THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO

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THE USE OF NUMBERED HEADS TOGETHER

USING PICTURES TO INCREASE WRITING ABILITY

OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO

T H E S I S

By:

EMYSTRIA HARDIYANA

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO

THESIS

By:

Emystria Hardiyana 09360180

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

Emystria Hardiyana 09360180

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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This thesis written by Emystria Hardiyana approved on 27th January 2014.

Advisor II, Advisor I,

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This thesis was defended in front of the examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang

And accepted as one of the requirements to achieve Sarjana Degree in English Education

on January 27, 2014

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes

Examiners: Signatures:

1. Dr. Hartono, M.Pd 1. ………...

2. Puji Sumarsono, M.Ed 2. ………...

3. Rina Wahyu Setyaningrum, M.Ed 3. ………...

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MOTTO AND DEDICATION

“Sesungguhnya sesudah kesulitan itu ada kemudahan, maka apabila kamu telah selesai dari suatu urusan, kerjakanlah

dengan sungguh-sungguh urusan yang lain dan hanya kepada Tuhanmulah hendaknya kamu berharap”

(QS.Al-Insyiroh:6-8)

DEDICATION:

I dedicated this thesis to:

 My beloved parents who always pray and support me patiently, Ayah and Ibuk (H. Suyono, ST and Hj. Hartini)

 My beloved sisters who always pray and support me (Nissa Nur Toriq Hardiyana and Lisa Miftakhul Janna)

 My beloved grandmother who always pray for me (Sutiani)

 My best friends who always support and help me (Rusunawa 2.8 - 2.12 and C2 class member of English Department 2009)

 And for all who always pray and support me to finish this thesis, thank you

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THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO

Abstract

Teaching English in Indonesia is focused on the four language skills. Those are listening, speaking, reading, and writing skills. Writing is more complex than other three language skills, because writing allows for higher levels of abstraction; more complex ideas can be presented in written form because writing can be read over and over again. The students often feel so annoyed and bored when their teacher taught writing subject in a class. So, the teacher must be creative to find out the appropriate learning strategy to teach writing. NHT is one of the learning models that can create good learning atmosphere so that the students can be motivated, enjoy learning, work cooperatively, and take part actively in the classroom activities, especially in writing activity. In teaching-learning process, there are two important factors that must be noticed. They are learning model and learning media. So, in applying NHT, the teacher can use media like pictures. Pictures can make students easier to express their idea, thought, feeling, and organize their ideas in the written form well.

The purpose of this study is to find whether or not the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto. In conducting this research, the researcher uses a quasi-experimental research design. It is because of the subject used in this research is not randomly assigned to the experimental treatment, but here the researcher uses already assembled classes as the subject of this study. The data for this research is taken from the scores of the written pre-test and post-test. The scores are taken by comparing the pre-test and post-test score.

In this study, the pre-test and post-test scores of both groups are computed using analysis of variance (ANOVA) in SPSS statistics 21 to know whether or not the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto. Based on the result of data analysis, it is found that the use of Numbered Heads Together (NHT) using picture in teaching writing can increase writing ability of tenth grade students at SMKN 1 Mojokerto.

Key words: (NHT as a learning model, Pictures as a learning media, Increase, Writing ability)

Advisor I, The writer,

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ACKNOWLEDGMENT

Alhamdulillah, all praise due to Allah SWT, the lord of the world, the almighty and the most merciful, for his gift to the writer in finishing this thesis. Peace and salutation be upon to the prophet of Islam Muhammad SAW.

The writer would like to express her deep gratitude to her advisor, Rina Wahyu Setyaningrum, M.Ed and Santi Prastiyowati, S.Pd, for their patience, willingness, and invaluable guidance as well as suggestion for completing this thesis writing.

The writer would like to express her deep appreciation to the headmaster (Drs. Harol Kristiyandoko, MT) and the English teacher (Heru Susanto, S.Pd) of SMKN 1 Mojokerto who had given her the opportunity to conduct this research.

The writer dedicated her deepest and whole hearted gratitude to her beloved father, H. Suyono, ST, and beloved mother, Hj. Hartini who have love and prays in the whole day, and never been tired to motivate the writer in every matter.

Finally, a special thank goes to all of her best friends, “Rusunawa 2.8-2.12”, C2 class member of English Department 2009, and many other names who can’t be mentioned one by one. The writer thanks deeply to you all. May Allah SWT blessings us, amin.

Malang, 27 January 2014

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TABLE OF CONTENT

APPROVAL ………... i

LEGALIZATION ………... ii

MOTTO AND DEDICATION ………... iii

ABSTRACT ………... iv

ACKNOWLEDGEMENTS ………... v

TABLE OF CONTENTS ………... vi

APPENDICES ………... ix

CHAPTER I INTRODUCTION 1.1 Background of the Study ………... 1

1.2 Statement of the Problem ………... 5

1.3 Hypothesis ………... 5

1.4 Purpose of the Study ………... 6

1.5 Scope and Limitation ………... 6

1.6 Significance of the Study ………... 7

1.7 Definition of Key Terms ……….….. 7

CHAPTER II REVIEW OF RELATED LITERATURES 2.1 Cooperative Learning ………..…………. 9

2.2 Numbered Heads Together (NHT) Learning Model…... 9

2.2.1 Definition of Numbered Heads Together (NHT) Learning Model ………... 9

2.2.2 The Objective, Strength, Weakness, and Advantage of Numbered Heads Together (NHT) Learning Model. 10 2.2.2.1 The Objective of Numbered Heads Together (NHT) Learning Model ………... 10

2.2.2.2 The Strength of Numbered Heads Together (NHT) Learning Model ………... 10

2.2.2.3 The Weakness of Numbered Heads Together (NHT) Learning Model ………... 11

2.2.2.4 The Advantage of Numbered Heads Together (NHT) Learning Model ……... 11

2.2.3 Activity in Numbered Heads Together (NHT) Learning Model ………... 12

2.3 Picture as Media in Teaching / Learning ………... 14

2.3.1 Definition of Picture as Media in Teaching / Learning ………... 14

2.3.2 The Strength, The Weakness, and The Advantage of Picture as Media in Teaching / Learning ……... 15

2.3.2.1 The Strength of Picture as Media in Teaching / Learning ………... 15

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2.3.2.2 The Weakness of Picture as Media in Teaching /

Learning ………... 16

2.3.2.3 The Advantage of Picture as Media in Teaching / Learning ………... 16

2.3.3 Kinds of Picture as Media in Teaching /Learning…. 18 2.4 Writing Ability ………... 19

2.4.1 Definition of Writing Ability ………... 19

2.4.2 The Objective of Writing ………... 19

2.4.3 Writing Assessment and Evaluation Rubrics………. 20

2.4.3.1 Formal Evaluation ………... 20

2.4.3.2 Informal Evaluation ………... 27

2.4.3.3 Portfolio Evaluation ………... 28

2.5 Correlation of Numbered Heads Together (NHT) Using Pictures in Increasing Writing Ability ……….. 32

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ………... 35

3.2 Population and Sample ………... 38

3.3 Treatment ………... 39

3.3.1 Treatment for Experimental Group ……... 39

3.3.2 Teaching-Learning Process of Control Group……... 40

3.4 Data Collection ………... 41

3.4.1 Research Instrument ………... 42

3.4.2 Procedure of Data Collection………. 42

3.4.2.1 Pre-test ………... 42

3.4.2.2 Treatment ………... 43

3.4.2.3 Post-test ………... 44

3.4.2.4 Technique of Scoring ………... 45

3.5 Data Analysis ………... 46

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ………... 49

4.1.1 Pre-test ………... 49

4.1.2 The Treatment ………... 53

4.1.3 Post-test ………... 55

4.1.4 Pre-test and Post-test Average Score Result……….. 59

4.1.5 Data Analysis ………... 60

4.2 Discussion ………... 62

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ………... 64

5.2 Suggestion ………... 65

5.2.1 For the Students ………... 65

5.2.2 For the Teacher ………... 65

5.2.3 For the Next Researcher ………... 66 REFERENCESS

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APPENDICES

1. Lesson Plan 2. Score 3. Try-out

4. Pre-test and Post-test

5. Treatment and Teaching Learning Process (TLP) Exercise 6. Documentation

7. Surat Keterangan Telah Melakukan Observasi di SMKN 1 Mojokerto

8. Surat Keterangan Telah Melakukan Penelitian di SMKN 1 Mojokerto

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REFERENCESS

Abbas, Saleh. 2006. Pembelajaran Bahasa Indonesia yang Efektif di Sekolah Dasar. Jakarta: Departeman Pendidikan Nasional.

Arsyad, Azhar. 2010. Media Pembelajaran. Jakarta: PT. Raja Grafindo Persada. Arends, Richard I. 2004. Learning To Teach Sixth Edition. New York: McGraw-Hill Companies.

Arends, Richard I. 2008. Learning To Teach Belajar Untuk Mengajar Edisi ke Tujuh. Yogyakarta: Pustaka Pelajar.

Berns, R.G. and Erickson, P.M. (2001). Contextual Teaching and Learning The

Highlight Zone: Reserach @ Work No. 5. (Online).

Available:

http:/www.nccte.org/publications/infosynthesis/highlightzone/highlight05/index.asp (7/16/2013).

Daryanto. 2011. Media Pembelajaran. Bandung: Sarana Tutorial Nurani Sejahtera. Harmer, J. 2004. How To Teach Writing. Harlow:Longman.

Ibrahim, Muslimin., et al. 2000. Pembelajaran Kooperatif. Surabaya: UNESA Press. Indriana, Dina. 2011. Ragam Alat Bantu Media Pengajaran. Yogyakarta: Diva Press. Komalasari, Kokom. 2010. Pembelajaran Kontekstual Konsep dan Aplikasi.

Bandung: PT. Refika Aditama.

Nurgiyantoro, Burhan. 2001. Penilaian Dalam Pembelajaran Bahasa dan Sastra. Yogyakarta: BPFE.

Nurgiyantoro, Burhan. 2009. Penilaian Dalam Pembelajaran Bahasa dan Sastra.

Yogyakarta: BPFE.

Nurgiyantoro, Burhan. 2010. Penilaian Pembelajaran Bahasa Berbasis Kompetensi. Yogyakarta: BPFE.

Sadiman, Arief S., et al. 2011. Media Pendidikan, Pengertian, Pengembangan, dan

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Suparno and Yunus, Muhammad. 2008. Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka.

Susilana, Rudi. 2007. Media Pembelajaran. Bandung: CV Wacana Prima.

Tarigan, Henry Guntur. 2008. Menulis Sebagai Suatu Keterampilan Berbahasa.

Bandung: Angkasa.

Team, Glencoe/ McGraw-Hill. 2004. Writer’s Choice Grammar and Composition

Writing assessment and Evaluation Rubrics Grade 10. Ohio: Glencoe/ McGraw-Hill.

Weigle, S. 2002. Assessing Writing. Cambridge: Cambridge University Press. Zuhdi, Ahmad. 2010. Guru Idola. Yogyakarta: Gen-K Publisher.

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CHAPTER I

INTRODUCTION

1.1 Background of Study

In globalization era, English becomes an international language which plays an important role as means of communication in the world. In Indonesia, English is taught in the school as a foreign language (EFL). As a foreign language, English is taught as one of the compulsory subjects given from elementary school until Senior High School or Vocational High School. English has important position in Indonesia curriculum too.

Teaching English in Indonesia is focused on the four language skills. Those are listening, speaking, reading, and writing skills. The four language skills should be taught in an integrated manner (Depdiknas, 2006). Although writing is the last of the four skills to achieve, it does not mean that the skill is easy. Writing is more complex than other three language skills, because writing allows for higher levels of abstraction; more complex ideas can be presented in written form because writing can be read over and over again. Writing is a means of reinforcing other language skills. In writing, then, more time and energy can be spent on cognitive activities such as planning and information retrieval, as there is less communicative pressure to continuously produce utterances (Grabowski in Weigle, 2002).

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The teaching of EFL writing at High School level aims at developing students ability in expressing short and simple messages for interaction with people in their environment. It is also aimed to develop students ability in writing various text types varying from functional texts for some activities such as inviting people, requesting someone to do something, and getting things done, to different genres which include descriptive, procedure, recount, narrative, and report text (Depdiknas, 2006).

Based on the researcher s interview with the English teacher of SMKN 1 Mojokerto, the teacher said that the students difficulty in studying English was in writing skill. They felt so annoyed when their teacher gave them a writing assignment. They thought that writing was boring subject that taught by the teacher in a class. They thought that writing was unimportant subject and difficult than other English skills such as speaking, listening, and reading.

Moreover, most of students got difficulty to express their idea, thought, and feeling in the written form. Then the students difficulties were in using the grammar, choosing the appropriate vocabulary, and organizing their ideas in the written form well.

Based on the researcher s observation in SMKN 1 Mojokerto, the other problem appeared when the teaching-learning process lasting was uninteresting activity in teaching writing. It made the students unmotivated to write because the classroom atmosphere was individual competition. The students did the writing assignments individually. They were not accustomed to sharing their ideas and they never work cooperatively when they were writing.

