The Effectiveness of Numbered Heads Together Technique (NHT) Toward Students’ Reading Ability on Descriptive Text A Quasi Experimental Study at the Second Grade of SMPN 2 Tangerang Selatan in Academic Year 2013/2014

Selatan)”

By:

MerinaYuliAstuti 109014000159

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

(A Quasi-experimental Study at the Second Grade of SMPN 2 Tangerang Selatan)”

“A Skripsi”

Presented to the faculty of Tarbiyah and Teachers’ Training In a partial Fulfillment of the Requirements

For the Degree of Strata 1 (S1) in English Language Education

By:

Merina Yuli Astuti 109014000159

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

v

ABSTRACT

Merina Yuli Astuti. 2014, The Effectiveness of Numbered Heads Together

Technique (NHT) Toward Students’ Reading Ability on Descriptive Text A Quasi Experimental Study at the Second Grade of SMPN 2 Tangerang Selatan in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty

of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta.

Keywords: Numbered Heads Together, Reading Ability and Descriptive Text The objectives of this study is to find out an empirical data, to see whether or not

numbered heads together technique effective in improving students’ reading

ability in descriptive text. This study was held in January to February 2014 at SMPN 2 Tangerang Selatan. The method used in this study was quantitative method in the design of quasi experimental study. The sampling technique used in this study was purposive sampling. The subject of this study is the second year students and the samples are VIII.1 as experiment class and VIII.2 as controlled class. Instrument that used in this study is reading test consist of Pre-test and Post-test. The result of this research shows that using numbered heads together technique is effective in improving students’ reading ability in descriptive text. It can be seen from mean of post–test in experimental class (68.33) is higher than controlled class (64.48). Also, mean of gained score in experimental class (13.58) is higher than controlled class (5.38). The data analyzed by using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (2.48 > 1.99). Therefore, it proves that alternative hypothesis (Ha) which states there is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text, is accepted.

vi

ABSTRAK

Merina Yuli Astuti. 2014, Keefektifitasan Teknik Numbered Heads Together (NHT) Terhadap Kemampuan Membaca Teks Deskriptif; Sebuah Penelitian Kuasi Eksperimen di Kelas II di SMPN 2 Tangerang Selatan pada tahun akademik 2013/2014. Skripsi jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Kata Kunci: Numbered Heads Together, Kemampuan Membaca and Teks Deskriptif

Tujuan penelitian ini adalah untuk mendapatkan data-data empiris, untuk mengetahui apakah teknik numbered heads together efektif dalam meningkatkan kemampuan membaca siswa pada teks deskriptif. Penelitian ini dilakukan pada Januari sampai Februari 2014 di SMPN 2 Tangerang Selatan. Metode yang digunakan pada penelitian ini adalah kuantitatif dengan desain penelitian kuasi eksperimen. Teknik dalam pengambilan sampel adalah purposive sample. Subjek pada penelitian ini adalah murid kelas 2 dan sampel adalah kelas VIII.1 sebagai kelas eksperimen dan VIII.2 sebagai kelas kontrol. Instrumen pada penelitian ini adalah tes membaca yang terdiri dari pre-test dan post-test. Hasil dari penelitian ini menunjukan bahwa penggunaan teknik numbered heads together dapat meningkatkan kemampuan membaca dalam teks deskriptif. hal ini dapat dilihat dari hasil rata-rata post-test pada kelas eksperimen (68.33) lebih besar dari kelas kontrol (64.48). Dan, hasil rata-rata nilai peningkatan pada kelas eksperimen (13.58) lebih besar dari kelas kontrol (5.38). Data dianalisa dengan rumus T-test. Hasil perhitungan menunjukan bahwa dengan taraf signifikansi 5% hasil t-test (to) > t-table (tt) (2.48 > 1.99). Oleh karena itu, hal ini membuktikan hipotesis alternatif (Ha) yang menyatakan bahwa terdapat kemajuan signifikan dengan menggunakan teknik numbered heads together dalam meningkatkan kemampuan membaca siswa dalam teks deskriptif, diterima.

In the name of Allah, the Most Beneficent and the Most Merciful

All

praise be to Allah, the Lord of the Worlds. The Almighty God for his blessing, mercy, guidance and help that has given to the writer until she could finish

this slcripsi entitles The Effectiveness

of

Numbered Heads Together Technique (NHT) on students' Reading Ability. Peace be upon our prophet Muhammad SAW,

his family and his followers.

First of all, the writer would like express her deepest gatitude, appreciate and

honor

to

all

family members, especially

for her

beloved parents, Sudarwati and

Parmin, for their supports, motivations and valuable players that never stop given to

the writer. Also, her brothers, Eko Prasetyo and Fathah Hurahmad

Al

Zuhri, for their

support and help to the writer anytime.

Next, the writer would like to express her special thanks

to her advisor,

Dr.Fahriany,

M.Pd and zaharil Anasy, M.Hum

_for

their

patience, guidance, encouragement, support, correction and suggestion for completing this slcripsi.

The writer also wants to express her gratitude to all people who has contribute

to her study among others;

1. A1l the lectures of English Education Department who have already taught and educated _{the writer during her study at}

_UIN

_{syarif Hidayatullah}

Jakarta.

Drs. Syauki, M.Pd., the head of English Education Department. 2.

Dra. Nurlena, M.A, Ph.D., the dean of Faculty of Tarbiyah and Teachers'

Training of Islamic State University Jakarta.

Drs. H. Antasa, M.M.Pd, the headmaster of SMPN 2 Tangerang Selatan

who has permitted the writer did the research.

Mrs. Syarifah, S.Pd as the English teacher of SMPN 2Tangerung Selatan.

Al1 her friends (Sartika Sari, Annisa Ulfah, Annisa Purwaning, and others D class members for sharing their knowledge, happiness, care, time, help and support) and especially for her special friend, Indra Putra Pratama.

Everyone who cannot mentioned one by one for their contribution to the writer during finishing this slvipsi. The words are not enough to say her appreciation for their help.

The writer realizes there are still some mistakes in this slcripsi and it is still far

being perfect. Therefore, it is pleasure for her to accept the critics and suggestions to correct the mistakes and weakness from her writing. She also expects that this slcripsi can be beneficial for her and for those who are interested in it.

Iakarta,l|i4:arch2014

The writer

5.

6.

7. 8.

9.

ix

APPROVAL ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLE ... xi

LIST OF APPENDICES ... xii

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. The Identification of Problem ... 3

