The Effectiveness of Numbered Head Together (NHT) to Improve Fluency of Speaking Ability of the 2nd Grade Students at Junior High School MDIA Bontoala Makassar - Repositori UIN Alauddin Makassar

THE EFFECTIVENESS OF NUMBERED HEAD TOGETHER
(NHT) TO IMPROVE FLUENCY OF SPEAKING ABILITY OF
THE 2nd GRADE STUDENTS AT JUNIOR HIGH SCHOOL
MDIA BONTOALA MAKASSAR

A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
SarjanaPendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alauddin Makassar

By
RAHMADANI S.
Reg. No. 20400113033

ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
UIN ALAUDDIN MAKASSAR
2017

TABLE OF CONTENTS

Pages
COVER PAGE ......................................................................................................

i

PERNYATAAN KEASLIAN SKRIPSI................................................................

ii

PERSETUJUAN PEMBIMBING .........................................................................

iii

PENGESAHAN SKRIPSI .................................................................. ..................

iv

ACKNOWLEDGEMENTS ...................................................................................

v

TABLE OF CONTENTS .......................................................................................

viii

LIST OF TABLES............................................................................................... .

x

LIST OF FIGURES .................................................................................... .........

xi

LIST OF APPENDICES ........................................................................................

xii

ABSTRACT ...........................................................................................................

xiii

CHAPTER I INTRODUCTION ...........................................................................

1

A.
B.
C.
D.
E.
F.

Background ...................................................................................
Research Question .........................................................................
Research Objective ........................................................................
Research Significance ....................................................................
Research Scope .............................................................................
Operational Definition of Term ....................................................

1

4
4
4
5
5

CHAPTER II REVIEW OF RELATED LITERATURES ...................................

14

A. Review of Relevant Research Findings ........................................
B. Some Pertinent Ideas .....................................................................
1. Definition of Speaking ...............................................................
2. Definition of NHT (Numbered Head Together) .......................
C. Theoretical Framework ..................................................................
D. Hypothesis ………………………………………….....................

14
16
15

15
18
19

CHAPTER III RESEARCH METHOD ...............................................................

20

A. Research Design ............................................................................
B. Research Variable .........................................................................
C. Population and Sample .................................................................
1. Population ………...................................................... 21
2. Sample .................................................................................. ....
D. Research Instrument ......................................................................
E. DataCollectingProcedure ...............................................................
F. Data Analysis Technique ...............................................................

21
21
21

CHAPTER IV FINDINGS AND DISCUSSION .................................................

27

A. Findings..........................................................................................

27

viii

21
22
22
23

1. Result of the students’ pre-test in Experimental and Control
Class .........................................................................................
2. Result of the students’ post-test in Experimental and Control
Class ..........................................................................................

B. Discussion .....................................................................................

30
35

CHAPTER V CONCLUSIONS AND SUGGESTIONS .....................................

38

A. Conclusions ...................................................................................
B. Suggestions ...................................................................................

38
39

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

ix

27

LIST OF TABLES
Table 1.1

The rate percentage of score experimental class in pre-test.... 28

Table 1.2

The rate percentage of score experimental class in post test... 29

Table 1.3

The rate precentage of score control class in pre-test.............. 30

Table 1.4

The rate percentage of score control class in post test ...........

Table 1.5

The mean score and standard deviation of experimental class
and control class in pre-test ............................................ ....... 33

Table 1.6

The mean score and standard deviation of experimental score
and controlled class in post-test .............................................. 34

Table 1.7

Distribution the value test of t-test and t-table in post-test...... 35

x

32

LIST OF FIGURES
Figure 1.1

Theoritical Framework ............................................................... 18

Figure 1.2

Research Design ......................................................................... 20

xi

LIST OF APPENDICES
APPENDIX I Score of Students’ Pre Test and Post Test in Experimental Class.... 43
APPENDIX II Score of Students’ Pre Test and Post Test in Control Class............. 44
APPENDIX III The Mean Score of Experimental and Controlled Class ................ 45
APPENDIX IV Standart Deviation of Experimental and Controlled Class ............ 46
APPENDIX V The significance Difference ......................................................... 48
APPENDIX VI Distribution of t-Table

.......................................................... 50

xii

ABSTRACT
Name
NIM
Department
Faculty
Title

:
:
:
:
:

Consultant I
Consultant II

:
:

Rahmadani S.
20400113033
English Education
Tarbiyah and Teaching Science
The Effectiveness of Numbered Head Together
(NHT) to Improve Fluency of Speaking Ability of the
2ndGrade Students at Junior High School MDIA
Bontoala Makassar
Dr. H. Abd. Muis Said, M.Ed. TESOL.
Dr. H. Erwin Hafid, Lc, M.Th.I. M.Ed.