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So, in teaching writing in Vocational High School, the teacher must be creative to find out the appropriate learning strategy to teach writing. The teacher needs various kinds of learning strategy in order to reach maximum result for students writing. The teachers should create good learning atmosphere so that the students can be motivated, enjoy learning, and take part actively in the classroom activities.

From this experience, the researcher thinks that it is necessary to apply cooperative learning as a learning strategy in writing class in order to make writing activity more interesting. The researcher believes that cooperative learning can stimulate the students to write well. Cooperative learning is the learning strategy through small group discussion to work together on a common task, and they must coordinate their efforts to complete the task (Arends, 2004). Bern and Erickson in Komalasari (2010) state that in cooperative learning, two or more individuals are working in a small group to achieve the purpose of the study together.

There are various models of cooperative learning strategy such as Numbered Heads Together (NHT), Students Teams Achievement Division (STAD), Jigsaw, Cooperative Script, Snowball Throwing, Team Games Tournament (TGT), Cooperative Integrated Reading and Composition (CIRC), Two Stay Two Stray, and Think Pair and Share (TPS). In this study, the researcher chooses cooperative learning type Numbered Heads Together (NHT) to be applied in the teaching writing in SMKN 1 Mojokerto. In NHT, the teacher divides students into three to five member teams and has them number off so each student on the team has a different number between 1 and 5. The teacher gives an exercise for every group to be done

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together, and students put their heads together to figure out and make sure everyone knows the answer. Then the teacher calls a number and students from each group with that number raise their hands and provide answers to the whole class (Komalasari, 2010). NHT is a learning model developed by Kagan in 1998 to involve more students in the review of materials covered in a lesson and to check their understanding of a lesson s content (Arends, 2004).

The researcher chooses NHT as a learning model in this research, because she thinks that teaching writing in SMKN 1 Mojokerto needs special learning model that can make students do writing assignment in a group not individually. It is necessary to give an interesting learning model to increase students ability in writing. In NHT, every student has to discuss the assignment given by the teacher in their own group, and every member in their group has to understand the answer of that assignment. NHT is one of the learning models that can create good learning atmosphere so that the students can be motivated, enjoy learning, work cooperatively, and take part actively in the classroom activities, especially in writing activity.

In teaching-learning process, there are two important factors that must be noticed. They are learning model and learning media. So, in applying NHT, the teacher can use media like pictures, video, slide, etc. Using learning media in teaching-learning process can motivate the students and make them want to pay attention to and take part in the learning activity (Hamalik in Arsyad, 2010).

In this study, the researcher chooses to teach writing using pictures as a learning media, because she believes that by using pictures as a learning media besides

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cooperative learning as a strategy can make writing activity in the class more interesting. Pictures can make students easier to express their idea, thought, feeling, and organize their ideas in the written form well.

Aida s research (2008) about the cooperative learning using picture paired retelling to increase students motivation in writing descriptive text showed that the motivation of students in writing descriptive text increased about 2,5 %. The students were not bored in writing activity, but they showed their enthusiastic during the writing process.

Based on the facts, data, and theories, the researcher would like to conduct a study to the tenth grade students of SMKN 1 Mojokerto by using activity-based learning and joyful learning through interesting learning model and media. That is Numbered Heads Together (NHT) using pictures in teaching writing. NHT can create good learning atmosphere so that the students can be motivated, enjoy learning and take part actively in the classroom activities, especially in writing activity. Pictures as media also make the students easier to express and organize their ideas in the written form well.

1.2 Statement of Problem

Based on the background above, the researcher formulates the problem as follow: Does the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto ?

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1.3 Hypotheses

In order to give direction in interpreting the data, the researcher provides two hypotheses:

1. Ho : The use of NHT using pictures does not increase writing ability of tenth grade students at SMKN 1 Mojokerto.

2. H1 : The use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto.

1.4 Purpose of Study

Based on the statement of problem above, so the purpose of this study is:

To find whether or not the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto.