C. The Limitation of Problem ... 4

D. The Formulation of the Problem ... 4

E. The Objective of the Study ... 4

F. The Significance of the Study ... 4

CHAPTER II : THEORETICAL FRAMEWORK ... 6

A. The Nature of Reading ... 6

1. The Definition of Reading ... 6

2. The Objective of Reading ... 8

3. The Kinds of Reading ... 10

B. The Nature of Descriptive Text ... 11

1. The Definition of Descriptive Text ... 11

2. The Purpose of Descriptive Text ... 12

3. The General Structure of Descriptive Text ... 12

x

D. Previous Related Studies ... 17

E. Theoretical Thinking ... 19

F. Research Hypothesis ... 20

CHAPTER III : RESEARCH METHODOLOGY ... 21

A. Place and Time of the Research ... 21

B. Method and Design of the Research ... 21

C. Population and Sample ... 22

D. Technique of Collecting the Data ... 22

E. Internal Validity Control ... 23

F. Technique of Data Analysis ... 24

G. The Hypothesis of the Research ... 25

CHAPTER VI : RESEARCH FINDINGS ... 27

A. Description of the Data ... 27

B. Analysis of Pre-test and Post-test ... 33

1. Normality of the Data... 33

2. Homogenity of the Data ... 34

C. Hypothesis Testing ... 35

D. Interpretation of the Data ... 38

CHAPTER V : CONCLUSION AND SUGGESTION ... 40

A. Conclusion ... 40

B. Suggestion ... 40

REFERENCES ... 42

xi

Table 4.2 The Frequency of Pretest of Experimental class 29 Table 4.3 The Frequency of Posttest of Experimental class 29 Table 4.4 The Students’ score of VIII.2 (controlled class) 30 Table 4.5 The Frequency of Pretest of Controlled class 32 Table 4.6 The Frequency of Posttest of Controlled class 32 Table 4.7 The result calculation of post – test of experimental class 35 Table 4.8 The result calculation of post – test of controlled class 36

xii

Appendix 2 The Result of Validity Test ... 49

Appendix 3 Lesson Plan ... 50

Appendix 4 Kisi-kisi Soal ... 98

Appendix 5 Reading Test ... 99

Appendix 6 Calculation of Pre-test Normality in Experimental Class ... 103

Appendix 7 Calculation of Post-test Normality in Experimental Class ... 104

Appendix 8 Calculation of Pre-test Normality in Controlled Class ... 105

1

A.

Background of the Study

English is an international language and it is used to communicate and interact with other people in the world that has different background nation and language. That is the reason why English has important roles in every life aspect. This also affects the education in Indonesia. English became one of foreign languages taught in Indonesian school. Indeed, English is a subject taught from kindergarten to university. The Indonesia government has a priority in English to be developed and learned. They establish the objective in learning English based on the students’ grade. Based on the curriculum KTSP 2006, “the purposes of English in SMP/MTs such as students are able to develop their competence in communication in written and oral way to achieve the functional literacy; they also have an awareness of the nature and importance of English to improve the nation's competitiveness in the global society; develop their understanding of the interrelationships between language and culture”.1

To achieve those teaching English purposes above, students were taught four basic language skills in English like listening, speaking, reading, and writing. In this research, the writer focuses in reading skill. Being able to read English is important because there are many kinds of books and information on the internet in English. By reading, students are not only get the information or pleasure but also can get new vocabularies that can be used in writing, speaking and listening. According to Harmer, “reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out the significance of these

1

Depdiknas, Kurikulum KTSP 2006 Standar Isi Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar Nasional Pendidikan, 2006), p.124.

messages”.2 In other word, reading is a process transferring information from the text then our brain will process it and conclude what the text tells about.

Based on the syllabus, the aims of teaching reading in second grade of junior high school is, “understanding the meaning of written functional text and simple short essay in descriptive and recount that relating to the environment.” It can be said the text taught at the second grade of junior high school in the first semester is descriptive text and recount text. The writer focuses on the descriptive text. According to Ploeger, “description is a development method used to depict physical

items or objects that have concrete, touchable feature.”3

In other word, description is

a writer’s way to explain something which apparent and can be held and usually has

characteristics like color, shape, weight, size, taste and etc.

Nevertheless, sometimes students get confuse in reading descriptive text because the unfamiliar vocabularies and the difficulty of structure used in the text. So they often use a dictionary. It makes their reading activity slowly meanwhile the learning time is limited. Furthermore, sometimes the teachers teach students to read aloud. It can be useful for beginner language learner to know how to pronounce words in English text but it cannot be used to understand the meaning of the text. This kind of problem has been found by the researcher when she did Praktek Profesi Keguruan Terpadu (PPKT) during the teaching of descriptive text in classroom. Therefore, she wants to use numbered heads together technique to improve students’ reading ability. Numbered heads together is one of the techniques in cooperative learning.

According to Jolliffe, “cooperative learning requires pupils to work together in small groups to support each other to improve their own learning and that of others. However, it is not quite so simple, because there are variations on cooperative learning and some fierce arguments amongst academics as to the value of each.”4 In

2

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996), p.190.

3

Katherine M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999), p.241.

4

Wendy Jolliffe, Cooperative Learning in the Classroom Putting It into Practice, (London: Paul Chapman Publishing, 2007), p.3.

another word, cooperative learning is a group working to help the group member to understand the material about.

Then, numbered heads together is a teaching technique by using group that consists of four students. The rules of numbered heads together are teacher will divide class into several groups that consist of four students, teacher ask a question based on the text, students in each group put their heads together and discuss the answer, and teacher calls number randomly. The student with that number gives and

explains their group’s answer. This activity not only about practice reading in group

but also train the student to socialize and help each other.

Based on the explanation above, the researcher is interested in conducting the

research under the title “the effectiveness of numbered heads together technique on

students’ reading ability at SMPN 2 Tangerang Selatan”. The researcher wants the students practice to read descriptive text by using numbered heads together technique.

B.

The Identification of the Problems

In this research, the writer identified some problems in SMPN 2 Tangerang Selatan, those problems are;

1. Students are difficult to understand the text because many unfamiliar vocabularies so they often used dictionary. It makes their reading activity slowly meanwhile the learning time is limited.

2. Students are difficult to understand the meaning of the text because the difficulty of the structure that used in the text.

3. The researcher found sometimes teachers taught reading by reading aloud, as the researcher knows that technique is good for elementary to practice reading and also practice how to pronounce the word, but not for understanding the meaning of the text in junior high school.

C.

The Limitation of the Problem

Based on the identification of the problems above, the writer limits the study on the effect of using numbered heads together technique in improving students’ reading ability in descriptive text at the second grade students of SMPN 2 Tangerang Selatan.

D.

The Formulation of the Problem

From the statement above, the writer formulates the problem: “Is numbered head together technique effective in improving the students’ reading ability in descriptive text at SMPN 2 Tangerang Selatan?”

E.

The Objectives of the Study

Based on the formulation above, the objectives of this study is to find out an empirical data, to see whether or not numbered heads together technique is effective in improving students’ reading ability in descriptive text and how can numbered heads together effective in improving the students’ reading ability in descriptive text at SMPN 2 Tangerang Selatan.

F.

The Significance of the study

The result of the study hopefully can be useful for:

1. Students, the result of this study will give many benefits to students because they are not only can improve their understanding in reading descriptive text and improve their vocabulary but also can make them socialize and active, work together to help each other and make them unified.

2. Future teachers, colleagues, and many others to help them more understand about the use numbered heads together technique in teaching reading descriptive text. They will know if numbered heads together

technique not only good for teaching reading descriptive but also good for students’ behavior.

6 A. The Nature of Reading Ability 1. The Definition of Reading Ability

A number of people never overlook reading like magazine, newspaper, article or advertisement everyday while doing their activities. Everyone can do it because it is quite simple and easy. Whereas, most of them only read the text without understanding what is the meaning from the text. Actually, reading is not only about how to pronounce the words or explain it but the most important thing is understands the meaning of the text or what the writer conveyed about. As Nuttall stated, “reading is not about decode decipher identify or articulate speak pronounce but focus on understanding interpret meaning sense”.1

In addition, Harmer stated that, “reading is useful for language acquisition. Reading also has a positive effect on students’ vocabulary knowledge, on their spelling and on their writing”.2 In another word, reading is beneficial activity because students not only get the information from the text but also can increase their English ability indirectly.

