aloud. Teacher assesses word recognition and fluency in this way. Beyond this
stage, assessment should focus primarily on text comprehension.
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Furthermore, McNamara (2007:107-108) states the assessment of reading
comprehension is a critical part of designing and implementing programs that
teach reading strategies, such as assessing students, reading comprehension ability
and skills before an intervention allows potential weakness of and individual
reader to be diagnosed. Training can be adjusted to meet the needs of that reader
to maximize the impact of the intervention. Effective interventions should also
assess and monitor students' progress in the development or improvement of
reading comprehension skills. An assessment needs to consider who is
undertaking the test and when the best time to do the test. Caldwell (2008:26)
states that there is a tendency to think of assessment as something that happens
after instruction.
Alderson (2000:1) states that all of the aspect of reading is important, but
will probably never be brought together into a coherent and comprehensive
account of what is we do when we read. The inevitable complication when we
consider the complexities of analyzing text since the nature of what we read must
have some relation to how we read, then text analysis must be relevant to theories
of reading. Furthermore, Caldwell (2008:26) states that there is tendency to think
of assessment as something that happen after instruction, something part apart
from instruction such as asking students to answer question after they have read
the textbook chapter or story. There is also tendency to think of all measure as
paper, pencil, and eraser rests. Assessment and evaluation of students
understanding and ability is an ongoing process.
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responding the last one is note-taking and outlining. All of those kinds of reading
tasks are used based un the reading comprehension types.
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after the researcher applied NHT technique to the eight grade students of SMPN 4
petang.
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CHAPTER III
RESEARCH METHOD
The present study was conducted at SMK N1 Mas Ubud especially the
tenth grade student of X AP1 class in academic year 2019/2020. The X AP 1 class
consisted of 36 students in which 15 males and 21 females. The researcher
chooses this class because based on interview that had been done to English
teacher in SMKN I Mas Ubud The result of the interview suggested the student's
ability in reading comprehension was still poor. The students in this class are still
difficult to comprehend reading text, especially in finding out general information,
specific information, textual meaning of the text. It meant the subjects, ability in
reading comprehension was poor. Therefore, immediate improvement is really
needed by using effective technique in reading comprehension.
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In conducting classroom action research, the teacher might work alone in
conducting the research or might be supported by the administrators in schol,
university scholar, and others.
Ary et al. (2008:519) stated that there are some steps in conducting the
teaching and learning process such as planning, action, observation, and
reflection. In planning, the researcher makes the instrument to collect the data. In
action, the researcher implements the plan or changes a practice and collect data
that collected from a variety of source. In observation the researcher synthesizes
and analyzes the data and key issues related to the problem which is identified. In
reflection, the researcher reflection on and interprets the information and
communicates or reports it into others. It is simple process and if teachers learn
how to use it , it would meet many of their teaching goals.
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Initial reflection
Next cycle
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researcher as the basic consideration in making planning which is done in next
steps. This test is aimed to know how far the subjects know and understood about
the topic that is given by the teacher and also to check the score of the subject
before applied the NHT technique with picture.
3.3.2 Planning
1. Making lesson plan based on the syllabus used in SMKN 1 Mas Ubud and
topic in every cycle of this classroom action study. The lesson plan will be as the
controller in teaching learning process by using numbered heads together with
picture.
3. Preparing the teaching media picture that will be used by the teacher. The
picture will be taken from internet about historical place.
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5. Constructing the questionnaire that researcher is administered in the end of
the last cycle to know the subjects' responses toward the implementation of
numbered heads together with picture.
3.3.3 Action
Action refers to what the researcher does in the classroom and how the
classroom would be managed. This is an important activity that the researcher
conducted in the study. Action could be defined as the real form for the planning.