1.5 Scope and Limitation

This research is scoped on the use of cooperative learning strategy using pictures in teaching writing skill. Cooperative learning is the learning strategy through small group discussion to work together on a common task and they must coordinate their efforts to complete the task. There are various models of cooperative learning strategy such as Numbered Heads Together (NHT), Students Teams Achievement Division (STAD), Jigsaw, Cooperative Script, Snowball Throwing, Team Games Tournament (TGT), Cooperative Integrated Reading and Composition (CIRC), Two Stay Two Stray, and Think Pair and Share (TPS). The teaching of EFL writing at High School

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level aims at developing students ability in expressing short and simple messages for interaction with people in their environment. It is also aimed to develop students ability in writing various text types varying from functional texts for some activities such as inviting people, requesting someone to do something, and getting things done, to different genres which include descriptive, procedure, recount, narrative, and report text. To make the researcher more focus to do this research, so it is limited on the use of Numbered Heads Together (NHT) using pictures in teaching writing descriptive text to the tenth grade students at SMKN 1 Mojokerto.

1.6 Significance of Study

Hopefully, this research can be useful to the students, the teachers, and to the researchers.

a. For the students, this research is expected to give motivation, so they can be active in learning activity and give improvement to the students writing ability through the application of NHT using picture.

b. For the teachers, they are able to use NHT using pictures as one of the ways to improve students writing ability. Then the result of the research can be used as an input in order to increase the quality of teaching learning process.

c. For the researchers, this research is used to be reference to do the following research and to teach English writing skill.

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1.7 Definition of Key Terms

a. Numbered Heads Together:Numbered Heads Together (NHT) is a learning

model developed by Kagan in 1998 to involve more students in the review of materials covered in a lesson and the check their understanding of a lesson s content (Arends, 2004). In NHT (Numbered Heads Together), teacher divides students into three to five member teams and have them number off so each student on the team has a different number between 1 and 5, teacher gives an exercise for every group to be done together, students put their heads together to figure out and make sure everyone knows the answer, then teacher calls a number and students from each group with that number raise their hands and provide answers to the whole class (Komalasari, 2010).

b. Picture:Picture here is as a learning media. According to Sudjana in Arsyad

(2010), picture includes visual media, media that combine between the fact and ideas clearly and strongly through a disclosure combination of words and pictures. While Arsyad (2010), picture media are a variety of events and objects set forth in the form of pictures, lines, words, symbols, or picture. c. Writing ability: Writing ability is one of abilities that must be mastered by

the students. Many experts have expressed the meaning of writing ability. According to Harmer (2004) writing is a form of communication to deliver thought or to express feeling through written form. Accuracy of the idea should be supported by the diction, vocabulary, grammar, and spelling usage.

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While according to Suparno and Yunus (2008), writing is an activity to deliver the message by using written form as a media or tool.

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In this study, the researcher chooses to teach writing using pictures as a learning media, because she believes that by using pictures as a learning media besides

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1.2 Statement of Problem

Based on the background above, the researcher formulates the problem as follow: Does the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto ?

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1.3 Hypotheses

In order to give direction in interpreting the data, the researcher provides two hypotheses:

1. Ho : The use of NHT using pictures does not increase writing ability of tenth grade students at SMKN 1 Mojokerto.

2. H1 : The use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto.

1.4 Purpose of Study

Based on the statement of problem above, so the purpose of this study is:

To find whether or not the use of NHT using pictures increase writing ability of tenth grade students at SMKN 1 Mojokerto.

1.5 Scope and Limitation

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1.6 Significance of Study

Hopefully, this research can be useful to the students, the teachers, and to the researchers.

c. For the researchers, this research is used to be reference to do the following research and to teach English writing skill.

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1.7 Definition of Key Terms

a. Numbered Heads Together:Numbered Heads Together (NHT) is a learning model developed by Kagan in 1998 to involve more students in the review of materials covered in a lesson and the check their understanding of a lesson s content (Arends, 2004). In NHT (Numbered Heads Together), teacher divides students into three to five member teams and have them number off so each student on the team has a different number between 1 and 5, teacher gives an exercise for every group to be done together, students put their heads together to figure out and make sure everyone knows the answer, then teacher calls a number and students from each group with that number raise their hands and provide answers to the whole class (Komalasari, 2010).

b. Picture:Picture here is as a learning media. According to Sudjana in Arsyad (2010), picture includes visual media, media that combine between the fact and ideas clearly and strongly through a disclosure combination of words and pictures. While Arsyad (2010), picture media are a variety of events and objects set forth in the form of pictures, lines, words, symbols, or picture. c. Writing ability: Writing ability is one of abilities that must be mastered by

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While according to Suparno and Yunus (2008), writing is an activity to deliver the message by using written form as a media or tool.

THE USE OF NUMBERED HEADS TOGETHER USING PICTURES TO INCREASE WRITING ABILITY OF TENTH GRADE STUDENTS AT SMKN 1 MOJOKERTO