USING NUMBERED HEAD TOGETHER TECHNIQUE TO IMPROVE SPEAKING ABILITY AT TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 1 MALANG
USING NUMBERED HEADS TOGETHER TECHNIQUE TO IMPROVE
SPEAKING ABILITY AT TENTH GRADE STUDENTS OF SMA
MUHAMMADIYAH 1 MALANG
THESIS
By:
HERDINA LADYCAL SWADHIKA
201210100311230
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
USING NUMBERED HEADS TOGETHER TECHNIQUE TO IMPROVE
SPEAKING ABILITY AT TENTH GRADE STUDENTS OF SMA
MUHAMMADIYAH 1 MALANG
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
HERDINA LADYCAL SWADHIKA
201210100311230
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim …
Alhamdulillah, all praises be upon Allah SWT, the Most Beneficent and
Most Merciful, due to His blessing, this challenging thesis can be finished
properly in the right time. Peace and blessing also be upon Muhammad SAW, the
last prophet in the world. In its final accomplishment, I am totally realized that
this thesis is still imperfect. Thus, I openly welcome all criticism and constructive
suggestions from all parties as the betterment of this thesis.
Actually, I would like to express my gratefulness and appreciation to my
first advisor, Mrs. Rahmawati Khadijah Maro, M.PEd. and my second advisor,
Mrs. Laela H. Nurbatra, MA., M.EdLead. for their patience, advices and
encourages during guiding me in finishing this thesis.
Additionally, my countless gratitude is dedicated for both of my parents,
Ibu Erna Hani Astuti and Bapak Suharto, who ceaselessly offer me with
everlasting and peaceable affections. Moreover, my boundless appreciation goes
to my sister, Herdian Putri Hastari for his endless supports and nice affection.
Lastly, I would like to express my thankfulness for all of my best friends:
Okta Dwi Ningsih, Dwi Hartanti, Selvia Heldina Putri, Dyah Ajeng, Nurani
Wahyu Putri, Dita Fitriana, Wita Devi Maharani, Evio Tanti Nanita, Sri Wahyuni
Ningsih, Ambika Putri Perdani, Dewi Khoirun Nisa Hartono, Mustaghfiroh, Dwi
Sari Kurniawati, and Ummi Amatul Firdausi, for their endless help during I
accomplish this thesis (sorry if I did not mention all).
Malang, November 29, 2016
Herdina Ladycal Swadhika
viii
TABLE OF CONTENT
APPROVAL ………………………………………………………………… iii
MOTTOS AND DEDICATIONS ………………………………………….. v
STATEMENT OF WORK’S ORIGINALITY ……………………………. vi
ABSTRACT …………………………………………………………………. vii
ACKNOWLEDGEMENT ………………………………………………….. viii
TABLE OF CONTENTS …………………………………………………… ix
LIST OF THE APPENDICES………………………………………………. xii
LIST OF THE TABLES ……………………………………………………. xiii
LIST OF THE FIGURES……………………………………………………. xiv
CHAPTER I INTRODUCTION
1.1 Background of the Research ...................................................................... 1
1.2 The Research Problem .............................................................................. 5
1.3 Objective of the Research .......................................................................... 5
1.4 Significances of the Study ........................................................................ 6
1.5 Scope and Limitation of the Research ...................................................... 7
1.6 The Definition of Key Terms .................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Speaking ............................................................................................... 8
2.2 Classroom Speaking Activities ...........................................................
9
2.3 Assessment of Speaking Ability ........................................................... 10
2.4 Teaching English at Senior High School .............................................. 11
ix
2.5 Numbered Heads Together (NHT) Technique...................................... 14
2.6 The Steps of Numbered Heads Together (NHT) ................................. 15
CHAPTER III RESEARCH METHOD
3.1 Research Design .................................................................................... 17
3.2 Research Subjects ................................................................................ 19
3.3 Research Procedures ............................................................................ 19
3.3.1 Planning ...................................................................................... 19
3.3.2 Acting ......................................................................................... 20
3.3.3 Observing .................................................................................... 22
3.3.4 Reflecting .................................................................................... 22
3.4 Data Instruments ................................................................................... 23
3.5 Technique of Data Collection ............................................................... 23
3.6 Technique of the Data Analysis ............................................................ 25
3.7 Criteria of the Action Success ............................................................... 31
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
4.1 Research Findings ................................................................................ 32
4.1.1 Finding of Pre-cycle ..................................................................... 32
4.1.2 Finding of Cycle I ........................................................................ 35
a. Planning ................................................................................... 35
b. Acting ........................................................................................ 36
c. Observing .................................................................................. 38
d. Reflecting .................................................................................. 42
x
4.1.3 Finding of Cycle 2 ....................................................................... 43
a. Planning .................................................................................... 43
b. Acting ........................................................................................ 44
c. Observing .................................................................................. 46
d. Reflecting ................................................................................. 49
4.2 Discussions ........................................................................................... 50
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .......................................................................................... 55
5.2 Suggestions ......................................................................................... 56
5.2.1 For English Teachers................................................................... 56
5.2.2 For Students ................................................................................ 56
5.2.3 For the Future Researchers ......................................................... 56
REFERENCES ……………………………………………………………… 57
APPENDICES
xi
LIST OF THE TABLES
Tabel 3.1 Observation Checklist for Teacher…………..…..…..…..…...……....26
Tabel 3.2 Criteria Percentage Teaching Learning Activity by the Teacher……..27
Tabel 3.3 Observation Checklist for Assesing Students’ Progress……...…….…28
Tabel 3.4 Criteria Percentage Students’ Progress….…….…..…..…..…..…..…..28
Tabel 3.5 The Rating Score of Oral Test ….…….…..…..…..…..…..............…..29
Tabel 3.6 Instrument for Assessing Students’ Achievement ….……....…..….....30
Tabel 4.1 The Result of Observation Checklist Pre-cycle…...…..…..…..…..…..33
Tabel 4.2 The Result of Speaking Test in Pre-cycle ….…….…..…..…..…...…..33
Tabel 4.3 The Result of Observation Checklist in Cycle I .....…..…..…..…..…..39
Tabel 4.4 The Result of Post-test I ….…….…..…..…..…..….......................…..40
Tabel 4.5 The Result of Observation Checklist Cycle II ….…….…..…..…..…..47
Tabel 4.6 The Result of Post-test II ….…….…..…..…..…..…......................…..47
Tabel 4.7 Overall Speaking Test Score During CAR ….……...............…....…..52
Tabel 4.8 Overall Observation Checklist Result During CAR ….…….…....…..53
xii
LIST OF THE FIGURES
Figure 3.1 Arikunto’s Action Research Design…………..…......….….…….….18
Figure 4.1 The Progres of the Students’ Mean Score from Pre-cycle to Cycle I..41
Figure 4.2 The Progres of the Students’ Mean Score from Cycle I to Cycle II…49
Figure 4.3 The Progres of the Students’ Mean Score from Pre-cycle to Cycle II.53
xiii
LIST OF APPENDICES
Appendix 1
Research Letter
Appendix 2
Lesson Plan Cycle I
Appendix 3
Lesson Plan Cycle II
Appendix 4
The Procedure of Speaking Test
Appendix 5
The Guidelines of Observation Checklist for Teacher
Appendix 6
Observation Checklist for Teacher (Pre- Cycle)
Appendix 7
Observation Checklist for Teacher (Cycle I)
Appendix 8
Observation Checklist for Teacher (Cycle II)
Appendix 9
The Guidelines of Observation Checklist for Assesing Students’
Progress
Appendix 10 Observation Checklist for Assesing Students’ Progress Pre-Cycle
Appendix 11 Observation Checklist for Assesing Students’ Progress Cycle I
Appendix 12 Observation Checklist for Assesing Students’ Progress Cycle II
Appendix 13 Pictures
REFERENCES
Abas, Diki Setiawan. 2013. The Effect of Applying Numbered Head Together to
Encourage Student’s English Speaking Performance. Skripsi. Gorontalo:
Universitas Negeri Gorontalo.
Andari, A. W. D. 2012. Teaching Speaking Skill Using Numbered Heads Together
to 8th Grade Student of SMP Negeri 2 Gatak 2011/2012. Publication
Article. Surakarta: University of Muhammadiyah Surakarta.
Arifin, Zainal. 2010. Evaluasi Pembelajaran. Bandung: Remaja Rosdakarya.
Arikunto, Suharsimin. 2009. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Ary, Donald, et, al. 2010. Introduction to Research in Education: Eighth Edition.
Belmont: Wadsworth.
Bawn, Susan. 2007. The Effect of Cooperative Learning on Learning and
Engagement. United State: Undergraduate Program of The Evergreen
State College
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy- Second Edition. San Francisco: Longman
Creswell, John W. 2012. Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research- Fourth Edition.
