IMPROVING READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMK N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 BY USING NUMBERED HEADS TOGETHER

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1 i THESIS IMPROVING READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMK N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 BY USING NUMBERED HEADS TOGETHER LUH TRI JAYANTI SWASTYASTU ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

2 ii THESIS IMPROVING READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMK N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 BY USING NUMBERED HEADS TOGETHER LUH TRI JAYANTI SWASTYASTU NPM ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014 ii

3 iii PRE-REQUISITE TITLE IMPROVING READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMK N 5 DENPASAR IN ACADEMIC YEAR 2013/2014 BY USING NUMBERED HEADS TOGETHER Thesis As Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education Mahasaraswati Denpasar University LUH TRI JAYANTI SWASTYASTU NPM ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014 iii

4 iv APPROVAL SHEET 1 This thesis entitle Improving Reading Comprehension of the Tenth Grade Students of SMK N 5 Denpasar in Academic Year 2013/2014 by Using Numbered Heads Together has been approved and accepted as partial fulfillment for the Sarjana Pendidikan degree in English Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar University. Approved By Advisor I Advisor II Nengah Dwi Handayani, S.Pd.,M.Pd. NPK Dewa Ayu Ari W. Joni, S.Pd.,M.Pd. NPK iv

5 v APPROVAL SHEET 2 This thesis has been examined and assesed by the examiner committe of English Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar University in the oral examination on February 15 th Chief Examiner Ni Wayan Krismayani, S.Pd.,M.Pd. NPK Advisor I Advisor II Nengah Dwi Handayani, S.Pd.,M.Pd. NPK Dewa Ayu Ari W. Joni, S.Pd.,M.Pd. NPK Approved by Dean of the Faculty of Teacher Training and Education Head of the English Education Study Program Prof. Dr. Wayan Maba NIP I Komang Budiarta, S.Pd.,M.Hum. NPK v

6 vi STATEMENT OF AUTHENTICITY The researcher hereby declares that this thesis is her own writing, and it is true and correct that there is no other s work or statement, except the work or statement that is referred in the references. All cited works were quoted in accordance with the ethical code of academic writing. Denpasar, 1 st February 2014 The Researcher, Luh Tri Jayanti Swastyastu NPM vi

7 vii ACKNOWLEDGEMENTS First of all, the researcher would like to express her great-sincere gratitude to the Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing, and mercies so that this thesis could finally be completed on the due date. Her tremendous gratitude further goes to her first and second advisor, Nengah Dwi Handayani, S.Pd., M.Pd. and Dewa Ayu Ari Wiryadi Joni, S.Pd., M.Pd. who have already guided her and share their brilliant ideas for improvement of the thesis. In addition, she would like to thank their helpful guidance and correction during the writing of the thesis. In addition, she also wishes to share out his gratefulness to the Headmaster of SMK N 5 Denpasar for his permission and of course the tenth grade students of SMK N 5 Denpasar for their kind assistance during the process of gathering the data needed for the present study. Next, she is also deeply indebted to her parents, beloved brothers and sisters, and also her best friends for their support and love so that she is able to complete her study successfully. They furthermore share their moral support during the process of writing the thesis. Finally, she would like to dedicate this thesis to the love of her husband, I Gede Arta Wibawa, and her beloved son, Putu Narottama Wijaya, who have given their prayer, love, affection, fidelity, devotion and tremendous support during the process writing the thesis. Denpasar, February 2014 The Researcher, Luh Tri Jayanti Swastyastu vii

8 viii ABSTRACT Swastyastu, L. T. J. (2014). Improving Reading Comprehension of the Tenth Grade Students of SMK N 5 Denpasar in Academic Year 2013/2014 by Using Numbered Heads Together. The first advisor: Nengah Dwi Handayani, S.Pd., M.Pd. and the second advisor: Dewa Ayu Ari Wiryadi Joni, S.Pd., M.Pd. This study aimed at improving the students achievement in reading comprehension through the use of numbered heads together strategy. This classroom-based action research was conducted at class tenth of SMK N 5 Denpasar in academic year 2013/2014. The subjects of the study were 35 students consisting of 18 males and 17 females. This study was conducted in two cycles. Each cycle consisted of two sessions, which were each session for treatment and in the end of the cycle for test. Each cycle involved planning, action, observation, and reflection. The instruments used in this study were tests and questionnaire. This study was carried out based on preliminary observation, which indicated that the students had problem in reading comprehension. This result of the study showed that the students achievement in reading comprehension improved through the implementation of Numbered Heads Together strategy. It was shown by the students mean score in the tests. The students mean score in the pre test was Then it improved to 6.46 in cycle I. It was 10 (28.57%) students who are able to achieve the passing grade score 7.5. The students achievement further improved after the researcher modified the teaching and learning activities in cycle II. As a result, the students mean score improved to 7.74 and it was 28 (80%) students who are able to achieve the passing grade score. The result of questionnaires indicated that NHT strategy could help the students in comprehending reading texts. Based on the result of the study, it could be concluded that the application of NHT strategy could improve the reading comprehension of the students. Keywords: reading comprehension, numbered heads together viii

9 ix TABLE OF CONTENTS COVER... i INSIDE COVER... ii PRE-REQUISITE TITLE... iii APPROVAL SHEET 1... iv APPROVAL SHEET 2... v STATEMENT OF AUTHENTICITY... vi ACKNOWLEDGEMENT... vii ABSTRACT...viii TABLE OF CONTENTS... ix LIST OF TABLES... xi LIST OF GRAPHS... xii LIST OF APPENDICES...xiii CHAPTER I INTRODUCTION Background of Study Research Problem Objective of the Study Limitation of the Study Significance of the Study Definition of Key Term... 3 CHAPTER II THEORITICAL AND EMPIRICAL REVIEW Theoretical Review Reading Comprehension Numbered Heads Together (NHT) Empirical Review Hypothesis ix

10 x CHAPTER III RESEARCH METHODS Subject of Study Research Design Research Procedure Initial Reflection Planning Action Observation Reflection Research Instruments Data Collection Data Analysis Succes Indicator CHAPTER IV FINDINGS AND DISCUSSION Findings Pre Cycle Cycle I Cycle II Discussion CHAPTER V CONCLUSION AND SUGGESTIONS Conclussion Suggestions REFERENCES APPENDICES x