However, Grellet said, “reading is an active skill; it constantly involves guessing, predicting, checking and asking oneself questions”.3 It can be said that reading is an active activity because before the readers read the text, theyhave to suppose what the writer will talk about by seeing the title, picture, clues, or the first and last paragraph, skimming the text to check their hypotheses and to get the information what they are looking for, revision then reread the text for more detail.As

1

Christine Nutall, Teaching Reading Skills in a Foreign Language, Marion Geddes and Gill Sturtridge (ed), Practical Language Teaching, (Heinemann, 1983), p.2.

2

Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education Limited, 2007), p.99.

3

Francoise Grellet, Developing Reading Skills A practical Guide to Reading Comprehension Exercise, (New York: Cambridge University Press, 2010), p.8.

Snow stated, “the best way to understand reading is therefore to see it as a process of active guessing in which readers use a variety of different kinds of clues to understand a text and to take what they need or want from it, generally as quickly as possible”.4

From those explanations above, it can be concluded that reading is an active activity because the readers not only read those printed words in the text but they must understand what is the message that conveyed by the writer from the text. Before reading, the readers can guess what the writer will talk about by seeing the title, picture, clues, or the first and last paragraph, skimming the text to check their hypotheses and to get the information what they are looking for, revision then reread the text for more detail.There are many purposes in reading, beside the readerscan get many informations from the text, they will improve their english ability indirectly because they not only practice how to pronounce the words, but also find new vocabularies and those new vocabularies can be applied in their speaking and writing. Furthermore, Allington and Strange stated, “reading ability is a complex skill and many issues surround its measurement. Most assessment of reading ability consider both word-identification abilities, and the understanding or comprehension of the message”.5Then, Alderson said, “reading ability is not only abilities in learning new knowledge, but also abilites to process information”.6

Meanwhile, according to Harmer, students need to be able to scan the text for particular bits of information they are searching for. They also need to be able to skim

4

Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL Teachers of English to Speakers of Other Language, Inc, 2007), p.133.

5

Richard Allington and Michael Strange, Learning Through Reading In The Content Areas, (Toronto: D. C. Heath and Company, 1980), p.5.

6

J. Charles Alderson and Lyle F. Bachman, Assessing Reading, (New York: Cambridge University Press, 2000), p.48.

a text – as if they were casting their eyes over its surface – to get a general idea of what it is about.7

In another word, reading ability is capability of the readers in understanding the meaning of the text.Also, they must be able in understanding and applying the reading technique in order to adjust with the text and their reading purpose. If their reading purpose is to find the unfamiliar vocabulary in dictionary, they must be able read the text in scanning technique but if their purpose is to seek the general idea of the text, they must be able read the text in skimming technique.

2. The Objective of Reading

The objective of reading is based on what text that read by reader such as novel, newspaper, textbook, magazine, article, dictionary and many more.Anything what reader read, they want to get the information from it. Although reader will get pleasure when they read novel or magazine, their first aim is to know the information how the story of the novelor hot news of some actress and actors in magazine. Likely, when they read textbook, newspaper and others, their purpose is to get the information. As Nutall stated, “you read because you wanted to get something from the writing: facts, ideas, enjoyment, even feelings of family community (from a letter): whatever it was, you wanted to get the message that the writer had expressed”.8

In addition, Jordan said that, students can have different purposes in their reading; these will include;

 To obtain information (facts, data, etc.)

 To understand ideas, or theories, etc.

 To discover authors’ viewpoints

7

Harmer,op. cit., p.100.

8

 To seek evidence for their own point of view (and to quote) all of which may be needed for writing their essays, etc.9

Then,Williams in McDonough and Shaw stated that, usefully classifies reading into (a) getting general information from the text; (b) getting specific information from a text; and (c) for pleasure or for interest.10

3. The Kinds of Reading Technique

There are many kinds of reading technique, to understanding a text easily and quickly, the reader mustadjust the technique with the kind of text. They cannot read telephone directory in the same way as the textbook. According to Harmer, the kinds of reading technique are extensive and intensive reading.Extensive reading refers to reading which students do often (but no exclusively) away from the classroom. Intensive reading refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classroom.11

Meanwhile, Grellet divided four main ways of reading are skimming, scanning, extensive and intensive reading. Skimming is quickly running one’s eyes over a text to get the gist of it; scanning is quickly going through a text to find a particular piece of information; extensive reading is reading longer texts, usually for one’s own pleasure. This is a fluency activity, mainly involving global understanding; intensive reading is reading short texts, to extract specific information. This is more an accuracy activity involving reading for detail.12

It can be said thatintensive reading is reading activity that usually in the classroom to read the specific information in short text like textbook, article etc. Extensive reading is reading activity at the out class to practice reading fluently to get the pleasure like novel, comic, article etc.Scanning and skimming are the reading

9

R. R. Jordan, English for Academic Purposes, (New York: Cambridge University Press, 1997), p.143.

10

Jo McDonough and Christopher Shaw, Materials and Methods in ELT a teacher’s guide, (Oxford: Blackwell Publisher, 1993), p.102.

11

Harmer.loc. cit.

12

techniques to read faster, scanning to search the phone number, dictionary, television program; skimming to search the general idea in short text.

B. The Nature of Descriptive Text 1. The Definition of Descriptive Text

Descriptive text is a text that describes the characteristic of something like person, place or thing. Before talked about descriptive text, it is necessary to know what the text itself.According to Anderson, text is when words are put together to communicate a meaning, a piece of text is created. Texts consist of spoken or written words that have the purpose of conveying a message.13 It can be said text is words that has a function to communicate which created by speaker or writer to inform a message.

Furthermore,Dietsch stated, “description is a recording of concrete details that you see, hear, smell, taste or touch”.14_{In another word, description is a process of} describing about something that people feel by using their five senses, it can be what people see like someone, place or thing; what people taste like food, drink or potion; what people hear like music, sound, or noise; what people smell like aroma of food or scent of rubbish; what people touch like soft, coarse, brisk, etc.

Then Buscemi and Smith stated, “description makes for diversity. The people, place, and things described in the six selections that follow vary as widely as the distinctive style and perpectives of their authors. Nonetheless, each essay is a potrait sketched in details that are at once concrete, spesific, and vivid”.15

It can be said that description is the writer’s way to describe about people, place and things which appropriate with what they see in a real subject.

13

Mark Anderson and Kathy Anderson, Text Types in English 3, (Sellanor: Macmillan Education Australia PTY LTD, 1998), p.2.

14

Betty Mattix Dietsch, Reasoning & Writing Well 4ed, (New York: McGraw-Hill, 2006), p.140.

15

Santi V. Buscemi and Charlotte Smith, 75 Readings plus 8ed, (New York: McGraw-Hill, 2007),p.37.

Descriptive text can be different based on the writer’s opinion. It can be happened in subjective description, for example descriptive text about the writer’s mother. Meanwhile in objective description, the writer cannot put their personal opinion in descriptive text. As Pharr stated, “descriptive comes in two basic forms: objective and subjective. Objective description is used in the science, in business, and in technology; in this approach, the writers describe their subject without including their personal responses. Subjective description allows the writer to show personal connection to his or her subject”.16

2. The Purpose of Descriptive Text

Each text has different purpose. Based on the definition of descriptive above descriptive text is a text that describe about something so it can be for expressing, entertaining and informing about the object that people see, taste, feel, hear and touch. As Clouse stated, “there are five purposes of description such as to entertain; to express feelings; to relate experience; to inform (for a reader unfamiliar with the subject) or to inform (to create a fresh appreciation for the familiar) and to persuade (to convince the reader that some music videos degrade women)”.17

In addition, Dietsch said that, “description has three general purposes like to create imagery, a mood, or an aura of a place; to stimulate understanding and convince; and to urge the listeners to action”.18It can be said the purposes of descriptive text are to inform the specific features of the subject that can also to entertain and to influence the reader. For instance there is a picture of actress used pink dress with the animal print motif; her hair is red and curly; she used a necklace and bracelet and she also used pink wedges. The example of descriptive text above, it can give the information about the actress, it can entertain the reader and influence them to imitate what their favorite actress used.

16

Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005), p.137.

17

Barbara Fine Clouse, The Student Writer, (New York: McGraw-Hill, 2008), p.154.

18

3. The General Structure of Descriptive Text

General structure is the part of explaining the descriptive text to identify the object. In descriptive text, the first general structure is introduction and the second is description. In introduction, the writer introduces the object briefly, and then they describe the features of the object in description part.

In addition, Anderson said, “a typical description has an opening paragraph introducing the subject of the description, followed by a series of paragraphs each describing one feature of the subject. There can also be a final concluding section that signals the end of the description”.19

It can conclude that descriptive consist of two general structures which are introduction to introduce the object and description to explain the features of the object one by one and the last is make a summary about the object.

4. The Grammatical Features of Descriptive Text

In descriptive text, the writer can describe about person, place, and things. According to Buscemi, she divided the grammatical features of descriptive text into two types; (a) in describing place and things; using proper noun, using effective verbs, and including action and people in the description of a place. (b) in describing people; using physical appearance, action, behaviour and the writer also need to ask someone about the subject’s personality, lifestyle, morals, disposition and so on.20Then Anderson stated, “there are three grammatical features of descriptive like; verbs in the present tense; adjectives to describe the feature of the subject and topic sentences to begin paragraphs and organize the various aspects of the description”.21

To sum up, the grammatical features that the writer used for describing person, place and things are effective verb, proper and specific noun, adjective and action

19

Anderson, op. cit., p.26.

20

Santi V. Buscemi, A Reader for Developing Writers, (New York: McGraw-Hill, 2002), p.267-307.

21

verb especially in describing behavior or personality for person and they writes all features by using present tense.

C. The Nature of Numbered Heads Together 1. The Definition of Numbered Heads Together

Numbered Head Together is one of techniques in cooperative learning. Cooperative learning is teaching technique which the teacher taught the students in group that usually consists of four students to discuss about the topic together. The aim of cooperative learning is not only to make students active but also to train them to socialize, work together and help each other.

As Richards states, “with cooperative learning, students work together in groups whose usual size is two to four members. However, cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members”.22

Cooperative learning has several techniques. Based on Slavin, some techniques in cooperative learning are Students Achievement Division (STAD), Teams-Games-Tournament (TGT), Team Accelerated Instruction (TAI), Cooperative Integrated Reading and Composition (CIRC), Numbered Heads Together, Think-Pair-Share and many more. Then, Olsen and Kagan in Richards and Rodgers stated, the following example in cooperative learning activities likesThree-step interview, Roundtable, Think-Pair-Share, Solve-Pair-Share, Numbered Heads Together.23 The writer focuses on Numbered Heads Together as the technique that used in this research.

22

Jack C. Richards – Willy A. Renandya, Methodology in Language Teaching: AnAnthology of Current Practice, (New York: Cambridge University Press, 2002), p.52.

23

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 2001), p.198.

Numbered heads together technique is a group working which usually consists of four students, and each student has number 1 until 4, when teacher ask a question, they put their heads off together to discuss about the answer. Then teacher will call number randomly to answer the question. As Stone stated that, “numbered heads together (NHT) is a simple four-step structure. Its main strengths are in building mastery and in reviewing previously learned information”.24 Moreover, Slavin said that, “numbered heads together is basically a variant of group discussion; the twist is having only one student represent the group but not informing the group in advance whom its representative will be”.25

Numbered heads together is a cooperative learning strategy in which students work together to ensure that each member of a group knows the correct answer to problem or question asked by the teacher.26 It can be said that numbered heads together is a group working which not only consider about the group comprehension in answering or explaining the answer but also focus on the comprehension of each member of the group. So,each member in the group has a responsibility in certifying that each member knows the right answer.

2. The Advantages of Numbered Heads Together

According to Richard and Renandya, “Numbered Head Together encourages successful group functioning because all members need to know and be ready to explain their group’s answer(s) and because, when students help their group mates, they help themselves and their whole group, because the response given belongs to the whole group, not just to the group member giving it”.27

Then, Based on ACELT Journal, the advantages of numbered heads together are:

24

Jeanne M. Stone, KaganCooperative Learning Reading Activities, (San Clemente: Kagan publishing, 2000), p.74.

25

Robert E. Slavin, Cooperative Learning Theory, Research, and Practice 2ed, (Massachusetts: Allyn and Bacon, 1995), p.132.

26

Webb.nmu.edu/webb/ArchievedHTML/UPCED/mentoring/docs/teachingstrategies.pdf

27

numbered heads together can encourage positive interdependence because themembers depend on each other to arrive at a good answer and to help each member to be able to explain the answer. Individual accountability is also emphasized because everyone needs to be ready to represent the team and to help the others be ready. Simultaneous interaction is fostered because once the teacher announces the questions, all the members will join their heads together. Equal participation can take place since all the members have the chance to be called as the teacher calls the numbers (1,2,3,4) at random using a number wheel or any other device that can be improvised by the teacher.28

In addition, this structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class.29

It can be concluded that numbered heads together give many advantages to students, because when they work together in group, each member of the group must know the correct answer so they must help each other. The students never know what the number will be called by the teacher so they must be ready and concrentration. It also can improve students’ confidence in explaining the answer especially for lower students who usually ashamed in class. This also can make students active and enthusiastic in learning process.

3. The Steps in Numbered Heads Together

According to Jacobs, this technique involves four steps, they are: (1) each student in a group of four gets a number: 1, 2, 3, or 4, (2) the teacher or a student asks a question based on the text the class is reading, (3) students in each group put their heads together to come up with an answer or answers. They should also be ready to supply support for their answer(s) from the text and/or from other knowledge, (4) the teacher calls a number from 1 to 4. The person with that number gives and explains their group’s answer.30

28

Eleonor C. Cayabyab and George M. Jacobs, Making Small Groups Work Via Cooperative Learning, (The ACELT Journal, Vo.3, No.2, October 1999), p.30.

29

www.learnnc.org/Ip/pages/4772 30

So, there are some steps in doing numbered heads together technique such as firstly, teacher divided class into some groups that consist of four students, each student has a number 1,2,3 and 4; next, teacher asks a question based on the descriptive text which given by teacher; then students put their heads together to discuss about the answer, each student has responsibility to make sure all members in their group know the answer; the last, teacher called a number randomly and the student with that number must answered it with the explanation.

D. Previous Related Studies

The first study is conducted by Hadi (2011) under the title“Using Numbered Heads Together to Improve the Reading Ability of the eight grade of MTs Al-Amin Mojokerto”. This research used a classroom action research. The data obtained from one class of the grade eight, VIII-B. The class consisted of 25 students. He did the numbered heads together technique to improve students’ reading ability in narrative text. The result of the research showed that the use of NHT technique has given positive influence in teaching narrative text. It can be seen from preliminary study (pre-test), ten (40%) out of 25 students got score below 70, the minimum degree of achievement. In post test, only one student (4%) out of 25 students achieved score below 70. Besides, in preliminary study, only three out of 25 students were active or gave positive responses toward the teaching reading activities, while in Cycle 1, 20 students were active and 24 (96%) students gave positive response toward the implementation of NHT in reading class. They were interested, motivated, confident, and cooperative with their classmates.