The objective of this research was to find out an empirical data, to see whether
or not numbered head together method effective to improving students’ fluency of
speaking ability. This research was held in August to September 2017 at Junior High
School MDIA Bontoala Makassar.
The method used in this research was quantitative method in design of quasi
experimental study.The sampling technique used in this study was purposive
sampling. The subject of this research is second grade students and samplesare VIII A
as experimental classand VIII B as controlled class. Instrument the used in this study
is speaking test consist of pre-test and post-test.
The result of this research shows that using NHT method is effective in
improving students speaking ability in fluency. It can be seen from mean of post test
in experimental class (11,92) is higher than controlled class (7,5). The data analyzed
by using T-test formula. The result of calculation showed that the value of t-test > ttable (8,5 >2,013).Therefore, it proves that alternative hypothesis (H1) which state
there is a significant progress in using NHT method in improving students’ speaking
ability in fluency is accepted.
Therefore, (1) English teachers are suggested to apply Numbered Head
Together method in speaking activities; (2) the students could use Numbered Head
Together method in speaking to improve their speaking ability as it can help them to
built their smoothness and self-confidence to speak; (3) the future researchers are
expected to conduct the research with different students’ creativity. And the
researcher suggests that Numbered Head Together method should be used in learning
process. So, the students can speaking fluently.

xiii

CHAPTER 1
INTRODUCTION
A. Background
English as a foreign language in Indonesia is taught at Junior High School
(SMP/MTs) as a compulsory subject. The implementation of English teaching at
present is based on the Content Standard. Its target is to have the students reach an
informational level of literacy. It means that the students are expected to be able to
access knowledge by using English.
English is also a need in this globalization area. The student are expected to
have skills of the English Language such as reading, writing, listening and speaking
because language is a tool of communication. Learning is the one of the most
important activities in which human engage. It is at the very core of the educational
process, although most of what people learn occurs outside of school x for example,
giving a connection with the stranger.
Therefore, if we want to do verbal communication we have to understand
and know about speaking, as we know speaking is important for language learners.
Besides the role it plays in communication, speaking can also facilitate language
acquisition and development. In situation where the target language is also a language
for instruction across the school curriculum, speaking is a crucial tool for thingking
and learning. Unlike with lessons on reading and writing where the teacher will have

1

2

a record of performance in the form written tests, speaking output is transient, with
little record of it once the activities are over ( Christine C. M. Goh : 2007 ).
Speaking is one of the important and essential skills that must be practiced to
communicate orally. By speaking people be able to know what kinds of situations the
world. People who have ability in speaking will be better in sending and receiving
information or message to another. Speaking is the process of building and sharing
meaning through the uses of verbal and non verbal symbol in various contexts.
Speaking skill is very important thing and it must be developed. Since itcan
be used in sharing ideas or information directly from one to other people through
speaking or conversation, it can obtain ideas, messages and information.The goal of
teaching speaking skills is to communicate efficiency. Learners should be able to
make themselves understood, using their current proficiency to the fullest. So, it also
must be supported by a good learning method.
Learning method is a common teaching technique and can be used to
allsubjects, such as: speech, discussion, asking and answering, experiment, task, and
so on. Learning method is also a concept in teaching the material to achieve a certain
objective involving strategy and method. (Murni, 2009). In the learning method there
is some model of group learning that’s called Cooperative Learning. The model of
cooperative learning is a learning strategy that focuses on the cooperation between
students in group to achieve learning purpose (Herdian, 2009). One of the models in
Cooperative learning that developed by Spancer Kagan is Cooperative Learning

3

model of Numbered Heads Together (NHT). This learning model focuses on specific
structure that is designed to influence students’ interaction pattern and have purpose
to increase academic achievement, which the students are divided into groups and
every student in group has the different numbers, then teacher gives task and each
group works on it by discussing, then teacher calls one of the students and the
students report their group-work that would be respond by other groups members.
(Ibrahim, 2000).
In reality of learning English especially to speaking is hard for some students
because they only speak English. They do not pay attention to the sentence structure
and correct pronunciation. The students are afraid of making mistake in speaking
English. It indicates that the students have limited vocabulary. The teacher dominates
in teaching the students using Indonesian, so it can not increase students’ speaking
ability.The teachers usually use monotone technique, such as giving tasks, so the
students are usually lazy to speak English with their teachers and with their friends.
So, in order to get further causes why the students difficult to speak English in the
classroom. It is needed a research dealing with the teaching and learning English
especially in speaking. It can be seen in the following they do not have a selfconfidence.
For the place the researcher chooses Junior High School MDIA Bontoala
Makassar because the researcher got a same problem with thestatementof researcher
before.

