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 answers 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.eduwebbArchievedHTMLUPCEDmentoringdocsteachingstrategies.pdf
27
Richard and Renandya.loc. cit.
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 answers from the text andor 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.orgIppages4772
30
Ibid., 52