The second study is conducted by Afrilia (2012) under the title “The Effect of Numbered Heads Together Technique on Reading Comprehension Achievement of The Eighth Grade Students at SMP Negeri 2 Tamanan Bondowoso in the 2011/2012 academic year”. This research used experimental study. This research covered the stages of administering homogeneity test; determining two classes as the experimental group and the control group; giving treatment that was teaching reading

by NHT technique to the experimental group, while control group were taught by using lecturing technique as usually applied by the teacher. The result of t-test analysis on the students’ reading comprehension achievement test scores that the statistical value of the t-test was higher than that of the value of t-table with significant level of 5% (2.78 >1.99). The degree of relative effectiveness was 12.7%. It means that the use of NHT technique was 12.7% more effective in teaching reading comprehension than without applying NHT technique that was lecturing technique.

The third study is conducted by Seken (2013) under the title “The Effect of Numbered Head Together and Question Answer Relationship Techniques on Students’ Reading Comprehension: A Comparative Study. The objectives of the study was, first, to investigate whether there is a significant effect of numbered head together and question answer relationship technique on students’ reading comprehension; second to compare the effect of NHT and that of QAR on reading comprehension. This research was conducted at the eighth grade students of MTs Birrul Walidain NW Rensing in the school year of 2012-2013. The sample used was obtained by cluster random sampling technique. The total number of sample was 66 students, divided into three groups; NHT, QAR and conventional technique groups. In conclusion NHT is likely higher in effectiveness than the other techniques in improving the reading comprehension.

From those experiments that ever had, they were using numbered heads together technique as a technique to teach English. This study concerned in teaching reading on descriptive text by using numbered heads together (NHT). They are similar with this study which using numbered heads together technique. The differences among the three studies are the place to conduct it, the English material and theresearch design. The first study used classroom action research, the second study used experimental study and the third used comparative study. This study uses experimental study and conducted using numbered heads together technique in teaching reading on descriptive text at the second grade of SMPN 2 Tangerang Selatan.

E. Theoretical Thinking

Based on those definitions above, it can be concluded that numbered heads together is a technique in group working came from cooperative learning that usually consist of four students. Each student has a number 1-4, then teacher asked a question or problem, and students will put their heads together to discuss about the answer, then teacher asked a number randomly and students with that number must to answer the question. It is used to make students easier in understanding the meaning of descriptive text.

Teaching reading descriptive text need an extra time because many students get confuse in understandingdescriptive text because the lack of vocabulary and also the structure used in the text. So they often used a dictionary, it makes reading slowly while the learning time is limit. In this occasion, the researcher used numbered heads together in teaching reading descriptive text. This technique can improve students’ reading ability because they do not have to use dictionary, they will receive an assist from their friends, they also can discuss about the answer or unfamiliar words together.

Then, sometimes the teachersteach students to read aloud. It can be useful for beginner language learner to know how to pronounce words in English text but it cannot be used to understand the meaning of the text.Numbered heads together can help the students in understanding the meaning of the text because they will help each other in group; the higher and middle students help the lowest students. It also can encourages the lowest students to speak confidently. This technique also train them to socialize, active and help each other.

F. Research Hypotheses

The research is to answer the question of, “is numbered head together technique effective in improving the students’ reading ability in descriptive text at SMPN 2 Tangerang Selatan?”

To get the answer above, the research suggest the alternative hypothesis, there is a significant effect in using numbered heads together technique to improve the students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan. It means that numbered heads together technique is effective in teaching reading descriptive text at SMPN 2 Tangerang Selatan.

Then null hypothesis, there is no significant effect in using numbered heads together to improve the students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan. It means that numbered heads together technique is not effective in teaching reading descriptive text at SMPN 2 Tangerang Selatan.

20

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This research was conducted at SMPN 2 Tangerang Selatan which is located at Cirendeu Raya No.2 Ciputat Timur Kota Tangerang Selatan 15419. The writer has done the research from January 20th 2014 until February 7th 2014. She did the research for four meetings and each meeting is about 2 hours.

B. Method and Design of the Research

In this research, the method that was used is quantitative method in the design

quasi-experiment. The writer used quasi-experiment as the design of the research to see the effectiveness of numbered heads together to improve students’ reading ability on descriptive text. As stated by Muijs that, “quasi-experimental research is especially suited to looking at the effects of an educational invention, such as a school

improvement program, a project to improve a specific element.”1

Also, Wiersma and Jurs stated that, “a quasi-experiment is an approximation of a true experiment that uses groups that have not been formed randomly. Such research can make valuable contributions, but it is important that the researcher be especially cautious about interpreting and generalizing result.”2

The purpose of this method is to determine cause and effect.3

To conduct this research, the writer took two classes of the second grade students of Junior High School on the second semester as the experiement class and controlled class to see the effectiveness of numbered heads together by looking pre-test and

1

Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publications Ltd, 2004), p.27.

2

William Wiersma and Stephen G. Jurs, Research Methods in Education 9th ed, (America: Pearson International Edition, 2009), p.165.

3

James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6thed, (Boston: Allyn and Bacon, 2006), p.24.

post-test measurement and comparing the gained scores between both classes. The effectiveness can be seen from the improvement of students’ score of experiment classs in post test after they had been given some treatments and from the comparation of both classes. The experiment class was given the technique by using numbered heads together and the controlled class without numbered heads together.

C. Population and Sample

The population of this research is the entire students of the eight grade of SMPN 2 Tangerang Selatan. There are 360 eight grade students that divide into nine classes from VIII.1 to VIII.9. Each class consists of 40 students. Because there are many eight grade students at this school, it is not possible if the researcher take all the students as the samples. She used purposeful sampling in taking samples. McMillan stated that:

Purposeful sampling refers the selecting particular elements from the population that will be representative or informative about the topic of interest. In quantitative studies, the emphasis is more on relying on the judgment of the researcher to select a sample that is representative of the population or that includes subjects with needed characteristics.4

In another word, purposeful sampling is the sampling technique which the researcher chooses some samples from many samples at the population that appropriate with her research. The researcher has already done the pre-test to the nine classes to seek two classes which have equal ability and reading score. From that pre– test, the researcher obtained samples are VIII.1 as the experiment class and VIII.2 as the control class. Both VIII.1 and VIII.2 class have similar ability in reading test. There are 40 students in both classes. When the researcher did the pre – test and post-test, there is one students in both classes who did not come in class, so the researcher only took 39 students as the sampel.

4

D. Technique of Collecting Data

In collecting data, the instrument that the researcher used is reading test about descriptive test. There are two tests, pre-test and post-test. Pre-test is used to measure

the students’ understanding in reading descriptive text before teacher used numbered

heads together as teaching technique. Then, post-test is used when the treatment had been done. It is to find out the influence of numbered heads together technique that the researcher used in teaching reading descriptive text in experiment class. She wants to know whether the numbered heads together technique effective or not in improving students’ reading ability in descriptive text. There are 20 items of multiple choices in reading test. Both experiment and control classes were given the same test.

E. Internal Validity Control

The instrument of this research is a test. Before the researcher used this instrument to the students as the sample of the research, she tested the instrument to the eight grade students of SMP Muhamadiyah 17 Rempoa. She tested the VIII B class. In this class, there are 30 students but 5 students were sick. So there only 25 students who did the validity test. The instrument used for pretest and posttest. This step is needed to see the validity of this instrument before it will be applied to the sample of research.