4

Based on the problem above, the researcher is interested in conducted a
research entitled “The Effectiveness of Numbered Heads Together (NHT) to Improve
Fluency of Speaking Ability of the 2nd Grade Students at Junior High School MDIA
Bontoala Makassar”.
B. Problem Statement and Research Questions
Based on the background and the phenomena on students learning
achievement by using learning model of Numbered Heads Together (NHT), the
problem of this research is identified in the following identification:
How is Cooperative Learning Model Numbered Head Together (NHT)
effective to improve fluency of speaking ability at the 2nd grade Junior High School
MDIA Bontoala Makassar ?
C. Research Objectives
To find out the effectiveness of using Numbered Heads Together (NHT) to
improve fluency of speaking ability of the 2nd grade students at junior high school
MDIA Bontoala Makassar.
D. Research sinificance
1. Theoritical Significant
The result of this research expected to become an empirical media to support
the implementation theories using Numbered Head Together (NHT).
2. Practical Significant

5

a. For student this research expected to help the stedent get a chance to speak in
front of their friends.
b. For the teacher this researcher gave contrubution and information to English
teacher about the effectiveness of Numbered Head Together (NHT) Method,
that can improve their model of teaching in order that the students were not
bored in learning English and can improve their fluency of speaking ability.
c. For the next researcher this research expected to gave great contribution and
information to the other researcher as a reference for further studies on a
similar topic.
E. Research Scope
To make the research clear, the researcher was scope the variables in this
research. What the research attempt to find in this research was whether NHT can
improve students’speaking ability or not, speaking ability that the researcher tend
about fluency. For the place, the research conducted at the second grade of junior
high school MDIA Bontoala Makassar . The reseacher focuses in teaching fluency of
their idea by using NHT Method. The method that used in this research was
Experimental Design in form Nonequivalen Control Group Design.
F. Operational Definition of Terms
There are two components discussed in this research like speaking ability, and
Numbered head together (NHT) method . The researcher would like to give definition
speaking ability, and Numbered Head Together (NHT) method.

6

1) Speaking
Generally, speaking can be described as the ability of person to
express their idea, feeling, or something in his or her mind to the other people by
using the spoken language.Therefore, speaking is a productive skill.Speaking is one
of the language skills and it is a tool of communication and the most important factor
in teaching language well.
Speaking is a prominent skill among the others, it is the application after
mastering other language skill such as listening, reading, and writing. These can not
be separated each other, therefore it is important to practice speaking a lot to develop
our ability, because no one can achieve the maximum goal without practicing.
Speaking is making use words in an ordinary voice, uttering words, knowing
and being able to use language; expressing the words; making speech. While skill is
the ability to do something well. Therefore, the writer can infer that speaking is the
ability to make use of words or a language to express oneself in an ordinary voice. In
short, the speaking skill is the ability to perform the linguistics knowledge in actual
communication. The ability functions to express our ideas, feeling, thoughts, and
need orally (Hornby, 1995). Component of speaking skill are grammar, vocabulary,
pronounciation , and fluency.

7

a. Grammar
It is needed for students to arrange a correct sentence in conversation. It is in
line with explanation suggested by Heaton (1978 ) that student’s ability to manipulate
structure and to distinguish appropriate grammatical form in appropriate one. The
utility of grammar is also to learn the correct way to gain expertise in a language in
oral and written form.
Grammar is used to refer to a number of different things, it can be use to refer
to books that contain descriptions of the structure of a language, it can be used to
refer to the knowledge that a native speaker has of his or her language and to
describtions of that knowledge, it can be used to refer to a set of rules developed to
control certain aspects of the usage of native speakers, and it can be use to refer to a
set of rules typically taugh in school about “appropriate usage” and about writing.
(http://wsu.edu>Grammar_Book>Chapter1)
b. Vocabulary
Vocabulary means the appropriate diction which is used in communication.
Without having a sufficient vocabulary, one cannot communicate effectively or
express their ideas in both oral and written form. Having limited vocabulary is also a
barrier that precludes learners from learning a language. Language teachers, therefore
should process considerable knowledge on how to manage an interesting classroom
so that the learners can gain a great success in their vocabulary learning. Without
grammar very little can be conveyed, without vocabulary nothing can be conveyed.

8

c. Pronounciation
Pronunciation is the way for students’ to produce clearer language when they
speak. It deals with the phonological process that refers to the components of a
grammar made up of the elements and principles that determine how sounds vary and
pattern in a language. There are two features of pronunciation; phonemes and supra
segmental features. A speaker who constantly mispronounces a range of phonemes
can be extremely difficult for a speaker from another language community to
understand.
d. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency
in speaking is the aim of many language learners. Sign of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums” or
“ers”. These signs indicate that the speaker does not have to spend a lot of time
searching for the language items needed to express the message and idea.
Then, ability is capability or power to do something physical or mental. There
are six characteristic of mental activity (ability): knowledge, comprehension,
application, analysis, synthesis and evaluation. In this paper, only the first three levels
that are used. Namely knowledge, comprehension and application because there are
related to the present and applicate of their idea in discussion . To measure the
student ability in presenting their idea about the discussion, the researcher classifies

9

the students level in this study. They are: Excellent, Very Good, Good, Fair, Poor and
Very Poor.
Based on the description above, the researcher concluded that ability is the
power of understanding a matter that involves both mental and physical after they get
some experiences through learning. Learning ability here refer to the ability of
students in speaking English.
Many English students regard speaking ability as the measure of knowing a
language. These students define fluency as the ability to converse with others, much
more than the ability to read, write or comprehend oral language. They regard
speaking as the most important skill they can acquire and they asses their progress in
terms of their accomplishment in spoken communication.
2) Teaching Speaking
Teaching means giving the instruction to a person, give a person knowledge
and skill (Hornby,1995). While speaking means to make use of words in an ordinary
voice. So, teaching speaking is give instruction to a person in order to communicate.
The goal of teaching speaking skills is to communicate efficiency. Learners should be
able to make themselves understood, using their current proficiency to the fullest.
They should try to avoid confusion in the message due to faulty pronunciation,
grammar, or vocabulary and to observe the social and cultural rules that apply in each
of communication.

10

Speaking is a crucial part of second language learning and teaching. Despite
its importance, for many years, teaching speaking has been undervalued and English
language teachers have continued to teach speaking just as a repetition of drills or
memorization of dialogues. However, today's world requires that the goal of teaching
speaking should improve students' communicative skills, because, only in that way,
students can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance.
Teaching speaking, in my opinion, is the way for students to express their
emotions, communicative needs, interact to other person in any situation, and
influence the others. For this reason, in teaching speaking skill it is necessary to have
clear understanding involved in speech.
Teaching speaking is to teach English language learners to:
a.

Produce the English speech sounds and sounds patterns.

b.

Use words and sentence stress, intonation patterns and the rhythm of the second
language.

c.

Select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.

d.

Organize their thoughts in a meaningful and logical sequence.

e.

Use language as a means of expressing values and judgments.

f.

Use the language quickly and confidently with few unnatural pauses,

11

which is called fluency. (Nunan, 2003)
3) Fluency
Hornby (2005: 165) said that “Fluency is able to speak a language easily and
well ”. According to Shamjaya, 2011 he assesst the fluency into smoothness and
self-confidence.
a. Smoothness
Smothness is the ability of Speaking English through a good clustering and
reducing forms (Brown, 1980:267). A good clustering is to speak English with
phrasal fluently. It means that speaking English not word and reduce form are to use
English with contaction, elosion and reduce vowels.
b. Self-Confidence
Speaking is the oral communication. With other people speaking need
braveness. There are many students who have no self confidence so they cannot
communicate with othe people. They sometimes feel embarrassed to speak English.
Therefore we present must to teach other expect when we are invonlutarily rating to
something the face we presentto the world is rarely our real face. It is considered
peculiar behavior on our part if we show in our face what we rarely feel (Shamjaya :
2011).

12

4) Numbered Head Together ( NHT )
NHT is a cooperative learning model where students in small groups divided
into to 4-6 persons. Students learn and cooperate collaboratively with heterogenic
group structure.
This structural approach is used as an alternative toward traditional class
approach, where teachers ask question to students and then students answer after rise
their hand or have been asked by teacher. The structural cooperative learning
approach happens after students discuss the answer of the question, then teacher
would call a certain number, students whose number is called have to raise their hand
and answer the question for the class. This structure expects the students cooperate in
small group and teacher give group appreciation than individual appreciation.
5) The Steps of Learning Numbered Heads Together (NHT)
Cooperative learning with structural Number Heads Together (NHT) is
executed in four steps. First step Numbering. Teacher divides the students into groups
consistingof 4-6 persons and each member of the group would have number among
1-6.Second step Submitting Question. Teacher asks the question to the students.The
question can be varied, specific or in interrogative form. Third step Collective
Thinking. Students elaborate opinion toward the answer of the question, and make
sure that every member in group knows the answer. Fourth step Answering. Teacher
calls certain number, and then all of the students whose number has been called raise

13

their hand. The teacher asks one of the students whose number has been called to
present the result of his group. (Ibrahim, 2000)
The next step is that the teacher requests another student but still has the same
number but has different opinion to go in front of the class to present the result of his
own group. The other students with the same number or different number get the
same chance to ask questionto his friend who does presentation in front of the class.
If none of them asks, then teacher would ask the question for students in front of the
class, and if no answer from the students then the question would be asked to the
others student. Learning is a process of action and a very fundamental element in
every education institutions.

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter divided into four main sections, namely review of related
research finding, pertinent idea, theoretical framework, and hypothesis.
A. Previous of Related Findings
Sasli afandi (2011) conducted a research with a title “ The Effectiveness of
Numbered Head Together (NHT) Toward Speaking Ability of the Student at the First
Year of Senior High School Selatpanjang Kepulauan Meranti Regency”, found that
teaching speaking use NHT (Numbered Heads Together) method in Emotion
Expression Topic very helpful for increasing students’ speaking ability the first year
of Senior High School of Selat panjang Kepulauan Meranti Regency.
Identit Vigur Prasetyo (2015) in his research “Improving Speaking Skills of
Grade VIII B Students of SMP Negeri Jogonalan Through Numbered Heads Together
Strategy in the Academic Year of 2014/2015”, found that teaching speaking skills use
NHT (Numbered Head Together) strategy very helpful for improving students’
speaking skill of Grade VIIIB of SMPN 1 Jogonalan in Academic Year of 2014/2015.
Ana Wahyu Dwi Andari (2012) in her research “ Teaching Speaking Skill
Using Numbered Head Together to 8th Grade Student of SMP Negeri 2 Gatak
2011/2012”, found that teaching speaking use NHT (Numbered Head Together)

14

15

method is successful to make students more active in learning proccess at the 8th
Grade student of SMP Negeri 2 Gatak 2011/2012.
Moh Lutfi Aziz (2016) on the research “The Effectiveness of Using Numbered
Heads Together (NHT) Technique Towards Students’ Achievement in Speaking of the
Eight Greaders At Mts N Ngantru Tulungagung”, found that teaching speaking use
NHT (Numbered Head Together ) effective to get a significant score for speaking of
the Eight Greaders at Mts N Ngantru Tulungagung.
Maria Videlis (2011) under the title “Implementing Numbered Head Together
Stratey to Improve the Speaking Ability of the tenth Greaders of Marketing
Department in SMKN 1 Lumajang”, found that the numbered head together can help
students to both students’ speaking ability and students’ speaking participation of the
tenth greaders of marketing department in SMKN 1 Lumajang.
Based on previous research which related to the method examined by the
researcher, all of that showed effective results in give NHT method to improve
student’s speaking ability. All reviewer that the researcher showed to discuss about
improvement of student’s speaking ability with NHT method but in another aspect
that are form of emotion expression, vocabulary, pronounciation, fluency, accuracy,
and intonation. For this research, the researcher was take part of the speaking ability
of fluency aspect. The previous reviewer was help the researcher to prove that this
researcher was successful also in speaking ability process.

16

B. Some Pertinent Ideas
1. Definition of speaking
Speaking is a complex skill because it is concerned with component of
grammar, vocabulary, pronunciation, fluency ( Syakur, 1987 ). Speaking is one of the
important and essential skills that must be practiced to communicate orally. By
speaking people are able to know what kinds of situations the world. People who
have ability in speaking will be better in sending and receiving information or
message to another. Speaking is the process of building and sharing meaning through
the uses of verbal and non verbal symbol in various contexts.
Speaking is the one of the important parts in English skills that should be
mastered by students besides reading, writing and listening. The fuction of speaking
skill are to express and idea, some feeling, thought and it express spontaneously by
orally. Speaking is the one of the language art of talk as communication interaction
with someone, and it is very difficult to master it. Speaking skill is have a closely
relationship with listening skill, in speaking act, the students must be listening and
then speak up, because speaking is not only remembering and memorizing the
sentences in written but speaking is spontaneous to show the students idea by orally.
2. Definition of Numbered Heads Together ( NHT )method.
One of the models in Cooperative learning that developed by Spancer Kagan
is Cooperative Learning model of Numbered Heads Together (NHT). This learning
model focuses on specific structure that is designed to influence students’ interaction

17

pattern and have purpose to increase academic achievement, which the students are
divided into groups and every student in group has the different numbers, then
teacher gives task and each group works on it by discussing, then teacher calls one of
the students and the students report their group-work that would be respond by other
groups members. (Ibrahim, 2002).
Numbered Head Together (NHT) learning model motivates students to
discuss with group member, and prepare their selves maximally inmastering the
material and doing task. The students have different number sothey do not know
when they are called by teacher because teacher calls themrandomly to present the
result of group task. It means that every student hasthe same possibility to be called
by teacher. The writer hopes by applying thismodel learning of Numbered Heads
Together (NHT), there are no studentswho are not involved in learning activity
slouch or even leave the group task responsibility to certain students.

18

C. Theoritical Framework
The theoritical framework in this research presented by the following diagram :
FIGURE 1.1
INPUT
The use of NHT (Numbered Head
Together) in Teaching Speaking

Experiment Class

Control Class

PROCESS

PROCESS

Teaching Speaking by using
NHT (Numbered Head Together)

Teaching Speaking by using
Exercise Based Learning

OUTPUT
Students’ speaking ability by NHT
can increase in fluency
1.

Input refer to Numbered Heads Together (NHT) as a teaching instrument
that was expected to be a good way to teaching Speaking Ability.

2.

Process was which works through treatments in Speaking Ability that use
two classes were experimental class and controlled class. In experimental
class the researcher will teach Speaking Ability by using Numbered Heads
Together (NHT), while in controlled class teach by the teacher using
Exercise based Learning. When the researcher observed in controlled class

19

the teacher teach speaking by giving task to the students after that the student
must collect the task and reading a loud by the teacher’s point.
3.

Output, refers to students’ improvement on speaking ability by using
Numbered Head Together (NHT).

D. Hypothesis
H1: Numbered Heads Together (NHT) method can improve fluency of students’
speaking ability in the second grade of junior high school MDIA Bontoala
Makassar.
H0: Numbered Heads Together (NHT) method can not improve fluency of
students’speaking ability in the second grade of junior high school MDIA
Bontoala Makassar.

