Submitted to the Board Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Departement of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
THE USE OF NUMBERED HEAD TECHNIQUE TO IMPROVE
STUDENTS’ READING SKILLS(A Classroom Action Research
of the Eighth Years Students of Mts Ma’arif Candimulyo
Magelang in the Academic Year 2015/2016)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Departement of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
BY:
DWI INA FAKOTIN
113 10 065
ENGLISH EDUCATION DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
PERNYATAAN KEASLIAN TULISAN
Saya yang bertanda tangan dibawah ini: Nama : DWI INA FAKOTIN NIM : 113 10 065 Fakultas : Tarbiyah dan Ilmu Keguruan Jurusan : Tadris Bahasa Inggris Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini benar-benar merupakan hasil karya saya sendiri, bukan jiplakan atau karya tulis orang lain. Pendapat atau temuan orang lain yang terdapat dalam skripsi ini dikutip atau dirujuk berdasarkan kode etik ilmiah.
Demikian deklarasi ini dibuat oleh penulis untuk dapat dimaklumi.
Motto
“ “Life cannot become boring when we establish
contact with the one who gives happiness.”
~Dr. Bilal Philips~
DEDICATION
This work is sincerely dedicated for:
My beloved parents, my mother (Sri Yati) and my father (Subandi) who always pray, guide, motivate me to become better person.
My husband who always support me and pray from me
My child Ilyas who always support me
My beloved sisters, brothers and my big familywho fill my life with love and affection.
All of big family of Mts Ma’arif Candimulyo, the head master, all of the teachers especially Mr. Rudi Surasa, S.Pd and students of
VIII B class.
My consultant Mrs. Setia Rini, M. Pd who always guides and support me.
My friends especially Indi, Hasti,Restu and Nanik who always support and help me do the research.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim, In the name of Allah, the most gracious and merciful, the king of universe and space. Thank you to Allah because the writer could complete this thesis as one of requirement to finishthe study in English Department of States for InstituteIslamicStudiesSalatiga.
This thesis would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thank you to: 1.
Mr. Dr. Rahmat Hariyadi, M. Pd. as the rector of State Institutefor Islamic Studies Salatiga.
2. Mrs. Noor Malihah, P. Hd the head of English Department of States
Institute for Islamic Studies (IAIN) of Salatiga and the consultant of this thesis. Thank you for all of your suggestions, recommendations and support for this thesis from the beginning until the end.
3. Setia Rini, M. Pd as consultant who has educated, supported, directed and given the writer advice, suggestion and recomendation for this graduating paper from beginning until the end. Thank for your patience and care.
4. All lecturers in the English Department of IAIN Salatiga. Thank you for all guidance, knowledge, support, and etc.
5. My beloved mother and father. Thank you for everythings (support and praying) no one better than you.
6. All my family who always cheering me.
7. Special thanks for my friends who always cheering me up.
8. All of the staffs who help the writer in processing of thesis administration.
9. Everybody who has helped me in finishing this thesis. Thank you for all supports, advices, suggestions and other helps that you all give. The writer hopes that this thesis will be useful for everyone.
Salatiga, 18 Februari 2016 The writer
Dwi Ina Fakotin 113 10 065
ABSTRACT
Dwi Ina Fakotin. 2015. “THE USE OF NUMBERED HEAD TECHNIQUE TO
IMPROVE STUDENTS’ READING SKILLS(A Classroom Action Research of the Eighth Years Students of MtsMa’arifCandimulyoMagelang in the Academic Year 2015/2016)
”A Graduating Paper. Educational Faculty English Department State Institute of Islamic Studies (IAIN). Consultant: SetiaRini, M. Pd
Keywords: Numbered Head; reading skill; recount text
The objectives of the study are to find out the use numbered head technique to improve readinf skill. This research answer these main questions (1) How is the implementation of students’ reading skill using numbered heads technique for the eighth years students of MtsCandimulyoMagelang in the academic year 2015/2016? (2) How far is the significant difference of using Numbered Head Technique in the students’ reading skill of the eighth years students of MtsCandimulyoMagelang in the academic year 2015/2016? Thirty students of eighth years students of Mts Ma’arif Candimulyo 2015 were instructed through Numbered Head Technique vto improve their reading skill. The methodologi in this research Classroom Action Research (CAR). Itr is conducted in Two cycles.