Boston.: Pearson education
Elfiani, N. I. 2013. The Use of Numbered Heads Together Method to Improve
Students’ Speaking Skill (A Classroom Action Research of the Second
Year Students of MAN Tengaran Semarang Regency in the Academic Year
of 2012/2013). Thesis. Salatiga: Undergraduate Program of State Institute
of Islamic Studies (STAIN) of Salatiga.
Fraenkel, Jack. R and Norman E. Wallen. 2009. How to Design and Evaluate
Research in Education. New York: McGraw-Hill
Harmer, Jeremy. 2007. The Practice of English Language Teaching: Fourth
Edition. Harlow: Pearson Longman.
Harmer, Jeremy. 2001. The Practice of English Language Teaching: Third
Edition. Cambridge: Longman
Irianti, S. 2011. Using Role Play in Improving Students’ Speaking Ability. A
Classroom Action research in The Second Year Students at VIII.1 Class of
SMP PGRI II Ciputat. Thesis. Jakarta: Undergraduate Program of States
Islamic University of Jakarta
57
Kagan, Spencer and Miguel Kagan. 2009. Cooperative Learning. San Clemente,
CA: Kagan Publishing.
Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Online, Vol XII, No. 11, November
2006, (http://iteslj.org/Article/Kayi-TeachingSpeaking.html, accessed on
Maret, 09, 2016).
Kusumah, W and Dedi Dwitagama. 2009. Mengenal Penelitian Tindakan Kelas.
Jakarta: P.T. Index
Menteri Pendidikan Nasional Republik Indonesia. 2006. Peraturan Menteri
Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 Tentang
Standart Isi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta.
Richard, Jack C and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching, Cambridge: Cambridge University Press.
Richard, J. C. 2001. Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.
Richard, J. C. 2008. Teaching Listening and Speaking From Theory to Practice.
Cambridge: Cambridge University Press
Sudijono, Anas. Pengantar Evaluasi Pendidikan. 2005. Jakarta: P.T. Raja
Grafindo Persada.
Sudjana. 2005. Metode Statistika. Bandung: P.T. Tarsito.
Syawalia, Tania Surya. 2013. Cooperative Learning In Subject English Reading
Skill (A Quasi Experimental Study on the First Grade in Private Senior
High School). Jakarta: Universitas Pendidikan Indonesia.
Thornburry, Scott. 2005. How To Teach Speaking. Edinburgh Gate: Longman.
58
CHAPTER I
INTRODUCTION
This chapter presents background of the research, the research problem,
objective of the research, significance of the research, scope and limitation of the
research and the definition of key terms.
1.1 Background of the Research
Language is an essential tool for people to communicate and interact with
others. According to Harmer (2001 : 2), between 600-700 million people in the
world speak English, and of that huge number, a significant minority speak it as a
second language. This phenomenon shows that the English language is preferred
by people at this era as a language of communication to establish relationships
with other people across the world. It means that English as a lingua franca is
considered as an International language. So, people should master English in order
to be able to communicate easily and make interaction one to another, especially
cross country.
Considering about the importance of English, Indonesia government puts
English as one of compulsory subject. According to Regulation Minister of
National Education 22: 2006, English becomes the first foreign language and the
compulsory subject that should be taught in secondary school. As a result,
students in Indonesia have to study English in secondary level and pass National
final exam which English becomes one of the subjects.
1
There are four skills that should be learned by the students in English
subject. They are speaking, listening, reading, and writing. Speaking is productive
oral interaction as conventional ways to deliver our thought in spoken language.
Harmer (2007: 38) stated that speaking is construct words and phrases with
individual sounds , and also use pitch change, intonation and stress to convey
different meanings. In term of delivering their thoughts in spoken language, the
students found some problems. According Thornbury (2005: 28)
“... some key factors that can contibute to a lack L2 fluency , and
in particular how lack of automaticity and inhibit face to face
interaction , quite independently of how much grammatical and
lexical knowledge a speaker has. Shortage of opportunity for
practice is identified as an important contributing factor to
speaking failure. And by practice is meant, not practice of grammar
and vocabulary, but practice of interactive speaking itself. The
combined effect of these deficiencies is a lack of confident and
often an acute sense an anxiety when it comes to speaking.”
From that statement it can be concluded that less practice especially in
communicate speaking itself is an main factor that contribute to a lack of student
fluency in speaking English. Besides, Elfiani (2013) who conducted a study
entitled :“The Use of Numbered Heads Together Method to Improve Students’
Speaking Skill (A Classroom Action Research of the Second Year Students of
MAN Tengaran Semarang Regency in the Academic Year of 2012/2013)” argues
that many students have difficulty in getting ideas in speaking because of the lack
of ability of teachers to teach in class, also the teaching materials and strategies
used by teachers is still less attractive for students to learn speaking English.
From the pre-observation which was conducted by the researcher during
internship in SMA 1 Muhammadiyah Malang, the researcher found that students’
2
ability of speaking English was low. Students had low ability to speak, and it was
caused by two reasons. First reason that seemed clearly was most of the students
were too shy and afraid of making mistake when they try to speak. It can be
proven when the teacher show a picture in the book to the students and asked,
“what do you see in the picture? what are they doing? please explain by your own
words”. A student raised his hand, then answered in a few words, “eating Bu !”,
another said, “party time “ (only read the tittle of the picture in the book) and
some of them just show their confused in answering the teacher’s request. The
second reason why the students had less opportunity to practice was they knew
about grammar but they had limited vocabulary. It is strengthened by the fact the
researcher found from the interview with some students. They just answered in a
few words, and sometimes they just smiled in answering the researcher’s
questions.
Based on this condition, the researcher decided to do the Classroom
Action Research to find out an alternative way to solve the problem which
conducted by collaborating with one of the English teacher in SMA 1
Muhammadiyah Malang. Ary (2010: 514) states that CAR is a process to improve
education by incorporating change and involves educators working together to
improve their own practice. The researcher found one of the appropriate technique
in teaching speaking was Numbered Head Together.
Numbered Head Together (NHT) technique can be applied as one of
alternative way to assist students in developing their speaking skill and give
students an oppurtunity to practice communicating in different social context and
3
social role. NHT technique is one of cooperative learning type developed first by
Spencer Kagan in 1992 in order to involve more students in learning material and
to know their knowledge about the material given. According to Kagan (2009)
Numbered Head Together is a simple cooperative structure which include teams,
positive interpendence, and individual accountability, all of which lead to
cooperative interaction among students.
Some previous studies concerning the Numbered Head Together (NHT)
had been done by some researchers . The first previous research was done by
Abas (2014), who did an experimental research entitled “The Effect of Applying
Numbered
Head
Together
to
Encourage
Student’s
English
Speaking
Performance”. His study aim is not only to see how Numbered Head Together is
applied but also it is strongly concern the students’ value. His research finding
showed that Numbered Head Together (NHT) technique was effective to be used
in increasing the students’ speaking skill in University Gorontalo.
The second previous study is “Teaching Speaking Skill Using Numbered
Heads Together to 8th Grade Student of SMP Negeri 2 Gatak 2011/2012 “ written
by Andari (2012). Her research aims at describing the process of Numbered
Heads Together (NHT) in teaching English speaking skill, the problem faced by
the students and the strength and weakness of the method. Using descriptive
qualitative study, her research findings proved that Numbered Heads Together
(NHT) method is cooperative learning strategy which is easy to use for the
students.
4
Another research findings was presented by Elfiani (2013), entitled : “The
Use of Numbered Heads Together Method to Improve Students’ Speaking Skill (A
Classroom Action Research of the Second Year Students of MAN Tengaran
Semarang Regency in the Academic Year of 2012/2013)”. Her research findings
showed that the students involved actively, bravely and confidently in learning
speaking English than before. Also, the students’ speaking skill had improve
from the first cycle to the third cycle.
All of the research findings above proved that NHT is an appropriate
technique to use in improving students’ speaking ability. In relation to this, the
researcher was interested in conducting a classroom action research which was
focused on improving speaking ability using Numbered Head Together (NHT) .
The researcher hoped that Numbered Head Together (NHT) could improve the
speaking ability of tenth grade students at SMA 1 Muhammadiyah Malang.
1.2 The Research Problem
Based on the background of the reseach presented above , the research
problem is stated as follow : “How does Numbered Head Together technique
improve speaking English ability of tenth grade student at SMA Muhammadiyah
1 Malang?”
1.4 Objective of the Research
In line with the research problem above, the objetives of this research is to
improve speaking English ability of the tenth grade students at SMA 1
Muhammadiyah Malang using Numbered Head Together technique.
5
1.5 Significance of the Research
The researcher hopes that this research has some benefits in the English
teaching speaking learning process, especially in teaching speaking skill. There
are two kinds of benefits in this research, theoretically and practically.
Theoretically, this research enriches the study on speaking skill teaching
especially on numbered head together. Also, the result can contribute to applied
linguistics, particularly language teaching and phonology.
Practically, this research will gives some benefit, those are:
a) For the teachers
This research can give additional contribution for English teacher to fulfill
various need of teaching and learning process in order to develop their
language teaching technique. This study can help the teacher teach better way
of teaching speaking skill using Numbered Heads Together.
b) For the students
This research can improve students’ communication skills and motivate
them in learning speaking. Also, it can add students’ interest in English
learning.
c) For the researchers
The finding of the research can be used as a starting point in improving the
researcher’s teaching ability and to help to find out the best technique in
teaching speaking. Also, this finding will be a good reference for the next
6
researcher who are interested in taking Numbered Head Together technique as
their title.
1.6 Scope and Limitation of The Research
The scope of this research is focused on teaching English speaking skill by
using Numbered Head Together technique. The researcher wants to limit this
study for tenth grade students of SMA 1 Muhammadiyah Malang on second
semester in academic year 2016/2017.
1.7 The Definition of Key Terms
The aim of giving the definition of the key terms is to avoid the
misunderstanding of the research. The term which are needed to be defined in this
research are as follows:
Speaking ability is a skill to construct words and phrases with individual
sounds , and also use pitch change, intonation and stress to convey
different meanings (Harmer, 2007:38).
Numbered Head Together is one of technique in cooperative learning
method which lead to cooperative interaction among students by using
some steps, i.e. numbering, questioning, heads together and answering.
(Kagan : 2009).
7
SPEAKING ABILITY AT TENTH GRADE STUDENTS OF SMA
MUHAMMADIYAH 1 MALANG
THESIS
By:
HERDINA LADYCAL SWADHIKA
201210100311230
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
USING NUMBERED HEADS TOGETHER TECHNIQUE TO IMPROVE
SPEAKING ABILITY AT TENTH GRADE STUDENTS OF SMA
MUHAMMADIYAH 1 MALANG
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
HERDINA LADYCAL SWADHIKA
201210100311230
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim …
Alhamdulillah, all praises be upon Allah SWT, the Most Beneficent and
Most Merciful, due to His blessing, this challenging thesis can be finished
properly in the right time. Peace and blessing also be upon Muhammad SAW, the
last prophet in the world. In its final accomplishment, I am totally realized that
this thesis is still imperfect. Thus, I openly welcome all criticism and constructive
suggestions from all parties as the betterment of this thesis.
Actually, I would like to express my gratefulness and appreciation to my
first advisor, Mrs. Rahmawati Khadijah Maro, M.PEd. and my second advisor,
Mrs. Laela H. Nurbatra, MA., M.EdLead. for their patience, advices and
encourages during guiding me in finishing this thesis.
Additionally, my countless gratitude is dedicated for both of my parents,
Ibu Erna Hani Astuti and Bapak Suharto, who ceaselessly offer me with
everlasting and peaceable affections. Moreover, my boundless appreciation goes
to my sister, Herdian Putri Hastari for his endless supports and nice affection.
Lastly, I would like to express my thankfulness for all of my best friends:
Okta Dwi Ningsih, Dwi Hartanti, Selvia Heldina Putri, Dyah Ajeng, Nurani
Wahyu Putri, Dita Fitriana, Wita Devi Maharani, Evio Tanti Nanita, Sri Wahyuni
Ningsih, Ambika Putri Perdani, Dewi Khoirun Nisa Hartono, Mustaghfiroh, Dwi
Sari Kurniawati, and Ummi Amatul Firdausi, for their endless help during I
accomplish this thesis (sorry if I did not mention all).
Malang, November 29, 2016
Herdina Ladycal Swadhika
viii
TABLE OF CONTENT
APPROVAL ………………………………………………………………… iii
MOTTOS AND DEDICATIONS ………………………………………….. v
STATEMENT OF WORK’S ORIGINALITY ……………………………. vi
ABSTRACT …………………………………………………………………. vii
ACKNOWLEDGEMENT ………………………………………………….. viii
TABLE OF CONTENTS …………………………………………………… ix
LIST OF THE APPENDICES………………………………………………. xii
LIST OF THE TABLES ……………………………………………………. xiii
LIST OF THE FIGURES……………………………………………………. xiv
CHAPTER I INTRODUCTION
1.1 Background of the Research ...................................................................... 1
1.2 The Research Problem .............................................................................. 5
1.3 Objective of the Research .......................................................................... 5
1.4 Significances of the Study ........................................................................ 6
1.5 Scope and Limitation of the Research ...................................................... 7
1.6 The Definition of Key Terms .................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Speaking ............................................................................................... 8
2.2 Classroom Speaking Activities ...........................................................
9
2.3 Assessment of Speaking Ability ........................................................... 10
2.4 Teaching English at Senior High School .............................................. 11
ix
2.5 Numbered Heads Together (NHT) Technique...................................... 14
2.6 The Steps of Numbered Heads Together (NHT) ................................. 15
CHAPTER III RESEARCH METHOD
3.1 Research Design .................................................................................... 17
3.2 Research Subjects ................................................................................ 19
3.3 Research Procedures ............................................................................ 19
3.3.1 Planning ...................................................................................... 19
3.3.2 Acting ......................................................................................... 20
3.3.3 Observing .................................................................................... 22
3.3.4 Reflecting .................................................................................... 22
3.4 Data Instruments ................................................................................... 23
3.5 Technique of Data Collection ............................................................... 23
3.6 Technique of the Data Analysis ............................................................ 25
3.7 Criteria of the Action Success ............................................................... 31
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
4.1 Research Findings ................................................................................ 32
4.1.1 Finding of Pre-cycle ..................................................................... 32
4.1.2 Finding of Cycle I ........................................................................ 35
a. Planning ................................................................................... 35
b. Acting ........................................................................................ 36
c. Observing .................................................................................. 38
d. Reflecting .................................................................................. 42
x
4.1.3 Finding of Cycle 2 ....................................................................... 43
a. Planning .................................................................................... 43
b. Acting ........................................................................................ 44
c. Observing .................................................................................. 46
d. Reflecting ................................................................................. 49
4.2 Discussions ........................................................................................... 50
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .......................................................................................... 55
5.2 Suggestions ......................................................................................... 56
5.2.1 For English Teachers................................................................... 56
5.2.2 For Students ................................................................................ 56
5.2.3 For the Future Researchers ......................................................... 56
REFERENCES ……………………………………………………………… 57
APPENDICES
xi
LIST OF THE TABLES
Tabel 3.1 Observation Checklist for Teacher…………..…..…..…..…...……....26
Tabel 3.2 Criteria Percentage Teaching Learning Activity by the Teacher……..27
Tabel 3.3 Observation Checklist for Assesing Students’ Progress……...…….…28
Tabel 3.4 Criteria Percentage Students’ Progress….…….…..…..…..…..…..…..28
Tabel 3.5 The Rating Score of Oral Test ….…….…..…..…..…..…..............…..29
Tabel 3.6 Instrument for Assessing Students’ Achievement ….……....…..….....30
Tabel 4.1 The Result of Observation Checklist Pre-cycle…...…..…..…..…..…..33
Tabel 4.2 The Result of Speaking Test in Pre-cycle ….…….…..…..…..…...…..33
Tabel 4.3 The Result of Observation Checklist in Cycle I .....…..…..…..…..…..39
Tabel 4.4 The Result of Post-test I ….…….…..…..…..…..….......................…..40
Tabel 4.5 The Result of Observation Checklist Cycle II ….…….…..…..…..…..47
Tabel 4.6 The Result of Post-test II ….…….…..…..…..…..…......................…..47
Tabel 4.7 Overall Speaking Test Score During CAR ….……...............…....…..52
Tabel 4.8 Overall Observation Checklist Result During CAR ….…….…....…..53
xii
LIST OF THE FIGURES
Figure 3.1 Arikunto’s Action Research Design…………..…......….….…….….18
Figure 4.1 The Progres of the Students’ Mean Score from Pre-cycle to Cycle I..41
Figure 4.2 The Progres of the Students’ Mean Score from Cycle I to Cycle II…49
Figure 4.3 The Progres of the Students’ Mean Score from Pre-cycle to Cycle II.53
xiii
LIST OF APPENDICES
Appendix 1
Research Letter
Appendix 2
Lesson Plan Cycle I
Appendix 3
Lesson Plan Cycle II
Appendix 4
The Procedure of Speaking Test
Appendix 5
The Guidelines of Observation Checklist for Teacher
Appendix 6
Observation Checklist for Teacher (Pre- Cycle)
Appendix 7
Observation Checklist for Teacher (Cycle I)
Appendix 8
Observation Checklist for Teacher (Cycle II)
Appendix 9
The Guidelines of Observation Checklist for Assesing Students’
Progress
Appendix 10 Observation Checklist for Assesing Students’ Progress Pre-Cycle
Appendix 11 Observation Checklist for Assesing Students’ Progress Cycle I
Appendix 12 Observation Checklist for Assesing Students’ Progress Cycle II
Appendix 13 Pictures
REFERENCES
Abas, Diki Setiawan. 2013. The Effect of Applying Numbered Head Together to
Encourage Student’s English Speaking Performance. Skripsi. Gorontalo:
Universitas Negeri Gorontalo.
Andari, A. W. D. 2012. Teaching Speaking Skill Using Numbered Heads Together
to 8th Grade Student of SMP Negeri 2 Gatak 2011/2012. Publication
Article. Surakarta: University of Muhammadiyah Surakarta.
Arifin, Zainal. 2010. Evaluasi Pembelajaran. Bandung: Remaja Rosdakarya.
Arikunto, Suharsimin. 2009. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Ary, Donald, et, al. 2010. Introduction to Research in Education: Eighth Edition.
Belmont: Wadsworth.
Bawn, Susan. 2007. The Effect of Cooperative Learning on Learning and
Engagement. United State: Undergraduate Program of The Evergreen
State College
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to
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CHAPTER I
INTRODUCTION
This chapter presents background of the research, the research problem,
objective of the research, significance of the research, scope and limitation of the
research and the definition of key terms.
1.1 Background of the Research
Language is an essential tool for people to communicate and interact with
others. According to Harmer (2001 : 2), between 600-700 million people in the
world speak English, and of that huge number, a significant minority speak it as a
second language. This phenomenon shows that the English language is preferred
by people at this era as a language of communication to establish relationships
with other people across the world. It means that English as a lingua franca is
considered as an International language. So, people should master English in order
to be able to communicate easily and make interaction one to another, especially
cross country.
Considering about the importance of English, Indonesia government puts
English as one of compulsory subject. According to Regulation Minister of
National Education 22: 2006, English becomes the first foreign language and the
compulsory subject that should be taught in secondary school. As a result,
students in Indonesia have to study English in secondary level and pass National
final exam which English becomes one of the subjects.
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There are four skills that should be learned by the students in English
subject. They are speaking, listening, reading, and writing. Speaking is productive
oral interaction as conventional ways to deliver our thought in spoken language.
Harmer (2007: 38) stated that speaking is construct words and phrases with
individual sounds , and also use pitch change, intonation and stress to convey
different meanings. In term of delivering their thoughts in spoken language, the
students found some problems. According Thornbury (2005: 28)
“... some key factors that can contibute to a lack L2 fluency , and
in particular how lack of automaticity and inhibit face to face
interaction , quite independently of how much grammatical and
lexical knowledge a speaker has. Shortage of opportunity for
practice is identified as an important contributing factor to
speaking failure. And by practice is meant, not practice of grammar
and vocabulary, but practice of interactive speaking itself. The
combined effect of these deficiencies is a lack of confident and
often an acute sense an anxiety when it comes to speaking.”
From that statement it can be concluded that less practice especially in
communicate speaking itself is an main factor that contribute to a lack of student
fluency in speaking English. Besides, Elfiani (2013) who conducted a study
entitled :“The Use of Numbered Heads Together Method to Improve Students’
Speaking Skill (A Classroom Action Research of the Second Year Students of
MAN Tengaran Semarang Regency in the Academic Year of 2012/2013)” argues
that many students have difficulty in getting ideas in speaking because of the lack
of ability of teachers to teach in class, also the teaching materials and strategies
used by teachers is still less attractive for students to learn speaking English.
From the pre-observation which was conducted by the researcher during
internship in SMA 1 Muhammadiyah Malang, the researcher found that students’
2
ability of speaking English was low. Students had low ability to speak, and it was
caused by two reasons. First reason that seemed clearly was most of the students
were too shy and afraid of making mistake when they try to speak. It can be
proven when the teacher show a picture in the book to the students and asked,
“what do you see in the picture? what are they doing? please explain by your own
words”. A student raised his hand, then answered in a few words, “eating Bu !”,
another said, “party time “ (only read the tittle of the picture in the book) and
some of them just show their confused in answering the teacher’s request. The
second reason why the students had less opportunity to practice was they knew
about grammar but they had limited vocabulary. It is strengthened by the fact the
researcher found from the interview with some students. They just answered in a
few words, and sometimes they just smiled in answering the researcher’s
questions.
Based on this condition, the researcher decided to do the Classroom
Action Research to find out an alternative way to solve the problem which
conducted by collaborating with one of the English teacher in SMA 1
Muhammadiyah Malang. Ary (2010: 514) states that CAR is a process to improve
education by incorporating change and involves educators working together to
improve their own practice. The researcher found one of the appropriate technique
in teaching speaking was Numbered Head Together.