CHAPTER III
RESEARCH METHOD
This chapter deals with research method, population and sample, variables
and instrument, data collection procedures, data analysis techniques and statistic
procedures.
A. Research Design
The design of this research was Quasi Experimental Design. In this case the
researcher wants to know the effectiveness of NHT method to improve the students’
fluency of speaking ability.
This is a model of Quasi-Experimental design, exactly Non-equivalent
Control Group design :
FIGURE 1.2
O1

X

O3

O2
O4

Where :
O1O2 : Pre-test
X

: Treatment for experimental class by using Numbered Head Together Method

O3O4

: Post-test

( Sugiyono, 2010)
This method was appropriate in the research because it can describe whether
Numbered Heads Together (NHT) method effective to improve students’ speaking
ability in fluency or not. Besides that, the researcher can easly conduct this method
20

21

because the researcher can use purposive sampling because only pre-experimental
and quasi-experimental design can use it.
B. Research Variable
There are two variables in this research, they were independent variable and
dependent variable :
a. Independent variable
The independent variable was Numbered Heads Together (NHT) method,
which the teaching aids that help the students to get a chance to speak up in front of
their friend. Independent variable affected to dependent variable. It was show how the
use of the NHT method can improve students’ fluency.
b. Dependent variable
The dependent variable was students’ fluency in speaking ability. Dependent
variable was affected by independent variable.

C. Population and Sample
1.

Population
Population was the subject of the research overall (Suharsimi Arikunto, 2006).

The population of this research was all of the students in the second grade of
juniorhigh school MDIA Bontoala Makassar. There are 2 classes, VIII A and VIII B.
The total of population is 48 students. Consist of 14 girls and 34 boys.

22

2.

Sample
In this research, the sample only two classes the researcher was apply the total

sampling. In this case, the researcher choosed class VIII A as a experimental class
and class VIII B as a controlled class. Each of the classes consist of 24 students in
VIII A and 24 students in VIII B, therefore the total number of sample is 48 students.

D. Research Instrument
To obtain the data, the researcher will use test of speaking, namely pre-test
and post-test. The test used to find out the students’ beable to speakingby using NHT
method. The speaking will be administered in the pre-test and post-test. The pre-test
will be intended to assess the students’ speaking before use NHT method and the
post-test will administered to know the result of the application of the use of NHT
method. Both of the pre-test and post-test become inventory test.

E. Procedure of Collecting Data
1. Pre-test
To collect the data, the researcher was administer a pre-test to both classes. It
tested to the students and assessed by the researcher based on speaking rubric.
2. Treatment
After gave the pre-test, the researcherdid the treatment to the experimental
class only by Numbered Heads Together (NHT) method in the speaking learning. The
treatments were given for six meetings at least.

23

3. Post-test
After gave the treatments, post-test was given to the students. It aim to know
whether the implementation of Numbered Heads Together(NHT) method improve the
students’ speaking ability or not. Like pre-test, post-test also assessed based on
speaking rubric.
F. Technique of Data Analyses
After conducting pre-test and post-tests in the experimental class and
thecontrolled class, the results both of the tests in the each class was analyzed
together. to see if there is any constructing from one another (O2-O1) – (O4-O3)
(Sugiyono, 2010). To calculate the mean score of the students’ answer of pre-test and
post-test, the researcher used the formula as follow:
1. Classifying the score answer of speaking test into the following :
a.

SmoothnessAssessment
Classification

Score

Excellent

12

Criteria
Speech on all professional and general
topics as effortless and smooth as a native
speaker’s

Very Good

10

Speech was effortless and smooth, but
perceptively non-native in speed and
evenness

Good

8

Speech was occassionally hesitant, with

24

some unevenness caused by rephrasing
and grouping for words
Fair

6

Speech was frequently hesitant and jerky,
sentences may be left uncompleted

Poor

4

Speech was very slow and uneven except
for short or routine sentences

Very Poor

2

Speech was so hairing and fragmentary
that conversation was virtually impossible
(Adam in Hughes, 2003 : 132-133)

b.

Self – Confidence Assessment
Classification

Score

Excellent

6

Criteria
Thier speech is very understandable and
high of self-confidence

Very Good

5

Their speaking is very understandable and
very good of self-confidence

Good

4

They speak effectively and good of
smoothness

Fair

3

They speak sometimes hasty but fairly
good of self confidence

Poor

2

They speak sometimes hasty, fair of selfconfidence

25

Very Poor

1

They speak hasty and more sentences no
self confidence
( Adam in Hughes, 2003 :133)

2. Scoring the students’ correct answer of pretest and postest

∑
= mean score
∑ = sum of all scores

N = total number of the respondents
(Sugiyono, 2010)
3. The formula used in calculating the standard deviation is:

SD = √ , where SS= ∑X2

∑

SD

= standard deviation

SS

= the sum of square

N

= total number of the subjects

∑x2

= the sum of all square; each score is squared and all thesquares are

added up
(∑x)2

= the square of the sum; all the scores are added up and the sum is

square, total.
( Sugiyono, 2010)

26

4. The formula will be used in finding out the difference between students’
score in Pre-Test and in Post-Test is:

√(

̅

̅

)(

)