Each cycle consists of planing, action, observation, reflection. From the result, the researcher found several finding on it. The T-calculation result showes that T- calculator if cycle I is 5,46 and cycle II is 7,31. It means that the use of Numbered Heads is able to improve the students’ reading skill.
TABLE OF CONTENTS TITLE i DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION........................................................... iv
MOTTO v DEDICATION vi ACKNOWLEDGMENT vii ABSTRACT ix TABLE OF CONTENTS x LIST OF TABLES………............................................................... xii
CHAPTER I: INTRODUCTION A.
1 Background of the Study B.
4 Problem Statements C.
4 Objectives of the Study D. 5 ………. Benefits of the Study E.
5 Limitation of the Study F.
5 Definition of the Key Terms G.
7 Review of Previous Research H.
8 Research Organization
CHAPTER II: THEORITICAL FRAMEWORK A.
9 Reading 1.
9 Definition of Reading 2.
12 Kind of Reading 3. Factors that Influence Reading ……………………………… 13 4.
14 Principles of Learning Reading B.
16 Reading Skill 1.
16 Definition of Reading skill C. Numbered Heads
1. Definition of Numberted Heads …………………………….. 18 2.
Purpose of Numbered Heads..... …………………………….. 20 3. Step of numbered heads......... ………………………………...19 4.
The stengs and weakness of numbered heads ……………....... 21 D. Recount text ................................................................................... 22 1.
Definition of Recount Text ..................................................... 22 2.
23 Type of RecountText 3.
27 Generic Structure of Recount
CHAPTER III: METHODOLOGY OF RESEARCH A.
28 Setting of the Research B. The Situational of the Teacher and Staff ................................... 29 C.
The situational of the Students .................................................... 32 D.
...... ........ 33 List of VIII B E.
35 Method of Researh F. Procedures of Research..........……………………………………. 37 G.
Technique of Collecting Data……………………………………. 38 H. Technique of Data Analysis ......................................................... 41
CHAPTER IV: DATA ANALYSIS A. Research Findings …………..……………………………………. 43 B.
62 Analysis and Discussion
CHAPTER V: CLOSURE A. Conclusion ..................................................................................... 65 B. Suggestion ..................................................................................... 66 BIBLIOGRAPHY CURRICULUM VITAE APPENDIXES
LIST OF TABLES
B class of Mts Ma’arif
62 Table 4.5 The result observation sheet
mean of students’ score
57 Table 4.4 The
48 Table 4.3 The result of pre test and post test cycle II
46 Table 4.2 The result of pre test and post test cycle I
33 Table 4.1 Group of numbered heads
32 Table 3. 4 List of VIII
Table 2. 1 Example of recount text
situational students of Mts Ma’arif
30 Table 3. 3 The
The situational teacher and staff of Mts Ma’arif
29 Table 3. 2
The educational facilities of Mts Ma’arif
26 Table 3.1
63
CHAPTER 1 INTRODUCTION A. BACKGROUND OF THE STUDY In order to communicate with others, people use language. They
must use language because language is the main factor to share their ideas to the others in this life. English is regarded as an international language. It is very important because it is used broadly in the world that function as a communication means by which people from different nations or country interact. In Indonesia, it has been tought in schools from elementary school up to university.
In many foreign language teaching situations, reading seemed a special focus. There are a number of reason and one of them is many foreign language students often have as one of their most important goal. They want to be able to read for information and pleasure, for the career, and for study in purposes. In fact most EFL situations, the ability to read in a foreign language is all that students ever want to acquire (Richards, 2003: 213).