11 xi LIST OF TABLES Table 4.1 Tabulation of Data Showing the Subjects Progressing Scores in Reading Comprehension through NHT Table 4.2 Tabulation of Data the Subjects Changing Behaviour and Attitudes in Learning Reading Comprehension through NHT xi

12 xii LIST OF GRAPHS Graphic 4.1 Depicting the Subjects Progressing achievement in Reading Comprehension of Pre- Cycle and Cycle I Graphic 4.2 Depicting the Subjects Progressing achievement in Reading Comprehension of Pre- Cycle and Cycle II Graphic 4.3 Depicting the Subjects Progressing Grand Mean in Reading Comprehension of Pre-Test, Cycle I and Cycle II xii

13 xiii LIST OF APPENDICES Appendix 1 Table Appendix 2 Graphic Appendix 3 List of Subjects Appendix 4 Pre Test Appendix 5 Lesson Plan Appendix 6 Lesson Plan Appendix 7 Lesson Plan Appendix 8 Lesson Plan Appendix 9 Post Test Cycle I Appendix 10 Post Test Cycle II Appendix 11 Questionnaire Appendix 12 Surat Ijin Penelitian Appendix 13 Surat Keterangan Penelitian xiii

14 CHAPTER I INTRODUCTION 1.1 Background of Study Reading is one of the language skills that should be mastered by students. Reading must be taught because through reading students are expected to be able to get more knowledge, information and pleasure. In this year, the first grade of SMK N 5 Denpasar uses the new paradigm of curriculum, which is called Pendidikan Berkarakter (Character Education). Charlie Abourjilie (2002:3) states that Character Education is the deliberate effort to help people understand, care about, and act upon core ethical values. In the other word, Character Education is an educatian which is thaugh to make the students character in daily. Goodman as cited in Dwi Satmika (2011:8) states that reading is a selective process, that is, a process of which information is made to be confirmed, rejected, or refined by the readers as a reading progress. In the other word, reading is an interactive process between readers and the printed words, readers learn to recognize every letter arranged in words and the meaning referred by the words. Therefore, the important point about reading process is reading comprehension, because reading without comprehending should not be called reading. The basic element for comprehension is knowledge. In other words, to be able to comprehend a printed material, one should be able to use background knowledge possessed and related in with the new information as they read. Based on preliminary observation and experience during PPL in the tenth grade students of SMKN 5 Denpasar, it was found that most students had 1

15 2 difficulties in comprehending the reading text due to the fact that they were not well motivated. This problem really affected the students comprehension and made the students fail to answer the questions correctly, especially in finding main idea, specific information textual reference and word meaning found in text given. Considering the problem stated above, the researcher is interested in conducting the study to improve the achievement in reading comprehension at tenth grade students of SMK N 5 Denpasar. The researcher would propose the strategy in order to solve the problems by using Numbered Heads Together. Adi (2011:5) states that Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are divided into a group and each person is given number from one up to the maximum number in each group. By group working, this strategy ensures that each member knows the answer to problems or questions asked by the teacher and they also can share their opinion and idea. Based on the review of Numbered Heads Together strategy, this study is conducted to find out whether or not Numbered Heads Together strategy can improve the students ability in reading comprehension. The researcher will try to use Numbered Head Together to improve students ability in reading comprehension at tenth grade students of SMK N 5 Denpasar. 1.2 Research Problem Based on the background above, the research problem can be formulated as follows: Can Numbered Heads Together improve the reading comprehension of the tenth grade students of SMK N 5 Denpasar?

16 3 1.3 Objective of the Study Objective of the study is to find out whether or not Numbered Heads Together can improve reading comprehension of the tenth grade students of SMK N 5 Denpasar. 1.4 Limitation of the Study This study is limited to the class X JB3 students in the first semester of SMK N 5 Denpasar in academic year 2013/2014. The numbers of the students are 35, with 18 males and 17 females. In order to simplify the range and maximize the result of the study, this teaching method is used to improve the ability of students in mastering descriptive and narrative text. 1.5 Significance of the Study The significant of this study are theoritically and practically. Theoritically, the result of this study is expected to be able to improve the students ability in reading comprehension using Numbered Heads Together strategy. Besides that in practically, the result of this study is to give beneficial for students, teacher, and school. For the students, the result of this study is to make they know that reading comprehension can be enjoyable subject. For the teacher, the result of this study is expected to give a feedback in teaching reading comprehension. And for the school, the result of this study is for additional learning material of English. 1.6 Definition of Key Terms In order to avoid misunderstanding toward the terms used in this study, some definitions of key terms are represented as follows:

17 Improving Reading Comprehension Improving Reading comprehension is getting the students achieve a better level of understanding a passage or text. In comprehending a passage or text people need to involve their though, background knowledge and linguistic knowledge during the reading process to understand the message of the writer Numbered Heads Together Numbered Heads Together is known as a strategy where the students are involved in reviewing the materials discussed in a lesson. It means this strategy used to check students understanding about the contents being taught in the lesson SMK N 5 Denpasar SMK N 5 Denpasar in a government vocational high school especially in tourism which is located in Jl. Ratna Tatasan Denpasar. SMK N 5 Denpasar has 5 vocations they are: 1) Akomodasi Perhotelan (AP), 2) Tata Boga, 3) Usaha Jasa Pariwisata (UJP), 4) Seni Tari, and 5) Seni Karawitan.

18 CHAPTER II THEORITICAL AND EMPIRICAL REVIEW 2.1. Theoretical Review The solid theoretical review is scientifically investigation, expected to contribute some practical significance and should be conducted on the basis of some relevant theoretical construct and empirical evidences, and must at the same time. There are the following theoretical reviews: (1) the definition of reading comprehension, (2) the definition of Numbered Heads Together. Each of these handling is briefly discussed in this following chapter Reading Comprehension There are some explanations and definitions of reading comprehension from many scholars. According to Andrew P. Johnson (2008:3), reading is the practice of using text to create meaning; therefore if there is no meaning being created, there is no reading takes place. Reading is constantly developing skill; reading will be better if do more practicing. Reading integrates visual and nonvisual information. During the act of reading, the visual information found on the page combines with the nonvisual information. And reading is the act of linking one idea to another. In addition, Hesham Suleiman Alyousef (2005:144) explains that reading can be seen as an interactive process between a reader and a text which leads to automaticity or reading fluency. In this process, the reader interacts dynamically with the text as he/she tries to elicit the meaning and where various kinds of knowledge are being used: linguistic or systemic knowledge (through bottom-up 5

19 6 processing) as well as schematic knowledge (through top-down processing). It means that in reading comprehension, there is an interactive process going on between the author and the reader. The author presents ideas trough text. Meanwhile, the text itself presents letters, words, sentences, and paragraph to encode meaning. The reader uses knowledge, skills, and strategies to determine what the meaning is, so the interactive process will result into comprehension. All of the definitions above suggest that reading comprehension is a thinking process. In acquiring the message of the text, one s prior knowledge has an importance role in processing new information. Otto, Rude and Spiegel as citied in Supri Adi (2011, 12-13) explain that there are four levels that readers need to master in reading comprehension, these four levels include: 1. Word level First level is word level. It should be noted that before the students can understand a complete sentence; the students must know the meaning of at least most of the words in the sentence. 2. Sentence Level The second level is sentence. The students must be able to combine the words in the sentence and understand what the whole sentence means. 3. Paragraph level The third level involved the unit paragraph. The readers comprehend the word and sentences in a paragraph and also develop an understanding the meaning of the paragraph itself. In this case, the readers may identify the

20 7 main idea, draw interference or use the information in the paragraph to determine cause and effect. 4. Reasoning level The fourth level contains a large and creative reading. When individual read critically, they evaluate what is read, that is they examine critically the tough of the writer and judge their validity. Creative reading going beyond what the author has written, applied ideas from the text to new situations and recombined by the author s idea to form new concepts or to expand all of them. Though, creative reading, the reader creates new ideas gleaned from the text. The reading comprehension will be achieved if the four levels above are mastered by the students because those levels enable to motivate the students interest and build background knowledge on the topic of the text that the students read. Moreover, an appropriate strategy also takes part in achieving reading comprehension, because by applying an appropriate strategy, the teachers are able to explore themselves and give more knowledge to the students in teaching English, especially reading. In this study, the writer is interested in applying Numbered Heads Together to improve students reading comprehension of the tenth grade students of SMK N 5 Denpasar Numbered Heads Together (NHT) According to Richard Arends (2007:355) numbered heads together (NHT) is an approach developed by Spenser Kagan (1998) to involve more students in the review of materials covered in a lesson and to check their understanding of a

21 8 lesson s content. There are four structured steps of NHT, (1) Numbering, students are places in groups and each person is given number; in this case from one to the maximum in each group, (2) Questioning, the teacher possess a question, (3) Heads Together, students put their heads together to figure out the answer, (4) Answering, the teacher calls a specific number to response as spokesperson for the group. NHT is a cooperative learning strategy which holds each student accountable for learning the material. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, so all team members must be prepared. Sutton as cited in Septiana (2011:23), lists five elements that are needed to be included for small group work to be considered truly cooperative learning, namely: a. Positive interdependence is successfully structured when group members perceive that they are linked with each other in a way that one cannot succeed unless everyone succeeds. Group goals and tasks, therefore, must be designed and communicated to students in ways that make them believe they sink or swim together. b. Face-to face interactio exists when students assist and support one another s efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. c. Individual accountability exists when the performance of each individual is assessed and the results are given back to the group and the individual in order to ascertain who needs more assistance, support, and encouragement in

22 9 learning. The group must be accountable for achieving its goals and each member must be accountable for contributing his or her share of the work. d. Social Skills is groups improve as members learn to contribute positively, acquire trust and manage conflict. Social skills are not innate; they must be learned by the teacher and taught to the students. Leadership, decisionmaking, trust-building, communication, and conflict-management skills empower students to manage both teamwork and task work successfully. e. Group processing involves members reflecting on the group's work and their interactions with each other to clarify and improve efforts to achieve group goals and maintain effective working relationships. Group Processing examines how groups of students can work effectively and efficiently together, it focuses on positive behaviors and actions rather than on negative ones and involves students thinking about how they learn The Implementations of Numbered Heads Together (NHT) Strategy Based on Kagan and High (2002:4), there are some steps for implementing Numbered Heads Together Strategy. The first called preparations. The teacher should prepare the book which is related the material that will be taught by the teacher. Secondly is numbering. Teacher devides students into some group which contains three to five member teams. The teacher gives number of each member in a group and also the name of group. The students will combine in a group with different characteristic. Third, named questioning. Teacher ask students a questions. All of questions should have different kind based on the material that have already they got. Next is discussion. Students put their head together to

23 10 figure out and make sure that everyone knows the answer. They can share everything directly with the answer of question. After questioning,the steps is answering. The teacher calls a number of members in a group and students with that number raise their hands and provide answer to the whole class. And the last is concluding. The teacher and the students will conclude or summarize all of those questions that have already discussed. The students will get the whole information directly The Strengths of Numbered Heads Together (NHT) Strategy Kagan in Septiana (2011:24-24) states that there are some benefits of its implementation. The first is this strategy can be helpful for the teacher in analizing and combining materials. It allows the students to take the time they need for thinking. This chance will help the students to improve the quality of their answer. This strategy can also involve students into active thinking about the materials discussed in the classroom. The second is this strategy can open students mind to review and integrate the material which have been already discussed. The third, the students can their imagination or opinions for the other so their understanding can be developed during the discussion. This strategy is giving the students a chance to prepare and understand the information before sharing with a small group or with entire class. This strategy is used in improving students motivation easily. It is also easy to use in large classes. It means the teacher can manage in a whole class easily by this strategy. Trough this strategy, the students have an oppurtunity to share their thinking or opinion and it can increase their sense of involvement in classroom learning. The others is this

24 11 strategy gives the students time to practice and some instructions before they share each other. The last is Numbered Heads Together also gives anvantages for students in terms of peer acceptance, peer support, academic achievement, selfesteem, and build interest in other students as well as around the school. Numbered Heads Together can be said as a flexible strategy since it can be applied in various levels. Moreover, it allows all of the students share what they have in minds with their peers. This will develop their sense of involvement in the learning process conducted. 2.2 Empirical Review Some researchers have proved the effectiveness of numbered heads together in teaching reading. Numbered Heads Together has been proven to be helpful to improve the students achievement in comprehending reading material (Elizabeth G.Cohen,Celeste M.Brody, Mara Sapon : 2004 ) Irawan, P. (2012) had applied Numbered Heads Together strategy in improving students reading comprehension in the eleventh grade of SMA Kolomadu Karanganyar in academic year 2010/2011. Panji Irawan is one of the researchers from Sebelas Maret University Surakarta. He found that NHT can improve students reading comprehension. It proved by the increasing students reading comprehension scores and motivation in joining learning activity. Moreover, Japar, A. (2011) also has proved that Numbered Heads Together can improve students reading comprehension. This technique has motivated students in the teaching learning process. By using numbered heads together, the students can be more active in the class; they try to find the answer

25 12 with their friends. This strategy also forced the entire group member to know and understand the answer because no one knows which number will be called by the teacher. From what have done by some research above, the research is needed to be continued in order to know whether or not Numbered Heads Together is still effective to be applied for other subjects. Here, the writer will conduct a research at class X JB 3 of SMK N 5 Denpasar. 2.3 Hypothesis In relation to what have been above, the hypothesis can be stated as follows: Numbered Heads Together can improve the reading comprehension of the tenth grade students of SMK N 5 Denpasar.

26 CHAPTER III RESEARCH METHODS 3.1. Subject of Study The subject of this study was the students at class X JB 3 of SMK N 5 Denpasar in academic year 2013/2014. There were 35 students in the class room that consisted of 18 males and 17 females. Based on the prior observation and experience during PPL on July 29 th until September 18 th 2013in the tenth grade students of SMK N 5 Denpasar, the students were selected because the student had problems in comprehending the reading text due the fact that they were not well motivated Research Design The research design in this study was Classroom Action Research (CAR) that was a research design in which the interaction between the teacher and the students took place in the class room. The goal of an action based research was to give a solution to a particular problem by improving the students ability through the implementation of teaching strategy. Kember in Dwi Satmika (2011:17) states that action research is cyclical or spiral process involving steps of planning, acting, observing, and reflecting. In addition, Cohen (2000:229) states action research establish self-critical communities of people participating and collaborating on all phases of the research proses: planning, action, observation, and reflection. Based on the concept, teaching and learning proses was divided into cycles where each cycle consisted of two sessions. Each cycle consisted of four interconnected activities, 13

27 14 namely: Planning (P), Action (A), Observation (O), and Reflection (R). The discussion concerning the step of action above could be gradually described in each session below from the initial reflection to the point of revision. In this study, the researcher used the action-based research procedure. According to Kemmis & Mc. Taggart (in Mulyatiningsih, 2011:70), an actionbased research is a cyclic process that continuously conducted by the researcher until the minimum standard or passing score is reached. The cyclic consist of planning, action, observation, and reflection. Based on Kemmis & Mc. Taggart (in Mulyatiningsih, 2011:70), there were two cycles that would be employed in this study and each cycle involved planning, action, observation and reflection. 1. Planning Planning referred to the process of determining the steps of the action and instruments were used to collect the data. The researcher planed all things required for a successful investigation. Before conducting the action, there was some preparation that had been designed, namely: a. Teaching Scenarios The teaching learning scenarios were prepared in order to have a clear description of what to be done in the classroom. It is a guideline for the teacher in conducting every step of the teaching plan. b. Material The material was a reading text. There were fifteen reading texts used in this study; three texts were used as pretest, seven texts were used as post-test 1 and 2. And five texts were used as exercise either in the first cycle or in the

28 15 second cycle if the first cycle could not improve the reading comprehension of the students. c. Questionnaires The questionnaires were given at the end of the cycle 2 in order to know students responses toward the implementation of the strategy. d. Reading tests There were two kinds of reading tests; pre-test and post-test. The pre-test was administered before giving the action in order to know the students initial competence in reading comprehension. During this time, the post-test was administered at the end of each cycle in order to know the students competence in reading comprehension after the action was given. The posttest was also used to know whether the ability of students was improved or not. e. Diary The diary was used by researcher in order to take a note the classroom activities during the learning process. It was used to record students behaviors and the condition of the class during the teaching learning activities. The data from the research diary was used to know the students problems during the teaching process, so that the researcher could make a decision about what would be done to minimize this problems in order to get better result in each cycle. 2. Action The plan which had been made was implemented at this stage. The researcher did all planning in the classroom and the class management was

29 16 done based on the teaching scenario. The activity of each stage would be presented as follows. a. In the pre-activity the researcher focused the students interest on the reading text, the teacher asks some questions that were related to the text and also introduced the NHT. It was approximately 10 minutes. b. In the whilst-activity, the researcher distributes the reading text and asking the students to do the teacher s instruction based on NHT procedure. The first, the researcher asked the student to make a group and each student got the number based on their group (numbering), and then distributed the reading text. After numbering the students, the researcher asked the students to answer the question based on the text (questioning). Then the students will share their answer with with their friend to make sure all member of group knows the answer (heads together). After that the student come in front of the class to answer the question by calling the number of member randomly (answering). It was approximately 60 minutes. c. In the post-activity, the researcher gave the chance to the students to ask some question or difficulties during the lesson and then ending the class. It was approximately 20 minutes. 3. Observation Observation referred to process of observing the action. The observation was carried out both during and after the action. During the action, the researcher observed the classroom situation and the students behavior. After the action, the post tests and the questionnaires were given to the students then the result of the

30 17 post-tests and the questionnaires were analyzed at this stage. Analyzing the students post-test was intended to find out the result of the action whether the students comprehension in reading was improved. On the other hand, analyzing the results of the questionnaires was intended to know the students responses toward the action. 4. Reflection Reflection referred to the diagnosis of the effect of the treatment. It was done at the end of the action in order to identify the strengths and weaknesses of the action. In this stage, the researcher found out the reasons of the students failure. The researcher also could decide whether the next cycle needed to be conducted. Reflection also served as feedback to improve the next action Research Procedure It has been stated previously that the type of investigation used in this research is classroom action research. The teaching learning processes were done by following cycles in which each cycle consist of two sessions. Each session in that cycle consist of four interconnected activities, namely planning, action, observation, and reflection Initial Reflections An initial reflection was developed to know the problem in detail. Firstly, the present study was done by determining the reading material to be tested, the form of the test and how to evaluate the result. The pre test was carried out as follows:

31 18 a. Distributing the test to the students b. Asking them to observe the test and question about the things related to the test that they do not understand c. Observing the students when they were working d. Collecting the students answer e. Evaluating the students work. Based on the result of the pre test, this study decided to give treatment in order to improve the students Planning Planning was done to determine what to do in the action and the instruments used for collecting data. As mentioned earlier that subjects under investigation, students in class JB 3 of tenth grade students in SMK N 5 Denpasar had low ability in reading comprehension, so all the plan was concerned on improving it progressively. With the application of numbered heads together, the researcher had already arranged some instructional activities with a hope they were going to be successful and be able to improve the subject problem. Thus, the planning was done by performing the following: a. Making lesson plans based on syllabus used in SMK N 5 Denpasar. The lesson plans were concerned on giving materials discussion and learning activities which could be suitably implemented through numbered heads together

32 19 b. Constructing post test that researcher would administer in the end of the cycle. Post test focused on figuring out students achievement in reading comprehension c. Constructing the questionnaire that researcher would administer in the end of the last cycle d. Preparing the teaching media including choosing reading text, providing hand out and providing useful equipment that would help students and the researcher to create teaching learning process interesting and meaningful Action In this part, mainly the researcher had big role in defining the success of the study. The researcher acted as the teacher of the class and had duty to teach them the learning materials as well as to collect the data needed for the investigation. Action referred to treatment given based on planning design. The action was concerned on collecting the teaching learning scenario including pre activities, whilst activities, post activities. Pre activities were the beginning of teaching learning process. In this part, the activities included greeting the subjects, checking the attendant list, asking some question as the brainstorming, and also describing the objectives of lesson. These activities aimed to prepare the subjects and create the atmosphere as comfortable as possible. Whilst activities were the core of the teaching learning processes. It was also the time to apply the technique which was numbered heads together including numbering the subjects by asking them to work in group consisting of 5 persons

33 20 and naming each number of each member in the group. The following number 1, 2, 3, 4, and 5 (numbering). Then the researcher posed a question or task that was going to be discussed together (questioning). The activity was continued by giving a chance to the subjects to work together cooperatively in solving any task given (heads together). Finally, the researcher asked the subject to answer the questions by calling out a member in which all students had a chance to share their answer when their number was called out. In order to have a sequence activities, so that whilst activities were divided into three part namely exploration, elaboration, and confirmation. The last activities were post activities. In this part, teacher could summarize the material that had been discussed in that meeting. At the end of teaching learning process, teacher had to close the lesson by saying good bye or see you in the next meeting Observation Observation dealt with analyzing the results of the action. The observation was directed toward the improvement and the subjects feeling of having the study. Improvement was observed by comparing the result of the pre test with the result of the post test. If the result was considered still unsatisfying, then action would be continued as well as doing the observation of the result until the objective of the study had been achieved Reflection Reflection referred to the diagnosis of the result of the observation of the action. It was done in the end of each cycle in order to identify the strengths and

34 21 weaknesses of the action. The strength of the action in the first cycle would be kept doing in the next cycle. If problem was found in the first cycle, then researcher would do some revision of all that had been planned including lesson plan, instrument, and also the teaching material Research Instruments The research instruments could be defined as all instruments, which were used by a teacher to simulate, activate or encourage the teaching learning process to achieve the teaching learning objectives. Constructing valid and reliable of research instruments was very important step of a scientific investigation. The instruments which were used in collecting the data for this study were collected in the test and questionnaire. 1. Test The tests were used to measure the subjects achievement in the lesson being taught such as: pre-test and post-tests. Pre-test was conducted to determine subjects ability in reading comprehension and post-test was examined whether or not the treatment that was taken effectively to improve the students reading comprehension. These tests were conducted in the form of multiple choice tests with 20 items in which every correct answer would be scored 1; and 0 if it was incorrect. 2. Questionnaire In order to get the subjects responses toward the treatment being implemented in the classroom, it was necessary to use the questionnaire. The questionnaire was administered at the end of the cycle II in order to know whether

35 22 the subjects responses toward the numbered heads together positively changed through the cycles. It allowed the subjects to give opinions about teachinglearning. The questionnaire consisted of 10 items the form of multiple choices which were written in Indonesian. The results of the questionnaire were qualitatively scored using the scale between 3-0. Thus the answer A would get 3 which meant really agree; B would get 2 which meant agree; C would get 1 which meant quite agree, D would get 0 which meant less agree Data Collection There were some research instruments used to collect the data of this classroom action study; they were pre-test, post-tests and questionnaire. In this study, there were two kinds of data collected by the researcher namely quantitative and qualitative data. The quantitative data were collected through the administration of pre-test and post-tests in each cycle I and II. In pre-test, the subjects were asked to answer reading test items to establish their ability in reading comprehension that consisted of 20 multiple choice tests. The process of data collection could be drawn as follows. At first, the subjects under study were given pre-test which consisted of twenty items to find out the initial ability of the subjects under study in reading comprehension. Secondly, the researcher started to apply numbered heads together strategy that had been made and gave the post-test which also consisted of 20 items to the subjects under study in the end of lesson in each session. Post-test was administered in the end of each cycle to find out the progress that was derived by the subjects under study after the action. Finally, after all of sessions were done,

36 23 the researcher gave the questionnaire to the subject under study that consisted of ten statements that were related to numbered heads together in order to know the percentages of satisfaction and students response towards the implementation of numbered heads together in reading comprehension. Meanwhile, the qualitative data were collected through the questionnaire Data Analysis The data obtained for the present classroom action study were analyzed descriptively to reveal the extent of the subjects progress or increasing ability in reading comprehension. The most important data required to answer the research question under study collected through administering pre-test and post-tests. Moreover, some additional supporting data gathered through administering questionnaire to the subjects under study. The data were calculated through mean score that consisted of the average score of students achievement in reading comprehension, the sum of total score was divided by the number of subjects data analysis can be formulated as follows: Mean: M = N X Where: M : The mean scores ΣX : The sum of total score of the students. N : The total number of the students.