Where:
t = test of significance
̅1 = mean score of experimental group

̅2 = mean score of controlled group

SS1 = sum square of experimental group
SS2 = sum square of controlled group
n1 = number of students of experimental group
n2 = number of students of cotrolled group
(Sugiyono, 2010)

CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter describes both the finding and discussion of this research
A. Findings
The findings of this research were based on the result of the data analysis. The
data analysis used to collect the data. The researcher took the data by using speaking
test about described familys’ name. The test consisted of pre-test and post-test. The
pre-test was given to find out the students’ background knowledge on speaking
ability before applying NHT (Numbered Head Together) method and the post-test
was given to find out the enhancement of the students’ speaking ability after gave the
treatment.
The effectiveness of NHT method to students’ speaking ability after applied
can be seen from the result of students’ speaking score in the rate percentage in
experimental class, which used smoothness and self-confidence assessment.
1. The Classification of Students’ pre-test scores in Experimental Class
This page the table show the distribution of frequency and percentage of final
score of students’ speaking ability at the second grade of junior high school MDIA
Bontoala Makassar pre-test and post test experimental class.

27

28

Table.1.1
The rate percentage of score experimental class in pre-test
a. Smoothness Assessment
No

Classification

Score

Frequency

Percentage

1

Excellent

12

0

0%

2

Very Good

10

0

0%

3

Good

8

0

0%

4

Fair

6

0

0%

5

Poor

4

7

26%

6

Very Poor

2

17

74%

24

100%

Total

b. Self Confidence Assesment
No

Classification

Score

Frequency

Percentage

1

Excellent

6

0

0%

2

Very Good

5

0

0%

3

Good

4

6

25%

4

Fair

3

3

12,5%

5

Poor

2

12

50%

6

Very Poor

1

3

12,5%

24

100%

Total

29

Table 1.1 shows that the rate percentage and frequency of the students’
experimental class in the pre-test7 (26%)students got poor score,17 (74%) students
got very poor score in smoothness assessment and 6 (25%) students got good score, 3
(12,5%) got fair score, 12 (50%) got poor score, and 3 (12,5%) got very poor score
in self confidence assessment.
Table 1.2
The rate percentage of score experimental class in post test
a. Smoothness Assessment
No

Classification

Score

Frequency

Percentage

1

Excellent

12

0

0%

2

Very Good

10

7

26%

3

Good

8

7

26%

4

Fair

6

0

0%

5

Poor

4

10

48%

6

Very Poor

2

0

0%

24

100%

Total

b. Self Confidence Assesment
No

Classification

Score

Frequency

Percentage

1

Excellent

6

0

0%

30

2

Very Good

5

14

52%

3

Good

4

10

48%

4

Fair

3

0

0%

5

Poor

2

0

0%

6

Very Poor

1

0

0%

24

100%

Total

Table 1.2 shows that in the post test there were students 7 (26%) got in Very
Good and Good score, 10 (48%) students got poor score in smootheness assessment
and 14 (52%)students got very good, 10 (48%) got good score in self confidence
assessment.
2. The classification of the students’ pre-test and post test scores in
Controlled class
The following table (table 1.3 and 1.4) showed the classification of the
students’ speaking ability in fluency at the second grade of Junior High School
MDIA Bontoala Makassar in pre-test and post-test scores in control class.
Table 1.3
The rate precentage of score controlled class in pre-test
a. Smoothness Assessment
No

Classification

Score

Frequency

Percentage

1

Excellent

12

0

0%

2

Very Good

10

0

0%

31

3

Good

8

0

0%

4

Fair

6

0

0%

5

Poor

4

3

12,5%

6

Very Poor

2

21

87,5%

24

100%

Total

b. Self Confidence Assesment
No

Classification

Score

Frequency

Percentage

1

Excellent

6

0

0%

2

Very Good

5

0

0%

3

Good

4

0

0%

4

Fair

3

0

0%

5

Poor

2

6

25%

6

Very Poor

1

18

75%

24

100%

Total

Table 1.3 shows that the rate percentage and frequency of the students’
control class in the pre-test 3(12,5%) students got poor score and 21 (87,5%)
students’ got very poor score in smoothness assessment and 6(25%) students got
poor score, 18 (75%) got very poor score in self confidence assessment.

32

Table 1.4
The rate percentage of score control class in post test
a. Smoothness Assessment
No

Classification

Score

Frequency

Percentage

1

Excellent

12

0

0%

2

Very Good

10

0

0%

3

Good

8

2

8,3%

4

Fair

6

8

32%

5

Poor

4

14

59,7%

6

Very Poor

2

0

0%

24

100%

Total

b. Self Confidence Assesment
No

Classification

Score

Frequency

Percentage

1

Excellent

6

0

0%

2

Very Good

5

0

0%

3

Good

4

2

8,3%

4

Fair

3

8

32%

5

Poor

2

14

59,7%

6

Very Poor

1

0

0%

24

100%

Total

33

Table 1.4 shows that in the post test there were students 2 (8,3%) got in Good
score, 8 (32%) students’ got in Fair score, 14 (59,7%) students got poor score in
smootheness assessment and in self confidence assessment.
2. The mean score and standard deviation of Experimental Class and
Controlled Class
After calculated the result of the students score, the mean score and standard
deviation of both classes can be presented in the following table :
Table 1.5
The mean score and standard deviation of experimental class and controlled
class in pre-test
Class