To improve students’ skill in English, there are four main skills which must be attained by students. They are reading, writing, speaking and listening skill. Reading is one of skills which has many contribution in enhancing and enriching students’ knowledge. Through reading, they can get new information in any aspect. Besides that, they will have to read lengthy assignments in which to know what the obligations that should they do. If the y don’t know what the meaning is, so they will fail in completing the assignments.
Reading is seen as a stucture hierarchy of sequenced and separate skills which is built up to create meaning. Since it is active cognitive process, reading is closely related to other activites suc as thinking, interesting, making preception, making generalization, and of course comprehending the content (Konza, 2007: 84). Reading is complex process which involves not only the text but their experience to comprehend it.
Learning reading is more than just recognizing words in a written text. Students should be able to comprehend or understand the meaning of the text. (Duffy, 1997: 60) stated that comprehension appears to happen in two stages. The first stage occurs during the actual reading activity. The student examines the message and simultaneously recognize words and meaning through skill with the graphemic, syntactic, and semantic systems. The second stage occurs anytime during or following Stage 1. In this stage, the written message has been translated or received and can be subjected to a more thoughtful analysis.
There are some f actors that influence students’ reading comprehension, one of them is teacher. The teacher uses a conventional method in teaching reading and it can make teaching learning boring.
During the teaching learning process, the teacher transfers information in monotonous approach. The teacher also spends more time in structure than in reading skill, so the students do not have time to learn reading. The strategy is low for helping the student in learning English. The strategy should be able to motivate and interest the students to study.
From the statement above, we know that comprehension skill is needed in reading activity. However, the condition of students in Indonesia especially students in
Mts Ma’arif candimulyo have poor comprehension skill. In teaching and learning process, the eighth years students of Mts Ma’arif candimulyo face some difficulties when their teacher deliver the materials. It can be seen from their reactions in learning English. Some of them are bored, sleepy and do not pay attention to their teacher explanation. Eventhough their teacher has given some strategies and methods to make the students excited in learning English. But in the reality, the students still face the difficulties in reading comprehension.
From the explanation above, it gives an inspiration to the writer to conduct a research titled on “ THE USE OF NUMBERED HEAD
TECHNIQUE TO IMPROVE STUDENTS’ READING SKILLS (A Classroom Action Research Of The Eighth Students of Mts Ma
’arif Candimulyo Magelang In The Academic Year of 2015/2016).
B. PROBLEM STATEMENTS
Based on the background of study, there are some problems that arise. The problems identified are as follows:
1. How is the implementation of students’ reading skill using numbered heads technique for the eighth years students of Mts Candimulyo Magelang in the academic year 2015/2016
2. How far is the significant difference of using Numbered Head T echnique in the students’ reading skill of the eighth years students of Mts
Ma’arif Candimulyo Magelang in the academic year 2015/2016
C. OBJECTIVES OF THE STUDY
The general purpose of the study is to be able to know the effect of numbered head technique that is implemented in the classroom. The specific objectives of this study are: 1.
To identify the implementation of students’ reading skill using technique for the eighth year students of Mts Candimulyo Magelang in the academic year 2015/2016 2. To find out the result of the study after using numbered head technique for the eighth students of Mts Candimulyo Magelang in the academic year 2015/2016.
D. BENEFIT OF THE STUDY 1.
Theoretical advantages are: a.
The result of research can be used as the reference for those who want to conduct a research in English teaching to build students’ reading skill.
b.
Research is used for teacher in teaching English.
2. Practical advantages are:
a.
Students’ reading skill will be better than before by understanding this technique.
b.
It will give information to the teachers about using a technique to improve teaching reading quality.
E. LIMITATION OF THE STUDY
Based on the problem statement , the writer realizes that it is impossibe to carry out a classroom action research based on all the problem above. The writer limits the problem to the teacher’s monotous technique in teaching reading skill, the writer used numbered head technique to teach reading of the eighth grade of Mts Candimulyo Magelang in the academic Year 2015/2016 F.
DEFINITION OF KEY TERMS
Here are some definition as a guidence to understand the terms of this study:
1. Numbered Heads
Numbered head is one of simplest cooperative learning method and the best model to start for new teachers who use cooperative approach. Numbered Heads giving occupation for students to think or sharing about the ideas. Spenser Kagan (1922).
This method is very interesting activity in the classroom because in the method infolves student and teacher to activate their selves in teaching and learning process.
2. Technique
Technique is a way of doing something, especially one that needs special skills. (Oxford learner’s pocket dictionary, 2008: 455) 3.
Improve Improve is become or make better, make a good use of something. (Oxford Dictionary, 2003: 216)
4. Reading
Reading is a learning process in which the skills of word recognition and comprehension are mutually supportive. In reading activity, students are expected to recognize and understand about what they read especially in a text. Without understanding the text students can’t grasp the implied message in a text. (Duffy, 1977: 5) 5. Student
Student is person who studiying at the collage or university (Oxford Dictionary, 2003: 429) 6. Skill
: )
According Dunnette (1976 33 skills is capacity needed to
, which
implementing some tasks is the development of training result . sand experience gained G.
REVIEW OF PREVIOUS RESEARCH
In this graduating paper, the writer takes some reviews from other thesis as a comparative in this research.
“The Use of Paired Story Telling Technique to Improve Students’ Reading Comprehension” (A Classroom
Action Research of the Second Grade Students of SMPN 09 Salatiga in the Academic Year of 2012/2013) (STAIN Salatiga). It is written by Ulil
Hidayah, a student of State Institute of Islamic Studies in the academic year 2013. She stated that the cooperative atmosphere of working in pair increase students ’ motivation and their confidence using target language. This oral use of the target language may improve their speaking performance as development in reading
The second research report by Astri Rahmawati with her research paper entitled ”The Use of group investigation strategy to improve students’
reading skill” (A Classroom Action Research of X.2 Class of MAN Tengaran,Semarang in the Academic Year of 2013/2014). There was a
significant improvements. The student has lack motivation so it could influence of students reading skill. After the using group investigation strategy the students reading skill increases.
H. RESEARCH ORGANIZATION
In order to make easy to understand this thesis, the researches uses of a system of presentation as follows: Chapter I is introduction. It contains the background of the study, problem statements, objectives of the study, benefit of the study, limitation of the study, definition of key terms, and review of previous research. Chapter II is literature review. It contains about of theories that relevant toward research, theory discretion there are: Numbered Heads method, Reading Skills and Recount text.
Chapter III is research report. It contains about general description of Mts Candimulyo Magelang. Chapter IV is Data Analysis. Consist of cycle I, cycle II, cycle III, analysis, discussion, and result of each cycle. Chapter V is Closure. The writer states summary of the study includes Conclusion and Suggestion.
CHAPTER II REVIEW OF RELATED THEORIES A. Reading 1. Definition of Reading Reading is a learning process in which the skills of word
recognition and comprehension are mutually supportive. In reading activity, students are expected to recognize and understand about what they read especially in a text. Without understanding the text students can’t grasp the implied message in a text. (Duffy, 1977: 5)
According to Nunan (2003: 68), “reading is a fluent process of readers combines information from text and their own background knowledge to build meaning”.
Harris and Sipay (1980: 179), states that reading comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and exhibit information gained as a consequence of reading printed language.
Reading is an active process (not a product, like history) in which readers shift between sources of information (what they know and what the text says), elaborate meaning strategies, check their interpretation revising when appropriate, and use the social context to focus their response (Walker, 1996: 4)
Manzo (1996: 5) defined reading as the act of simultaneously reading the lines, reading between the lines, and reading beyond the lines. The first part, reading the lines refers to the act of decoding the words in order t o construct the author’s basic message. The next part, reading between the lines, making to the act of making inferences and understanding the author’s implied message. Thus, reading beyond the lines involves the judging of the significance of the author’s message and applying it to the other areas of the background and knowledge.
Currently, Wallace (2001), Richards (2002) argued that reading is a reader centered activity. A reader, while reading is constantly employed some strategies, helps himself to obtain whim he or she wants for reading. In other words, reading presently concerned more with the process, by which a reader attempts to understand the test he or she reads.
Reading is used to get the main point or the most important information. It is an effort to understand the content of the text, and also to know the massage from the writer. In addition reading is used to get an idea, pleasure or feeling that is expressed by the writer.
From the information above, the writer thinksthat reading is an active and interactive activity to produce the word and tries to understand the content of reading text. By reading, the students can enlarge on enrich their knowledge and experience because the information they need is serve in written form.
There are many experts who present various definition of reading. According to Dechant (1982: 3) definitions of reading are divided into two major types: a.
Reading as Interpretation of Experience With the first type of reading definition, in which reading is equated with the interpretation of experience generally, we might speak of reading pictures, reading faces, or reading the weather.
Spencer (1946) as quoted by Dechant (1982: 4) reading is performed whenever one experiences sensory stimulation. On the other hand, the meaning of reading based on this type is the reading- readiness program in which experience with concrete object is emphasized, visual and auditory discrimination are stressed and students are required to interpret pictures and conversation.
Reading as interpretation of experience has implications for both the reading teacher and also the students who learning to read.
Teacher of reading must become expert in reading students. They must understand their students and must be able to identify the personal differences in students which may lead to achievement differences between students. Another implication is that students must be readers of experience before they can become further readers. b.
Reading as Interpretation of Graphic Symbols In Dechant (1982: 4-5) there are presented the definition of reading by many experts. Some of them are DeBoer and Dallmann
(1960: 19) consider that reading involves the comprehension and interpretation of ideas symbolized by the written or printed page.
While Bond and Thinker (1967: 22) point out that reading involves the recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through the reader’s past experience.
Based on the definition above, the writer concludes that reading requires identification and comprehension. Reading involves an interaction between the writer and reader. Without a reader, communication via printed page is impossible; writing has no purpose without a reader.
2. Kind of Reading According to Kustaryo (1988: 11), there are some kind of reading.
They are: a.
Reading for meaning Reading for meaning is reading to understand the messages which are written in the text. We didn’t read aloud during we are reading.
The purpose of this reading is not just to understand the text, but also to to give information to the listeners. b.
Reading for comprehension Reading for comprehension means reading with understanding about what have read.
3. Factors that Influence Reading
Cameron (2001) stated that some factors in foreign language learning context can influence the learning tasks. They are: a.
The nature of the written forms of the first language.
Each language is structured differently, so when we meet a new language, we try to apply the first language looking for familiar cues.
b.
The learners’ previous experience in the first language literacy.
When a young learner learns the second language, literacy, knowledge, and skill he/she only partly develops for the first language c. The learners’ knowledge of the language.
Oral skill to learn a new language is an important factor in order to be literate. Children gain much literary experience before they come to school. The teacher of foreign language can be expanded children’s experience of literacy in the new by creating environmental print for the classroom.
d.
Age of starting learn to read clearly overlaps with the first language reading experience.
There are many factors that may make learning to read a very different experience for different ages. Transferability of knowledge, skills, and strategies across language depends closely on how the two written language work: it will be different for each pair of language and for each direction of learning.
4. Principles of Learning Reading
There are some principles behind the teaching of reading (Harmer, 2001: 70), here are: a.
Reading is not passive skills Reading is an incredibly active occupation. To do it unsuccessfully, we have to understand what the word mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. If we not do these things
- – and if students do not do these things
- – then we only just scratch the surface of the text and we quickly forget it.
b.
Students need to be engaged with what they are reading As with everything else in lessons, students who are not engaged with the reading text, not actively interested in what they are doing, are less likely to benefit from it.
c.
Students should be encouraged to respond to the content of reading text, not just to the language It is important to study reading texts for the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important and we must give students a chance to respond to that message in some way. It is especially important that they should be allowed to express their feeling about the topic d.
Prediction is a major factor in reading When we read texts in our own language, we frequently have a good idea of the content before we actually read. Books cover give s a hint what’s in the book, photographs and headlines hint at what articles are about and report look like report before single word.
e.
Match the task to the topic One decision has been taken about what reading text to the students are going to read, we need to choose good reading task, the right kind of questions, engaging and useful puzzle etc.
f.
Good teachers exploit reading texts to the full Any reading text is full of sentence, words, ideas, description etc. it does not make sense just to get students to read it thendrop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for study and later activation.
B. Reading Skills
Reading skill is the ability to relate the textual material to one’s own knowledge by comprehending the text (Fauziati, 2008: 133). The purpose of reading activity is language ideas. In reading, the process of reading activity is language ideas. In the reading the process of thinking is very urgent and vital, because the students read the text and do not morely move their eyes along the sentence they read. Instead the sometime, their minds work to get the message. Goodman (1982: 135) in Fauziati (2010: 33) states that based on psycholinguistic perceptive reading is considered as “psycholinguistic guessing game” the reader constructs a message which is encoded by a writer. This act of meaning construction is a ongoing, cyclical process of sampling from the input text, predicting, testing, and confirming or revising these prediction and further sampling.
According to Grant (1991: 79) the aims of using a reading text at intermediate level and advance level are:
1. To teach basic reading comprehension skills 2.
To teach real life reading skill such as reading for gist and reading for information
3. To develop flexible reading skills, varied according to purpose 4.
To develop critical reading skills 5. To develop the students knowledge of vocabulary or idiom 6. To reinforce certain grammatical features 7. To act as stimulus for oral or write work later on. According to Johan (2000: 1) reading skills are grouped into: a. Deducing the meanings of Words from Context.
Deducing the meanings of words from context is way to see the words of phrases that precede or follow those words, so it can be functions as a way to know of speech, and finally the right meaning in the discourse can be known without having to look at the dictionary.
b.
Understanding the forms and Meaning of Non-idiomatic Phrases It is different from idiomatic phrases that the form and meaning has been fixed, so it tends as the material which memorized so, the phrases non-idiomatic are formed based on certain rules and are unlimited.
c.
Recognizing and Understanding Rhetorical Structures Rhetorical structures is functional relationship between the meaning that described by elements of language in a reading text.
This structure is basic of a text frame and closely related to the type of topic that written, the purpose of the authors, and readers are addressed by the authors.
The skills to know and understand this rhetorical structure includes an understanding of the meaning and function of words, phrases, punctuation, and specific structure that are used by the writer to describe or convey an idea or message purposed.
These rhetorical structures are described, explicitly with the existence of specific discourse markers and there are those only known through the readers’ familiarity with the form of reading text organizing in English.
This rhetorical structure found at the level of sentences, paragraphs, or intersentence, and at overall reading level.
C. Numbered heads
1. The Definition Numbered Heads
Numbered head is cooperative learning model which emphasizes students activity in which students are expected to interact with other students in the group so that they can increase their learning. Students will be divided into small groups aimed at understanding the material provided by the teacher.
Students have the opportunity to the active to the process of thinking and learning activities, so there is no separation between students who have a high level of intelligence and a low. Students will each provide information about the material being studied, reviewed the materialcovered in the lesson, check or examine their understanding of the lesson content. This method was introduced by Spenser Kagan. The cooperative learning types Numbered Heads special emphasis on structures that are designed to influence the interaction patterns of students, improving their academic mastery. And also teacher social skills. It means actively asking, sharing, tasks, willing to explain ideas or opinions, the opinions of others, work in group, and so on.