The researcher analyzed this instrument to know the validity by using the formula of item analysis in test. The validity could be seen from the result of calculation in

index of difficulty (ID) and discriminating power (DP) of each answer of question. After the researcher analyzed the calculation of this test, there were 10 itemswere poor, 10 items were mediocre and 10 items were excellent. In order to make the researcher easier to calculate the data, she eliminated 10 items of poor questions and revised10 items of mediocre questions. So, the final pretest and posttest used in this research was a test consisted of 20 items of multiple choice about descriptive text.

F. Technique of Data Analysis

As the writer have explained, the samples in this research were 39 students. It means that she used big sampels. So she must be used t-test for two big sampels who have not correlation. The formula of T-test was expressed as follows:5

Mx = Mean of Variable X My = Mean of variable Y SE = Standard Error

In order to get the calculation of T-test, there are several steps to be taken, they are as follows:

1. Determining Mean of variable X, with formula:

∑

2. Determining Mean of variable Y, with formula:

∑

3. Determining Standard of Deviation Score of Variable X, with formula:

√∑ – ∑

N (N)

5

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 314.

4. Determining Standard of Deviation Score of Variable Y, with formula:

√∑ – ∑

N (N)

5. Determining Standard Error Mean of Variable X, with formula:

√

6. Determining Standard Error Mean of Variable Y, with formula:

√

7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

G. The Hypothesis of the research

The hypotheses of research can be formulated as follows: a. Verbal hypothesis

1. Null Hypothesis (Ho)

There is no significant progress in using numbered heads together technique in improving students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan.

2. Alternative Hypothesis (Ha)

There is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan.

b. Statistical hypotheses Ho : p = q

26 A. Data Descriptions

As the researcher explained in the previous chapter, she took the data by using reading test about descriptive text. After conducting the research, she obtained two kinds of data, the score of pre–test and post–test from both experimental and controlled class are described in the following table:

Table 4.1

Students’ score of VIII.1 (experimental class)

Students

Pretest (X1)

Postest (X2)

Gained score (X)

1 60 65 5

2 70 80 10

3 65 70 5

4 50 60 10

5 45 70 25

6 45 60 15

7 70 80 10

8 45 50 5

9 50 70 20

10 45 70 25

11 40 50 10

12 50 75 25

13 55 70 15

14 65 70 5

15 45 60 15

16 75 90 15

17 50 55 5

18 40 60 20

19 40 45 5

Students Pretest (X1)

Posttest (X2)

Gained Score (X)

21 55 80 25

22 55 80 25

23 60 75 15

24 50 50 0

25 65 75 10

26 60 80 20

27 45 75 30

28 80 80 0

29 60 75 15

30 65 80 15

31 60 65 5

32 45 55 10

33 55 65 10

34 60 65 5

35 55 65 10

36 40 75 35

37 60 65 5

38 65 70 5

39 55 70 15

N = 39

∑X1 =2135 Mean: 2135/39 =

54.74

∑X2 =2665 Mean: 2665/39 =

68.33

∑X = 530 Mean: 530/39 = 13.58

1. Statistical Data of Pretest of Experimental Class

 Range: H – L 80 – 40 = 40

 Class = 1 + 3.3 log n = 1 + 3.3 log 39

= 1 + 3.3 (1.59) = 6.25 = 6

 Interval = R = 40 = 6.66 = 7 K 6

Table 4.2

Frequency of Pretest of Experimental class

Interval score Frequency Percentage

40 – 46 12 30%

47 – 53 5 12%

54 – 60 13 33%

61 – 67 5 12%

68 – 74 2 5%

75 – 81 2 5%

N= 39

2. Statistical Data of Posttest of Experimental Class

 Range: H – L 90 – 45 = 45

 Class = 1 + 3.3 log n = 1 + 3.3 log 39

= 1 + 3.3 (1.59) = 6.25 = 6

 Interval = R = 45 = 7.5 dibulatkan 8 K 6

Table 4.3

Frequency of Posttest of Experimental class

Interval score Frequency Percentage

45 – 52 4 10%

53 – 60 6 15%

61 – 68 6 15%

69 – 76 15 38%

77 – 84 7 17%

85 – 92 1 2%

The tables above describe the students’ pre–test and post–test of the experiment class. Based on the table 4.1, from 39 students in the class, the researcher got mean of pre–test was 54.74 and mean of post–test was 68.33. From table 4.2, it could be seen that there were 12 students who got the smallest score in the interval 40-46 and only two students who got the highest score in the interval 75-81. After giving technique of numbered heads together, the researcher gave them post–test. The data can be seen in table 4.3, the smallest score in the interval 45-52 and the highest score in the interval 85-92.

Table 4.4

Students’ score of VIII.2 (controlled class)

Students Pretest (Y1)

Posttest (Y2)

Gained score (Y)

1 70 75 5

2 60 70 10

3 70 75 5

4 60 60 0

5 80 70 -10

6 70 75 5

7 65 80 15

8 45 60 15

9 65 65 0

10 40 45 5

11 45 75 30

12 65 65 0

13 80 75 -5

14 50 60 10

15 55 70 15

16 80 65 -15

17 55 65 10

18 60 55 -5

19 40 45 5

20 55 40 -15

21 45 65 20

Students Pretest (Y1)

Posttest (Y2)

Gained Score (Y)

23 50 65 15

24 50 60 10

25 80 80 0

26 65 60 -5

27 45 55 10

28 45 55 10

29 60 70 10

30 45 55 10

31 55 60 5

32 80 55 -25

33 60 55 -5

34 70 85 15

35 55 60 5

36 55 70 15

37 50 70 20

38 70 70 10

39 55 60 5

N = 39

∑Y1 =2315 Mean: 2315/39 =

59.36

∑Y2 =2515 Mean: 2515/39 =

64.48

∑Y =210 Mean: 210/39 = 5.38

1. Statistical Data of Pretest of Controlled Class

 Range: H – L 80 – 40 = 40

 Class = 1 + 3.3 log n = 1 + 3.3 log 39

= 1 + 3.3 (1.59) = 6.25 = 6

 Interval = R = 40 = 6.66 = 7 K 6

Table 4.5

Frequency of Pretest of Controlled class

Interval score Frequency Percentage

40 – 46 8 20%

47 – 53 4 10%

54 – 60 12 30%

61 – 67 4 10%

68 – 74 6 15%

75 – 81 5 12%

N= 39

2. Statistical Data of Posttest of Controlled Class

 Range: H – L 85 – 40 = 45

 Class = 1 + 3.3 log n = 1 + 3.3 log 39

= 1 + 3.3 (1.59) = 6.25 = 6

 Interval = R = 45 = 7.5 dibulatkan 8 K 6

Table 4.6

Frequency of Posttest of Controlled class

Interval score Frequency Percentage

40 – 47 3 7%

48 – 55 6 15%

56 – 63 8 20%

64 – 71 13 33%

72 – 79 6 15%

80 – 87 3 7%

The table 4.4 showed the students’ pre–test and post–test score of the controlled class. From 39 students, mean of pre–test was 59.36 and mean of post– test was 64.48. Meanwhile in table 4.5 showed the smallest pre–test score in the interval 40-46 and the highest score in the interval 75-81. In table 4.6 described the smallest post–test score in the interval 40-47 and the highest score in the interval 80-87.

From those tables above, it could be said mean of pre–test in controlled class (59.36) is higher than pre–test in experimental class (54.74). In the other side, mean of post–test in controlled class (64.48) is lower than in experimental class (68.33). Then mean of gained score in controlled class (5.38) is also lower than mean of gained score in experimental class (13.58). However, further calculation is needed to see whether there is significant difference between experimental class and controlled class or not.

B. Analysis of Pre-test and Post-test 1. Normality of the Data

Before analyzing the hypothesis, the researcher had to analyze the normality of the data. This analysis is used to see whether or not the data got in the research has been normally distributed. She used the Lyllifors formula to test the normality. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen by comparing the value of Tmax to Ttable.

The criteria of hypothesis: H1: T > Ttable

Ho: T < Ttable Hypothesis:

Ho: Data of X is normally distributed. H1: Data of X is not normally distributed.

Criteria of the test:

In the significant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(39) = 0.161 (Because n = 39 is not mentioned in the table of Lillyfors, the writer used the closer value to n = 30)

H1: T > 0.161 Ho: T < 0.161

The result of pre-test normality in experiment class showed that Tmax < Ttable 0.134 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in experiment class showed that Tmax < Ttable (0.099 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

The result of pre-test normality in controlled class showed that Tmax < Ttable (0.135 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in controlled class showed that Tmax < Ttable (0.109 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

2 Homogeneity of the Data

Based on the calculation of normality, the result that all data in pre-test and post-test of both experiment class and controlled class have been distributed normally. The next step of the calculation was finding the homogenity of the data. The purpose of this calculation was to see whether the data or sample in both classes was homogenous or heterogonous.

Hypothesis:

Ho: The condition of experiment class is not different from controlled class. H1: The sample of experiment class is different from controlled class.

The criteria of the test: α = 0.05

Ho: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2) H1: F > F_α(n1-1, n2-2)

The formula used can be seen as follows1:

or

The calculation can be seen as follows:

1.028 n1-1 = 39-1 = 38

n2-1 = 39-1 = 38

F0.05(n1-1, n2-1)

=

1.84(Ftable)

From the calculation, it can be seen that F < Fα (n1-1, n2-2) (1.028 < 1.84). Based on the criteria, it can be conclude that Ho is accepted. It means that the sample in experiment class and controlled class were homogenous.

C. Hypothesis Testing

The researcher calculated the data to test the hypothesis that whether there is significant different between students’ reading ability in descriptive text in experiment class which given the technique of numbered heads together and students’ reading ability in descriptive text in controlled class without given the technique of numbered heads together. Two classes were compared, the experiment class was X variable and the controlled class was Y variable. She used the result of post–test of experimental class and controlled class. She used statistic calculation of the t-test formula with degree significance 5% in the following table:

1

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p.160

Table 4.7

The result calculation of post – test of experimental class

Score F X X fx x2 fx2

45 – 52 4 48.5 3 12 9 36

53 – 60 6 56.5 2 12 4 24

61 – 68 6 64.5 1 6 1 6

69 – 76 15 72.5 0 0 0 0

77 – 84 7 80.5 -1 -7 1 7

85 – 92 1 88.5 -2 -2 4 4

N = 39 ∑ =

21

∑ = 67

Based on the table above, the researcher would like to establish the mean, standard deviation and standard error of variable X. The calculation will be described in the following steps:

1. ∑ = 72.5 + 8 (21) = 76.80 (N) 39

2. √∑ – ∑ = 8√ – = 9.55 N (N) 39 (39)

3. SEmx = SDx = 9.55 = 9.55 = 1.550 √ x – 1 √ 6.16

Table 4.8

The result calculation of post – test of controlled class

Score F Y Y Fy y2 fy2

40 – 47 3 43.5 3 9 9 27

48 – 55 6 51.5 2 12 4 24

56 – 63 8 59.5 1 8 1 8

64 – 71 13 67.5 0 0 0 0

72 – 79 6 75.5 -1 -6 1 6

80 – 87 3 83.5 -2 -6 4 12

N = 39 ∑ =

17

∑ 2 = 77

∑ = 67.5 + 8 (17) = 71.02 (N) 39

√∑ – ∑ = 8√ – = 10.68 N (N) 39 (39)

6. SEmy = SDy = 10.68 = 10.68 = 1.733 √ y – 1 √ 6.16

7. SEmx-my = √ = √ = 2.323

8. to = =

9. Determining t-table in significance 5% with degree of freedom (df). df = (N1 + N2) – 2 = (39+39) – 2 = 76

from the t table (tt), df = 76 with the degree of significance 5% is 1.992. 5% = to > ttable = 2.488 > 1.992

10. The Testing of Hypothesis

The statistical hypothesis of this research can be seen as:

Ho: There is no significant progress in using numbered heads together technique in improving students’ reading ability in descriptive text. Ha: There is a significant progress in using numbered heads technique

in improving students’ reading ability in descriptive text. And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted.

D. Interpretation of the data

In the description of data, the researcher described the data which had already taken in the both classes clearly. The table 4.1 showed the students’ reading score in experiment class. From 39 students, mean of pre–test is 54.74 and mean of post–test is 68.33. Then in table 4.2 and 4.3 showed the interval score and frequency of students’ reading pre-test and post-test score in experiment class. There were 12 students got the smallest score in the interval 40-46 and only two students got the highest score in the interval 75-81. Then, there were 4 students got the smallest score in the interval 45-52 and 8 students got the highest score in the interval 77-92.

Next, in table 4.4 showed the students’ reading score in controlled class. From 39 students, mean of pre–test is 59.36 and mean of post–test is 64.48. In table 4.5 and 4.6 showed the interval score and frequency of students’ reading

pre-test and post-test score in controlled class. There were 8 students got the smallest pre–test score in the interval 40-46 and 5 students got the highest score in the interval 75-81. Then, there were 3 students got the smallest score in the interval 40-47 and 3 students got the highest score in the interval 80-87. So the researcher can be summarized mean of pre–test in controlled class (59.36) is higher than pre–test in experimental class (54.74). Whereas mean of post–test in controlled class (64.48) is lower than in experimental class (68.33). And mean of gained score in controlled class (5.38) is also lower than mean of gained score in experimental class (13.58).

Before analyzing the hypothesis, the researcher had to analyze the normality of the data. This analysis is used to see whether or not the data got in the research has been normally distributed. The result of normality can be seen by comparing the value of Tmax to Ttable. The result showed that both the data pre-test and post-test in experiment class were distribute normally. According to criteria of the post-test, it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.134 and 0.099 < 0.161). Both the data of pre-test and post-test in controlled class also showed that they were distributed normally. According to criteria of the test, it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.135 and 0.109 < 0.161). It means that all the data in both pre-test ad post-test of experimental and controlled class were distributed normally.

The next analyzing is analyzing homogeneity of data. The purpose is to see whether the data or sample in both classes was homogenous or heterogonous. The researcher did the calculation of homogeneity. The result showed F < F_α (n1-1, n2-2) (1.028 < 1.84). Based on the criteria, it means that the sample in experiment class and controlled class were homogenous.

The last calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there is significant different between students’ reading ability in descriptive text in experiment class which given technique numbered heads together and controlled

class without technique numbered heads together. The researcher used T-test formula in the significance degree (α) of 5%. The result showed that t-test (to) > t-table (tt) (2.48 > 1.99). It means that test was higher in the value 2.48 than t-table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that there is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text.

40

CHAPTER V

CONCLUSION & SUGGESTION

A. CONCLUSION

Based on the interpretation of data, it can be concluded that the technique of numbered heads together is effective in improving students’ reading ability on descriptive text at the second grade of SMPN 2 Tangerang Selatan. It can be seen that after four meetings treatment of both experiment and controlled class, the result showed that the mean of gained score in experiment class which was given numbered heads together technique is 13.58. Meanwhile the mean of gained score in controlled class without the numbered heads together technique is 5.38. It means that the mean of gained score in experiment class is higher than controlled class.