Mean score

Standard Deviation

Experimental

5,08

1,53

Controlled

3,5

0,51

34

Table 1.6
The mean score and standard deviation of experimental score and
controlled class in post-test
Class

Mean score

Standard Deviation

Experimental

11,92

3,12

Controlled

7,5

1,98

The table 1.5 shows that, the mean score of experimental class in pre-test was
(5,08) and the standard deviation of experimental class was (1,53) and the mean score
of the controlled class in the pre-test was (3,5) and the standart deviation was (0,51).
While the mean score of the experimental class in post-test was (11,92) and the
standard deviation was (3,12) and the mean score of controlled class in post-test was
(7,5) and the standard deviation was (1,98). It can be concluded from both of the
classes that the experimental class obtained the higher mean score in the post test than
the controlled class.
3. Test of significance Testing
The significant score between experimental class and control class can be
calculated by using test. The result of the t-test in pre test and post test can be seen in
the table 1.7 as follow :

35

Table 1.7
Distribution the value test of t-test and t-table in post-test
Variable

t-test value pre-test and post-test

t-table value

X₁ - X₂

7,5 < 8,5

2,013

The table 1.7 showed the result from test of significance testing. The table
showed that the value of the t-test in post test was higher than t-test in pre-test and the
t-test in post-test higher than t-table value. The result of the test in post test clearly
showed that there was a significant difference between the students’ score in the
experimental and controlled class before and after the treatment NHT (Numbered
Head Together). It indicate that the NHT (Numbered Head Together) was effective in
improving students’ Fluency of Speaking Ability. It meant H0 was rejected and H1
was accepted because the t-test was higher than t-table (8,5>2,013). Therefore, the
hypothesis of the research was accepted.
B. Discussion
Numbered Heads Together (NHT) method is a method applied within class
speaking teaching. This method can help to overcome student learning difficulties
individually, therefore learning activities was more widely used for solving problem,
the characteristic of this NHT method is that each students make a learned group that
based on the teacher division that its member consisting of 4-5 person and gave

36

different number for each group. Group learning outcomes are brought individually in
front of the students according to the number that calls by the teacher randomly. So it
could be that they were more confidence to speak in front of their friends and have a
chance for each students to show their knowledge by randomly number called.
In this study, several things have been logically concluded. First, for both
classes, they tend to have the same problem, they have difficulty in speaking ability.
For example when they do a pre-test, most of them are difficult to speak up in front of
the students. Second, subjects in the experimental class indicate that they have a great
desire in the learning process. For example, they are enthusiastic to speak related to
the topic. Third, experimental class students showed improvement after applying
Numbered Heads Together (NHT) method.
Analysis of the mean score gap in the post-test between the experimental and
control ensured if the approach used was effective. The mean score of the
experimental class was 11,92 and 7,5 for control class. It means the gap of the
students’ score of the experimental and control class was 4,42. The explanation of the
gap between the two classes indicated that the experimental class showed higher
improving than the control class while the control class scores were decreased.
Based on the result of the study, the researcher concluded that the students’
speaking ability after being taught by using Numbered Head Together (NHT) method
belonged to excellent category. Moreover, to find out the effectiveness of using
Numbered Head Together (NHT) method, the researcher compared the pre-test and
post-test result. The effectiveness of using Numbered Head Together (NHT) method

37

was also proven by the result of T-test. The result of T-test was higher than T-table
(8,5> 2,013). Based on the hypothesis testing, it means that H0 (Null hypothesis) was
rejected and H1 (Alternative Hypothesis) is accepted. Therefore, the hypothesis in this
research (H1) stated that “ The use of NHT (Numbered Head Together) method was
effective to improve students’ speaking ability in fluency of second grade students at
Junior High School MDIA Bontoala Makassar is accepted.
The NHT method and speaking ability were same with the related findings
research before but the different was about the focus on speaking ability. Sasli afandi
found that teaching speaking use NHT (Numbered Heads Together) method in
Emotion Expression Topic very helpful for increasing students’ speaking ability. It
same with this research where the researcher take NHT to improve speaking ability.

CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusions as well as few suggestions of this study.
Suggestions were taken based on findings and conclusions obtained in this research.
A. Conclusion
The findings of the research are :
1. Numbered Head Together method used in teaching speaking and
improving speaking ability at the 2nd grade Junior High School MDIA
Bontoala Makassar. The result of data analysis showed that the total score
of the experimental class students in post test is 276 and 180 for the
control class. In addition, the post test average score for the experimental
class was 11,92 and 7,5 for the controll class. The data indicates that the
students’ grade in the experimental class is higher than control class. This
means that NHT method is more effective than conventional methods of
teaching.
2. There is a significant difference between speaking ability of student