According to Soparjono (2009 : 76), Numbered Heads methods begins with the numbering, then questioning, heads And answering. The numbering is the teacher formed small groups and the number of each group should consider the number of concepts to be learned. For example if a class consist of 40 students and divided into 5 groups according to the concepts that will be the concepts that will be studied than each group consist of 8 students. Teacher gives the students a number 1-8. After the teacher gave a number of question to be answered by the students refered to the questioning. Students with their group think of the answeres called the Numbered Heads. After that the teacher called students who have same number from different groups to provide the answers. It is called the answering. Such as having heterogeneous group. Each member of the group has a different numbering, and are required are think together.
2. The Purpose of Numbered Heads
According to the Ibrahim (via Herdian: 2009), the purpose of Numbered Heads are as follows:
a. To increase stud ents’ creativity and activity on academic .
b. acknowledgment of the diversity to students can accept their friends who have different background.
c. Development of social skills.
3. Step of Numbered Head method
According to Ibrahim (via Herdian: 2009) who developed the concepts of Kagan there are six in the implementation of Numbered Heads described bellow: a. Preparation At this stage the teacher prepare all the requirements needed to teac such as preparing lesson plans (preparing materials to be studied) prepare a Students
Works Sheet ( LKS) in accordance with the model Numbered Heads.
b. Group Formation In the stage of formotion of a group of teachers divide students into smalls groups that do not consider the background of the students, such us race, social class, ethnicity, gender and level of students’ learning abilities. It is intended that there is so separation between students. Teacher divides the students based on the concept to be learned. Each group consists of 3-5 students. After the group formed teacher assigns a number to each member.
c. Guide Books The formation of each group must have books or guide books to facilited students working on a task or problem is given by the teachers d. Discussion of issues In group work, the teachers gave the materials to be learned or the queations that must be answered students. Then students think together and discuss the material to be learned or the questions given by the teachers with their group.
e. Calling the Numbered of Member to Give Answers After the students finished discussing the materials studied, the next stage is the teacher calls a number, so that each group should then dialed his number raised his hand and prepare to answer question from the teacher.
f. Conclusion After all the students were called and given the opportunity to responds, to next stage is the teacher gives to the conclution to the answers given by the students so there is do confidence of the answers.
4. The strengths and weakneses of Numbered Heads Method
According to lundgren (via Herdian: 2009) the strengths and weaknesses of Numbered Heads methods are:
a. the strenghts are
1. Sense of self –esterns is highers.
2. Fixing the presence.
3. Acceptance of individuals into larger.
4. Discruptive behavior become smaller.
5. Conflict between reduced personal. 6. deeper understanding.
7. Increasing cultifation kindness, sensitivity and tolerance.
8. Higher learning outcomes’
b. The weakneses of Numbered heads method
D. Recount Texs
1. Definition of recount texs
Hyland (2009 : 5) state that recount text is a text that tells about past e xperiences or events. It can be based on the author’s personal experience (not always factual) or historical events. Recount text tells the reader about somethink that has happenned. It can be story (a fictional) recount or (factual) recount.
Recount text is recall and reconstructs events, experiences and achievements from the past in a logical sequence.
Recount text tells about a specific person oir events. It is organized as a series through time. You may choose a recount if you are teaching students about a famouse person. Recount contain a series of events that pertain to the person or event that the text focuses on. You may choose to read a recount (biography) about a famouse author to your students after you complete an author study. Other recount may present a topic through a series of time Miner and Zitnay(2012:2)
From the devinition above, it can be concluded that recount text tells about past experiences or events and specific person it can can be fictional or factual story.