In addition, the result also can be seen from T-test in the significance degree (α) of 5%. The result showed that t-test (to) > t-table (tt) (2.48 > 1.99). It means that t-test was higher in the value 2.48 than t-table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that there is a

significant progress in using numbered heads technique in improving students’ reading ability in descriptive text.

B. SUGGESTION

Based on this research, the researcher would like to give some suggestion for english teacher especially in teaching reading:

1. The teacher should be creative in teaching reading. They should use different technique in teaching to avoid students feel bored in class. One of technique that the researcher suggest is numbered heads together. Because it can make students active, enthusiasticand help each other in class.

2. The teacher should not used reading aloud to measure the reading ability in junior high school. It is only useful for beginning learners who want to practice spelling vocabulary but cannot make them understand about the text. It is not appropriate with the objective of teaching reading in eight grade of junior high school.

3. The teacher should make the students ready before the reading class begin such as giving question and answer or discussion about the news that related the material, such as descriptive, recount, and narrative text.

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This text is for question 1 to 10

Borobudur Temple

The Borobudur temple is one of the historical remains in Sriwijaya era. Its king was Samaratunnga. King Samaratungga was descendant from king Sailendra embraced Budha. It was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.

The temples of Budha located in Magelang among others are Mendut, Pawon, and Borobudur. This Borobudur is the biggest and the most magnificent among all the temples. Several descendants like: Dieng, Gebang, Sambisari, and Prambanan. Generally the temples in Indonesia were the tomb of the king families, but the temples were built by the king embraced Buddhism used for the worship. The attractive power of temples is not only the beauty, but also the ornaments decorated on them, a lot of the relief on the walls including the statues. The statues were made of rock and bronze.

Nowadays most of the bronze statues were lost. We can find the relief although some of the parts got damage. Thus the government has rehabilitated them to preserve the temples, the attraction and their beauty. The temples have become the income resources out of the oil and gas, because many foreign and domestic tourists visit them.

1. When was Borobudur temple built?

a. In the sixth century c. In the fifth century b. In the Ninth century d. In the seventh century 2. Where is the location of the Borobudur temple?

a. In Yogyakarta, Central Java c. In Malang, West Java b. In Jakarta d. In Magelang, Central Java

3. There are also the temples of Budha located in Magelang, except ….

a. Mendut temple c. Borobudur Temple b. Pawon temple d. GunungKawi Temple

4. Which of the objective of temples is not true according to the text? a. For historical building c. For tourism place

b. For Buddhism to worship d. For tomb the kings families

5. Thus the government has rehabilitated them to preserve the temples ... (line 13) The word ‘them’ refers to ….

a. Temples c. Statues

b. Relief d. Damage

6. The statues of temple were made of …

b. It was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom.

c. The Borobudur temple is one of the historical remains in Sriwijaya era.

d. The temples of Budha located in Magelang among others are Mendut, Pawon, and Borobudur

8. What is the text about?

a. The weather in Magelang c. The description about Borobudur temple b. The history of Borobudur temple d. The location of Borobudur temple 9. What is the purpose of the text?

a. To persuade readers to go to Borobudur Temple b. To describeabout Borobudur Temple

c. To explain how to build temple d. To inform the way Buddhism worship

10.These are description part about Borobudur temple, except …

a. The Borobudur temple is one of the historical remains in Sriwijaya era.

b. This Borobudur is the biggest and the most magnificent among all the temples. c. The statues were made of rock and bronze.

d. Borobudur is located in Magelang, Central Java, Indonesia. This text is for question number 11 to 20

My Uncle Joko

My Uncle Joko is my mother's elder brother. He is my favorite among my mother's brothers. He is a very interesting man. He lives quite near us with my Aunt Siska and my cousins Dian and Rendy. I often go to his house.

He is about 45 with grey hair. He is still quit good-looking. He is tall and well-built. He has blue eyes and a strong face. He wears glasses. He is short sighted. He takes them off when he doesn't work.

Uncle Joko is a textile engineer. He works for a big firm in the city. He travels widely in his job. He is an expert in solving problems with machines. At present, he is in the United States. He is visiting the firm's customers there.

He is very fond of the sea. He has a boat at the seaside. He goes there every weekend in summer to sail it. I sometimes stay with my cousins at their house on the coast. When Uncle Joko is at home he usually takes us out in the boat.

11.Where is Uncle Joko live?

a. He lives far away with his wife and his children b. He lives in my house

….. He takes off when he doesn’t work. The underline word refers to …

a. Eyes c. Sighted

b. Glasses d. Strong face 13.What is Uncle Joko’s job?

a. Traveller c. Mechanics

b. Employer at the big firm d. Textile engineer 14.How many children does Uncle Joko have?

a. Only one c. one son and two daughter b. Three daughter d. one daughter and one son 15.What is the purpose of the text?

a. To persuade reader to be textile engineer b. To explain how to sail by boat

c. To describe uncle Joko

d. To inform uncle Joko’s hobby 16.Where is the identification of the text?

a. Paragraph 1 c. Paragraph 3 b. Paragraph 2 d. Paragraph 4 17.Who is Siska?

a. She is my cousin c. she is my mother’s elder brother b. She is my mother d. she is my uncle’s wife

18.Which is the description from the text?

a. My Uncle Joko is my mother's elder brother b. He is about 45 with grey hair

c. He is my favorite among my mother's brothers d. He is a very interesting man.

19.What is he doing in United States?

a. He is going to the sea c. He is visiting his customers

b. He is traveling d. He is solving problem of machines 20.He goes there every weekend in summer to sail it. (line 11)

The word ‘it’ refers to … a. Boat c. Coast b. Seaside d. Fish

This is the giraffe, one of the tallest and most interesting animals in the zoo.

It is male and it is about six meters tall. The giraffe has big brown eyes which are protected by very thick leashes. The lashes are important source of protection. They can also cover the giraffe's nostrils in order to protect its nose. It has brown spots on the skin and this coloring helps protect the giraffe. The giraffe also has two short horns on its head.

Like the camel, the giraffe can go for a long time without drinking water. One source of water is the leaves which the giraffe eats from trees. Since it is so tall, the giraffe can reach the tender leaves at the top of the tree. The giraffe lives in small herds and often feed with other animals. A baby giraffe is two meters tall at birth. It can stand up by itself within a few minutes after birth and can run well in about two days. The giraffe has two methods of self protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers per hour or stay to fight with its strong legs.

21.How tall a giraffe is?

a. Less than six meters c. About six meters b. More than six meters d. more than seven meters 22.What is the giraffe’s eyes color?

a. brown c. red b. yellow d. black

23.These are the facts of important giraffe’s leashes, except…

a. The lashes are important source of protection

b. The leashes cover the giraffe's nostrils in order to protect its nose c. The giraffe also has two short horns on its head

d. The giraffe has big brown eyes which are protected by very thick leashes. 24.…. It has brown spots on the skin and this coloring helps protect the giraffe (line 4)

What does the word ‘it’refer to? a. Leashes c. Nose b. Giraffe d. Eyes

25.Which the identification of the text?

a. The giraffe can go for a long time without drinking water.

b. This is the giraffe, one of the tallest and most interesting animals in the zoo. c. The giraffe has big brown eyes which are protected by very thick leashes. d. The giraffe has two methods of self protection.

26.What is giraffe’s feed? a. Tree c. Leaves b. Water d. Meat