Numbered Head Together (NHT) technique can be applied as one of
alternative way to assist students in developing their speaking skill and give
students an oppurtunity to practice communicating in different social context and
3
social role. NHT technique is one of cooperative learning type developed first by
Spencer Kagan in 1992 in order to involve more students in learning material and
to know their knowledge about the material given. According to Kagan (2009)
Numbered Head Together is a simple cooperative structure which include teams,
positive interpendence, and individual accountability, all of which lead to
cooperative interaction among students.
Some previous studies concerning the Numbered Head Together (NHT)
had been done by some researchers . The first previous research was done by
Abas (2014), who did an experimental research entitled “The Effect of Applying
Numbered
Head
Together
to
Encourage
Student’s
English
Speaking
Performance”. His study aim is not only to see how Numbered Head Together is
applied but also it is strongly concern the students’ value. His research finding
showed that Numbered Head Together (NHT) technique was effective to be used
in increasing the students’ speaking skill in University Gorontalo.
The second previous study is “Teaching Speaking Skill Using Numbered
Heads Together to 8th Grade Student of SMP Negeri 2 Gatak 2011/2012 “ written
by Andari (2012). Her research aims at describing the process of Numbered
Heads Together (NHT) in teaching English speaking skill, the problem faced by
the students and the strength and weakness of the method. Using descriptive
qualitative study, her research findings proved that Numbered Heads Together
(NHT) method is cooperative learning strategy which is easy to use for the
students.
4
Another research findings was presented by Elfiani (2013), entitled : “The
Use of Numbered Heads Together Method to Improve Students’ Speaking Skill (A
Classroom Action Research of the Second Year Students of MAN Tengaran
Semarang Regency in the Academic Year of 2012/2013)”. Her research findings
showed that the students involved actively, bravely and confidently in learning
speaking English than before. Also, the students’ speaking skill had improve
from the first cycle to the third cycle.
All of the research findings above proved that NHT is an appropriate
technique to use in improving students’ speaking ability. In relation to this, the
researcher was interested in conducting a classroom action research which was
focused on improving speaking ability using Numbered Head Together (NHT) .
The researcher hoped that Numbered Head Together (NHT) could improve the
speaking ability of tenth grade students at SMA 1 Muhammadiyah Malang.
1.2 The Research Problem
Based on the background of the reseach presented above , the research
problem is stated as follow : “How does Numbered Head Together technique
improve speaking English ability of tenth grade student at SMA Muhammadiyah
1 Malang?”
1.4 Objective of the Research
In line with the research problem above, the objetives of this research is to
improve speaking English ability of the tenth grade students at SMA 1
Muhammadiyah Malang using Numbered Head Together technique.
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1.5 Significance of the Research
The researcher hopes that this research has some benefits in the English
teaching speaking learning process, especially in teaching speaking skill. There
are two kinds of benefits in this research, theoretically and practically.
Theoretically, this research enriches the study on speaking skill teaching
especially on numbered head together. Also, the result can contribute to applied
linguistics, particularly language teaching and phonology.
Practically, this research will gives some benefit, those are:
a) For the teachers
This research can give additional contribution for English teacher to fulfill
various need of teaching and learning process in order to develop their
language teaching technique. This study can help the teacher teach better way
of teaching speaking skill using Numbered Heads Together.
b) For the students
This research can improve students’ communication skills and motivate
them in learning speaking. Also, it can add students’ interest in English
learning.
c) For the researchers
The finding of the research can be used as a starting point in improving the
researcher’s teaching ability and to help to find out the best technique in
teaching speaking. Also, this finding will be a good reference for the next
6
researcher who are interested in taking Numbered Head Together technique as
their title.
1.6 Scope and Limitation of The Research
The scope of this research is focused on teaching English speaking skill by
using Numbered Head Together technique. The researcher wants to limit this
study for tenth grade students of SMA 1 Muhammadiyah Malang on second
semester in academic year 2016/2017.
1.7 The Definition of Key Terms
The aim of giving the definition of the key terms is to avoid the
misunderstanding of the research. The term which are needed to be defined in this
research are as follows:
Speaking ability is a skill to construct words and phrases with individual
sounds , and also use pitch change, intonation and stress to convey
different meanings (Harmer, 2007:38).
Numbered Head Together is one of technique in cooperative learning
method which lead to cooperative interaction among students by using
some steps, i.e. numbering, questioning, heads together and answering.
(Kagan : 2009).
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