The action of the present study is the activity that researcher did in the teaching
and learning process. The activity that is done by the researcher in the classroom
related to improving the subjects' reading comprehension by using NHT. The
researcher conducted the lesson plan in the classroom. Based on the lesson plan
during learning activities, there are three phases such as pre-activity, whilst-
activity, and post-activity. Those activity can be described as follows:
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and associating the researcher will apply the step of numbered heads together
Then teacher divides the students into several groups which consist of 4 students
in each group and gives them number of so each student. In each group has
different number between 1, 2, 3, and 4. Then the teacher will administer a
descriptive text about historical place with picture and ask the subject to observe
it. Next the teacher asks a question based on the text that administered by the
teacher. Then the students to put their heads together to discuss and to figure out
and make sure everyone knows the correct answer of the question. In
communicating, the researcher calls a number and the students from each group
with that number raise hand and provide answer to the whole class.
3.3.4 Observation
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also their responses toward numbered heads together. The researcher collected the
subjects' progress and responses by using research instrument.
3.3.5 Reflection
The research instrument refers to tools which are used by the researcher in
collecting data. Research instrument can be defined as all instrument, which are
used by a teacher to simulate, activate or encourage the teaching and learning
process to achieve the teaching and learning objectives. The selection and
construction of appropriate, valid and reliable research instrument very essential
step of a scientific investigation. Without the instruments, the researcher cannot be
done this researcher because, the instruments are crucial and important in the
research. In this study, the research instrument that are applying in the form of test
(pre-test and post-test) and questionnaire. The research instrument of this
classroom action study would be briefly explained as follows:
3.4.1 Test
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conducting the present study. The data of pre-test is used to guide the researcher
to make the lesson plan in the first cycle. Meanwhile, the post-test is given in the
end of each cycle. The post-test is given to the subject in order to know the
improvement of reading comprehension by using NHT technique with picture and
determine whether the research should be continued or not to the next cycle.
The test is in form of short answer task. The subjects are given four texts n
pre-test and post-test. Each text consisted of 5 questions of each text. The subjects
would answer totally 20 questions. The test focused on finding out general
information, specific information, textual meaning and textual reference of
descriptive text. The subjects answer the question with correct grammar the
answer of the pre-test and post-test are scoring by using the scoring rubric which
was adapted from Brown (2004:157). The scoring rubric that is used in the present
study can be seen in the following table.
Table 3.1
3.4.2 Questionnaire
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from the subjects are accumulate to get total of each item answer and it is count in
data analysis.
Collecting the data in present study is the important step in order to answer
the research problem under the study especially in reading comprehension at
SMKN 1 Mas Ubud in academic year 2019/2020. In order to get the data, the
researcher used the research instrument which was divided into two different
kinds of instrument test, and questionnaire. There are two kinds of tests that are
conduct in the present study, pre-test and post-test. The process of collecting data
in the present study could be explaining as the following:
The primary data that are require to answer the research problem are
collected through administering the pre-test and post-test. Meanwhile, the
supporting data are collected by administering questionnaire to the subject at the
end of the cycle. The questionnaire administered in order to know the subject
responses toward the implementation of numbered heads together (NHT)
technique with picture in teaching learning process. Therefore, there are
considerably three kinds of instrument use by the researcher to gather the data of
this present study, they are pre-test, post-test and questionnaire. They can be
described as follows:
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1. Data showing the subject pre-existing ability in reading comprehension;
The research data is obtained from the research instrument which are given
to the subject under the study. Pre-test is used to know the pre-existing reading
comprehension of the subjects and post-test was used to know the achievement of
the subjects after being taught reading through numbered heads together (NHT)
technique with picture. The questionnaire is administering to know the subject
responses about the use of numbered heads together (NHT) technique with picture
in teaching reading comprehension. Then the research should analyze to figure out
the achievement the subjects in reading ability especially in reading
comprehension. The procedures of data analysis are describing as follows:
1. The researcher used mean score formula when the data from the pre-test
and post-test are analyzing. The subjects' data obtained from the test which are
given by the researcher in pre-test and post-test should be calculated through the
mean score formula. The formula data analysis was as follows:
M= x
N
Where :
M = Mean score
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quantified by administering questionnaire. The result of the questionnaire is
quantitatively analyzed through the following formula: