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. T
his 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
to gether 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 20
th
2014 until February 7
th
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 9
th
ed, America: Pearson International Edition, 2009, p.165.
3
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6
th
ed, Boston: Allyn and Bacon, 2006, p.24.
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