2. Types of Recount teks Sue stubs (2009 : 5)describe that types that recount teks are:
a. A factual recount A factual recount is concerned with recalling events accuratelly. It can range from everyday task such as a school accident report to a formal, structured research task such as a historical recount. The emphasis is on using language that is precise, factual and detailed, so that the reader gains the complete picture of the event, experience or achievement. Extended description, emotive language and unnecessary details are out of narration are used to give credibility to the information presented.
b. Literary or imaginative recount Literary recounts entertain the reader by recreating the events of an imaginary world as though they are real “ A day in my life as a family pet”. For example: emotive language, specific detail, and first person naration are used to give the writing impact and appeal.
c. A procedural recount
A procedural recount is records the steps taken in completing a task or proceduren. The use of technical terms, an accurate time sequence and first person narration (I or we) give credibility to the information provided. Example: Included a flow chart of the actions required for making bread, a storyboard of a videotaped script or advertisement, the steps taken to solvea mathematical problem.
d. A biographical recount A biographical recount told the story the person’s life using a friend person narrator (he, she, they). In the case, of an authobiography, first person narration (I, we) is used. It is usually factually ,accurate and records specific names, timnes, places and events. A purelly factual, informative biography, however, wouldlact the appeal provided by the personal responses and memorable annecdotes. There is often an evaluation of the subject’s achievements in the final section.
3. Generic Structure of recount texts
Margaret (2009 : 25) describe that a recount has there parts, there are orientation, events, and reorientation: 1) Orientation
Orientation suyplies the background information needed to fully understand the retelling. It retablished the time, setting and who or what participating. The audience needed to know when the event occured, who was involved, what happened, where the activity or event took place and sometimes what the reason was for the event.
2) Event In this part the writer tells the reader about the important event in the orders that key happened. And it is important that students are given adequate guidelines scaffolds to assist with the structure of their reading. Students should focus and detailing who, what, where and when.
3) Re orientation Reorientation means conclution, according to Bremmer and Sedley (1981 :
120) states that conclution to the end of basic forms is one simple variation of that patter. Reorientation at the end of the recount text and always the writer’s cmments about the events.
4. Language feature of recount text Language feature of recount text explaine by Kara Munn(1999:6) there are as follows: a. Use of proper nouns and pronouns identify people, animal or things
Example: Mr. Lawrence, The postman, she
b. Word families are used to build topic information Example: smoke signals, drums, telephone, television
c. Varied action verbs Are used to build word chains. These maybe synonim, antonim and repetittion.
d. Descriptive words add details about who, what, when, where and how
e. Adverb and adverbial phrase sequence events in time and indicate place Example: on 26 June 1984
f. Texts are writen in past tens to retail past events. Example: the smiled
g. Conjunction (when, but) to combine clauses and cxonnective to sequences events ( first, than,finally) are used h. Evaluative language is used in factual personal recount. An example of recount text as follows
Table 2.1
Paragraph 1.
Last month my family and I went to Toraja to attend Grandpa’s
Orientation
funeral. It was my first time to go to such a ceremony. We gathered there with our kin in the ceremony.
2. Overall, the ceremony was quit elaborate. It took about a week.
Event 1
Several days before the ceremony was done, grandpa’s body was kept in a series of houses arranged in a circular row around an open field called tongkonan. His corpse was dressed in a fine wearing.
3. First, we slaughtered the pigs and buffaloes, and then moved Event 2
the corpse to face north. In this ceremony we wore black clothes. After that, the corpse was placed in a sandal wood coffin.
4. Then, it was brought out of the house and placed on an open Event 3
platform beneath the granary. Meanwhile, my uncle, my brother, and I prepared the wooden puppet and a funeral tower called lakian.
5. The next phase of the ceremony was held this place. The coffin
Event 4
is borne from house and placed in the lakian. During the day, there were also buffalo matches. They were great matches. In the night, we were feasting, chanting, and dancing.
6. One the last day, the grandpa’s coffin were lowered from the funeral tower and brought up to the mountain side family
Event 5
graveyard. It was followed by great shouting and excitement from the relatives and guests. Finally, we installed the wooden puppet on a high balcony where other puppets representing the members of the whole family were already there.
The funeral ceremonies made my family and me tired.