Linked to the above research findings, this research had some similarities and differences as well. The similarities of these three researches were the research design
and the use of NHT technique in teaching English. However, the differences between these researches, Christiani 2008 and Nuruddin, Seken, Artini 2013 conducted the
research in junior high school, level another researcher conducted the research also in junior high school, but the last research was conducted in Chemistry classes at a rural,
low performing high school. However all the researchers have proved that using NHT effective in teaching reading or chemistry in Junior and Senior High School level. It
indicates that using NHT was effective in teaching social and science courses. Thus, research on the use of Numbered Heads Together in teaching reading
comprehension has documented excellent result. The technique of Numbered Head Together is believed to give students opportunity to learn in group instead of studying
individually. Based on the evidence, this quasi – experimental group investigates
whether the technique of Numbered Heads Together has an effect on reading comprehension achievement of the eight grade students of SMP Islam Gumukmas
Jember in 2014 2015 academic year. In addition, the English teacher of the eighth grade of SMP Islam Gumukmas
wants to apply NHT Technique in teaching learning process of reading to enrich the teaching technique of reading. Based on the explanations above, the researcher was
interested in conducting an experimental research entitled
“The Effect of using Numbered Heads Together Technique on Reading Comprehension Achievement
of the Eight Grade Students at SMP Islam Gumukmas Jember ”.
1.2 Problem of the Research
Having known the research background, the problem of the present research was formulated as follows:
“Is there any significant effect of using Numbered Heads Together Technique on Reading Comprehension Achievement of the Eighth Grade Students at SMP Islam
Gumukmas, Jember? ”
1.3 Objective of the Research
Considering the above research problem, the objective of the research was to find out whether or not there was a significant effect of using Numbered Heads
Together Technique on Reading Comprehension Achievement of the Eighth Grade Students at SMP Islam Gumukmas, Jember.
1.4 Limitation of the Research
Limitation of the research is important to state, to avoid misunderstanding of the concept between the readers and the researcher. In this research, the researcher
used recount text as the teaching material of reading and the test material. The reading skill was limited to comprehend word meaning, sentence meaning, paragraph
meaning, and text meaning. The researcher used quasi experimental research to know whether or not there was a significant effect of using NHT Technique on Reading
Comprehension Achievement of the Eighth Grade Students at SMP Islam Gumukmas, Jember in the second semester 20142015 academic year.
1.5 Significances of the Research
The result of this research was expected to give contributions to the following people: the English teacher, the students and the future researchers.
1.5.1 The English Teacher
The results of this research can be used as a consideration by the English teacher to develop the quality of the English teaching, especially in teaching
reading comprehension. Hopefully it will be useful for the English teacher to
use alternative techniques in teaching reading so that the activities are more interesting, enjoyable, and comfortable for the students, most importantly to
help them become more effective readers.
1.5.2 The Students
The result of this research was expected to give a new experience in learning reading through cooperative activities in NHT technique. So, it shows the
effectiveness of using cooperative learning through NHT Technique rather than learning individually using the lecturing technique. The technique was
hoped to help students to learn how to comprehend reading text more effectively.
1.5.3 Future Researchers
Hopefully, the results of this research can be used as a reference or information for conducting a similar research for the future researchers. It
might be done in different research designs, such as classroom action research, to i
mprove students’ reading comprehension achievement or to different students’ level.
7
II. REVIEW OF RELATED LITERATURE
The review of related literature in this chapter deals with the theories related to the research. They are the reading comprehension, reading comprehension
achievement, recount text, cooperative learning, NHT Technique, the strengths and the weaknesses of using NHT Technique in teaching reading, and the research
hypothesis.
2.1 Reading Comprehension
There are some definitions of reading comprehension based on some According to Harmer 2004:70,
“reading is not a passive skill, but it is an incredibly active occupation
”. This means, the readers are expected to understand the meaning of the text and get the information needed. Similarly, Grellet 1996:8 notes that
reading is an active skill. In which the process constantly involves guessing, predicting, checking and asking oneself questions. In the same way, Doff 2000:23,
when reading, “the readers do not sit there as passive receivers of the text; they also
draw on their own knowledge of the world and of language to help them guess what the text will say next
”. Comprehension means interacting and constructing meaning with text Hennings, 1997:245. According to Grellet 1996:3,
“reading is a process in understanding written text
”. From the definitions, it can be said that reading is an activity to understand and to catch what the text contains done by guessing,
predicting, constantly asking questions. Reading comprehension becomes an important skill that should be developed
in the teaching and learning English because it enables the students to learn the other skills in English such as listening, speaking, writing, structure and enrich their
vocabularies as well. In addition, Grellet 1996:8 states that , “reading comprehension
cannot be separated from the other skills, considering everything we talk or write is all about anything we have read
”.
2.2 Reading Comprehension Achievements