37 24 Z = Z X 100% N Where: Z : Percentages of subjects minimum passing score ΣZ : The sum of total students. N : The total number of the students. The mean score obtained by the subjects in pre-test were compared to its corresponding mean scores into post-tests for both cycles I and cycle II. The scores showed the subjects positive changing behavior would be computed in the form of percentages which refer to the respective item on the questionnaire. The means of pre-test scores and post-test scores would calculate and computed. Percentage of Questionnaire: X = X x 100 % N Where: X : Percentage of Questionnaire ΣX : The sum of total score of the students. N : The total number of the students Success Indicator The minimum required score (kriteria ketuntasan minimal) for tenth grade students in SMK N 5 Denpasar was 7.5. The study could be regarded to be successful if 80% of the students reached the minimum score of 7.5 in reading comprehension by using numbered heads together.

38 CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings The findings discussed within the three kinds of research instrument, there were pre-test, post-test, and questionnaires. The pre-test in reading comprehension was administered to the subject under study to get their pre-existing ability in reading comprehension. In pre-test, the subjects were given 20 items of multiple choice tests to determine their ability in reading comprehension. Post-test was administered for two times, cycle I and cycle II. This was due to the fact that each cycle ended with administration or reflection. Therefore, there were three sets of raw scores showing the improvement of the reading of the subjects taught through NHT technique. They were pre-test scores and post-test scores for each cycle. The three sets of scores which were collected in this present study can be tabulated in this table below. Table 4.1 Tabulation of Data Showing the Subjects Progressing Scores in Reading Comprehension through NHT Initial Reflection Cycle I Cycle II Subject Pre-test Post-test I Post-test II

39 Total Grand Mean The additional data required for the present class action study were collected through administering questionnaire to the subjects under study at the end of cycle II. The questionnaire consisted of ten items of statements. The answers to the questionnaire were qualitatively scored using rating scale 3-0. The score gathered from administering questionnaire showed the subjects changing attitude and motivation in reading comprehension through NHT technique. The obtained data showing the subjects total scores for the items of the questionnaire

40 27 were tabulated in Table 4.1 Tabulation of Data the Subjects Changing Behavior and Attitudes in Learning Reading Comprehension through NHT (appendix 1 page 40-41) As what has been explained above, the present study made use of a cyclical process of Classroom Action Research (CAR). The present study was mainly intended to find out whether or not reading comprehension of the tenth grade students of SMK N 5 Denpasar in academic year 2013/2014 improved through numbered heads together especially in identifying main idea, specific information, textual reference and word meaning of the text. After finishing the computation of validity, the reliability, the level of difficulty and the discrimination power of the test item, the researcher carried out pre-test and posttest to know the students reading comprehension. On the other hand, the questionnaire was used to know their response on the technique implemented. After carrying out the cyclical process into practice, the findings of the present classroom action research can be elaborated as follows Pre- Cycle Administering pre-test also was done by the researcher to make sure the problems occurred in the study. In the pre-test, the subjects were asked the students to answer 20 questions which identified main idea, specific information, textual reference and word meaning in the text in the form of multiple choices test. From the data which presented in table 4.1, the data of the pre test showed that the students reading comprehension were low and needed to be improved. In addition, for the mean score of the pre- test can analyzed as following:

41 28 M= X = X 212 = = 6.06 N 35 The results of their answers were scored by the answer key provided, students got 1 point so that 20 points for the maximum point and then divided 20 (the total number of questions), timed 10. The mean score of the pre-test which was followed by 35 subjects was This result also clarified their weaknesses in identifying main idea, specific information, textual reference and word meaning of the text. These results indicated that their reading comprehension urgently needed further improvement. Therefore, the researcher tried to improve their reading comprehension by implementing numbered heads together in the cyclical process. Percentage of subjects could improve their score to the minimum standard passing score could be seen as follows: Z = Z 10 X 100% = X 100% = % N 35 It showed that % of subject of the study achieved their score to the minimum standard passing score of tenth grade students SMK N 5 Denpasar that was Cycle I Cycle I was carried out based on the results of the preliminary observation. It was started with a planning which done to determine what to do in the action and the research instruments used for collecting data. As mentioned earlier that subject under investigation, students in class JB 3 of tenth grade student in SMK

42 29 N 5 Denpasar, had low ability in reading comprehension, so all the plans were concerned with improving it progressively. It was an important step to be concerned in order to make the action in the teaching learning process. In this step, need to create a plan that addresses the problem faced by the subject of the study that had been identified before. Planning aimed to prepare all the things needed to solve the problem in the next activity. In this planning also, the subjects group was prepared. They were grouped based on the result of the pretest. Having been well-planned, the action was then conducted. The teaching learning process ran smoothly. It was planned on the course plan which had been made. Finally, in reflection, the researcher administered the post test. These steps were done in the end of the cycle. From the data which were presented in table 4.1 the data of the post - test cycle 1 showed that there were only two students who could reach the minimum standard of passing grade for tenth grade students of SMK N Denpasar that was 7.5. However, there was an improvement in students reading comprehension. The improvement of mean score could be seen by calculating the mean score of post test cycle 1 as following: M = X = X 229 = = 6.46 N 35 It showed that the mean score of the post-test in cycle I was This result, even though it was still low, showed that there was an improvement from the result of the pre-test. Percentage of subjects could improve their score to the minimum standard passing score can be seen as follows:

43 30 Z = Z 10 X 100% = X 100% = 28.57% N 35 It showed that % of subject of the study achieved their score to the minimum standard passing score of tenth grade students SMK N 5 Denpasar that was Cycle II Cycle II was started with planning which had already been revised from the previous version. This revision was made based on the results of the post-test. The researcher revised the lesson plan which was made in the first planning. In the planning, additional material presentation was prepared. If in cycle I the material was explained verbally and needed more time in the pre activities, in cycle II the material was presented by using a series of pictures and also the time in whilst activities more than in the cycle 1. After the preparation was complete, cycle II was carried out as it was planned on the course plan. In general, the teaching learning process in cycle II was also the same as cycle 1 it took 90 minutes in teaching learning process. During the teaching learning process, the students responded positively on the material and they became more active in the classroom. In the quiz which was given by the researcher to the students also got positive respond than the quiz which was given in the cycle 1. After the teaching learning process which was followed by 35 subjects, the post-test was administered. The form of post-test in the cycle II was the same as in the cycle I that was multiple choice tests; however, the degree of difficulties both the cycle I and cycle II were different. The post test which was administered in the cycle II was more difficult and the text which was

44 31 provided in the text longer. They were instructed to identify 20 questions related with the text which had been given. From the data which presented in table 4.1, the data of the post-test cycle II showed that there were only five students from 35 students who could not reach the minimum standard of passing grade for tenth grade students of SMK N 5 Denpasar that was 7.5. However, there was an improvement in their reading comprehension especially in identifying specific information, main idea, textual reference and word meaning of the text. The improvement can be seen by calculating the mean score of post teat cycle II as following: M = X = X = N 271 = It showed that the mean score of the post-test in cycle II was The results of their answers were scored by the answer key provided, students got 1 point so that there were 20 points for the maximum point and then divided 20 (the total number of questions), timed 10. Percentage of subjects could not improve their score to the minimum standard passing score can be seen as follows: Z = Z 28 X 100% = X 100% = 80% N 35 It showed that 80% of subject of the study achieved their score to the minimum standard passing score of tenth grade students SMK N 5 Denpasar that was 7.5. Furthermore, the additional data collected through administering the questionnaire. The questionnaire was also administered to know the students

45 32 response toward the implementation of numbered heads together in the teaching learning process. The data which presented in table 4.2 (appendix 1, page 40-41) showed the student total score of option A, B, C, D in the questionnaire. For the computation of the comparative percentages for the options score of the questionnaire which showed the subjects total answer for option A, B, C, D were shown as following: The total percentage of option A = X 100% = 76.62% The total percentage of option B = X 100% = 23.38% The total percentage of option C = 924 X 100% = 0% 0 4. The total percentage of option D = X 100% = 0% 924 It was found that there were 76.62% of the subjects really agreed, 23.38% agreed, 0% quite agree, 0% less agree, on the implementation of the technique. These findings supported the major findings of this study. It also clearly indicated the subjects positive response in reading comprehension through numbered heads together. The result of the questionnaire showed the quantity of the subjects who really agreed with the implementation of the technique. It tended to find out whether the students enjoyed the study or not. These significant improvements from cycle to cycle main consideration to stop the research because it had already reached the minimum passing grade of reading comprehension in SMK N 5 Denpasar that was 7.5. In conclusion, numbered heads together to the tenth grade students of SMK N 5 Denpasar in

46 33 academic year 2013/2014 was an effective technique in improving reading comprehension. 4.2 Discussion The present study was intended to improve reading comprehension by using numbered heads together of the tenth grade students of SMK N 5 Denpasar in academic year 2013/2014. Based on the result of the post-tests in the two cycles, the research question, can reading comprehension of the tenth grade students of SMK N 5 Denpasar in academic year 2013/2014 is improved by using numbered heads together? It can be confidently answered that yes, it can. Numbered heads together could significantly improve the reading comprehension of the tenth grade students of SMK N 5 Denpasar in academic year 2013/2014. The results of the above analysis were considered the findings of the present classroom study, which could be seen as in Table 4.1 (page 24). Therefore, to make it clear, the findings of this present classroom study showed the rising comparative mean scores of pre-test with post-test scores obtained by the subjects under study for the cycle I and cycle II could be graphically presented in Graphic 4.1 Depicting the Subjects Progressing achievement in Reading Comprehension of Pre- Cycle and Cycle I, Graphic 4.2 Depicting the Subjects Progressing achievement in Reading Comprehension of Pre- Cycle and Cycle II, and Graphic 4.3 Depicting the Subjects Progressing

47 34 Grand Mean in Reading Comprehension of Pre-Test, Cycle I and Cycle II (appendix 2, page 42-44). In graphic 4.1, it could be seen that the result of mean score of pre test was 6.06 and mean score of post test I was It showed that the subjects could prove the reading comprehension through NHT, even though it was still low. Graphic 4.2 showed the result of mean score of pre test and mean score of post test II was 7.74, that the subjects was improve their reading comprehension through NHT. And Graphic 4.3 was the comparison the result of mean score of pre test, post test I, and post test II. It could be seen that NHT could improve the reading comprehension of the subject. Irawan, P (2012) had also applied numbered heads together strategy to improve reading comprehension in the eleventh grade of SMA Kolomadu Karanganyar in academic year 2010/1011. The results of the research showed that the use of numbered heads together technique in teaching learning of narrative texts was able to improve the students ability in reading comprehension. NHT was also able to make students not to be noisy during teaching learning process in the classroom; students tended to be active learners; willing to speak English in the classroom; and pay attention toward the teacher s explanation during teaching learning activity. Based on Kagan in Septiana (2011:24-24), NHT could improve the students reading comprehension because this strategy could open the students mind to review and integrate the material with discussion than they work individual. With NHT strategy, students could prepare and understand about the material before sharing with a small group or the entire class.

48 35 The results of the questionnaire administered also supported the research findings of this study. The results of the questionnaire showed the quantity of the subjects who strongly agreed with the implementation of the technique. It showed in Table 4.2. It proved that the technique applied worked well and was accepted by the students. From the observation during the teaching learning process, they were also paid much attention when numbered heads together was implemented in the classroom. The subjects became much move active in answering some questions given by the researcher.

49 CHAPTER V CONCLUSIONS AND SUGGESTIONS As previously stated, the research was conducted to the tenth grade students of SMK N 5 Denpasar which dealt with improving reading comprehension through NHT. Finally, the conclusion of the discussions throughout the present classroom action study was presented in this chapter. Some practical suggestions in reference to the significance of the established research findings were also recommended in the chapter. The findings of this study could really provide benefits for the English teachers and the tenth grade students of SMK N 5 Denpasar. 5.1 Conclusion This present classroom action research was conducted to find out whether or not the English reading comprehension of the tenth grade students of SMK N 5 Denpasar could be improve through numbered heads together. The improvement of teaching technique could be clearly seen by comparing score of initial reflection to post tests in cycle I and cycle II. The mean of initial reflection or pre test that was gathered from subjects under study was This data obtained before the researcher applied NHT in teaching reading. After that, the mean score improved to 6.46 in terms of level of mastery. While after following the second cycle treatments, the grand mean of the students achievement increased enormously to As a result, it could be concluded that NHT could improve the reading comprehension of the tenth grade students of SMK N 5 Denpasar. 36

50 37 The questionnaire that the researcher had given to the subjects under study showed the students positive changing learning behavior. The interest of the subjects understudy to learn English especially reading comprehension was increased by the use of NHT. It was supported by requiring data from the questionnaire item to the subjects under study showed an comparative percentage of 0% for item D and 0% for C, 23.38% item B and 76.62% item A. 5.2 Suggestions In orientation with the discussion of the finding in chapter IV, the researcher would like to offer the following suggestions. For the teacher, the English teachers especially class X JB3 of SMK N 5 Denpasar are suggested to apply numbered heads together strategy in teaching English. It is very necessary to apply this strategy in order to make the students understand more easily to the reading passage. By applying this strategy, the teacher not only can improve the students reading comprehension but also make the students become more communicative and be able to share their own knowledge with their friend in group or entire the class and make the teaching learning process become more attractive to avoid the students feel bored during the class. For the students, the students should be very often to practice their skill in mastering English. Therefore, the students can use this strategy as an alternative way to improve their reading comprehension. For instance, the students must do more in practicing their English in order to improve their speaking skill.

51 38 For the other researchers, since in this study, the use of numbered heads together is only experimented in reading comprehension, it is recommended to conduct further research to examine the improvement of the use of NHT in teaching English for junior high school.

52 REFERENCES Andrew P. Johnson Teaching Reading and Writing a Guide Book form Tutoring and Remediating Students. United Stated of America : Rowman & Littlefield Education A Division of Rowman & Littlefield Publishers. Charlie Abourjilie Character Education Informational Handbook and Guide. Public Schools of North Carolina Cohend at all Research Method in Education. London : Library of Congress Cataloguing in Publication Data Hanna, S.G and Dettmer, A.P Assessment for effective Teaching. Person Education, Inc. Hesham Suleiman Alyousef Teaching Reading Comprehension to ESL / EFL Learners. English Journal : Reading Mtrix, 5(2), 144 Irawan, P Improving Students Reading Comprehension Using Numbered Heads Together (NHT) Technique (a Classroom Action Research in the Eleventh Grade SMA Negeri Kolomadu Karanganyar in the Academic Year 2010/2011). Thesis Surakarta Sebelas Maret University Surakarta Kagan, S. & Kagan, M Kagan Cooperative Learning. San Clemente, CA; Kagan Publishing, Citied on Kagan, Spencer. and High, Julie Kagan Structure for English Language Learners. Citied on Kagan Online Magazine. Kemmis, Stephan and Mc. Taggart, Robin The Action Research Planer. Deakin University. Satmika, I.B Dwi Improving the Reading Competency of the Students in the Class XI IPA 1 at SMA N 1 Dawan by Using S.E.R.T (Self-Explanation Reading Technique) in the Academic Year of 2010/2011. Thesis Singaraja. Undiksha Singaraja. 39

53 40 Septiana, Pande Putu The Effect of Using Numbered Head Together (NHT) Strategy Upon Speaking Skill of the Sevent Grade Students of SMPN 4 Seririt in Academic Year 2010/2011. Thesis Singaraja. Undiksha Singaraja. Supri Adi, I Nyoman Improving The Students Competence in Reading Comprehension by Using Numbered Head Together Strategy at Class VIII 2 of SMP N 3 Banjar In academic Year 2010/2011. Thesis Singaraja. Undiksha Singaraja.

54 Appendix 1 Table 4.2 Tabulation of Data the Subjects Changing Behavior and Attitudes in Learning Reading Comprehension through NHT Subject A B C D

55 Total Total: A+B+C+D =

56 Appendix pre-test = 6.06 post-test = 6.46 Graphic 4.1 Depicting the Subjects Progressing achievement in Reading Comprehension of Pre- Cycle and Cycle I 43

57 pre-test = 6.06 post-test = 7.74 Graphic 4.2 Depicting the Subjects Progressing achievement in Reading Comprehension of Pre- Cycle and Cycle II

58 pre-test = 6.06 post-test = 6.46 post-test = 7.74 Graphic 4.3 Depicting the Subjects Progressing Grand Mean in Reading Comprehension of Pre-Test, Cycle I and Cycle II

59 Appendix 3 The List Name of Students Class X JB 3 SMK N 5 Denpasar Academic Year 2013/ AGUS WIDJANTARA I KADEK 2. ANGGI SARASWATI NI KADEK 3. ARI SETIAWAN I MADE 4. ARI SWASTA PRATAMA I PUTU 5. ASTARI NI LUH PUTU 6. AYU SUASTINI NI PUTU 7. BAYU SWAMBARA I PUTU 8. BINTANG BAYU D DEWA KADE 9. BUDI SETIAWAN I GEDE 10. BUDI STYAWAN KETUT 11. CAHYANA EKA MARDINA I PUTU 12. DEDY ATMAJA I PUTU 13. DEVI ASTARI NI LUH 14. DHARMA PUTRA I NYOMAN 15. DWIARINATA I MADE 16. FERRY ANGGARIANSYAH 17. GITA YAZHARI NI PUTU 18. INDRA DWI CAHYA I MADE 19. JULIANTARA I KETUT 20. KRIS WAHYUNI NI KADEK 21. LILIK ANDAYANI NI MADE 22. MAHENDRA I GEDE 23. MARTANA I KETUT 24. MIRAH SITA LAKSEMI IGA 25. NITA KRISNAYANTI PUTU 26. PENISARA MELINDA NI LUH 27. RIAN ASTARI KADEK 28. RISKI ARDIYANTI NI PUTU 29. RIZKY ADE PUTRA I KADEK 30. RUSMINIWATI NI WAYAN 31. SANJI PRANITI I GUSTI AYU PUTU 32. SILVIA AGUSTINI NI KADEK 33. SRI MAHAYANTI NI NYOMAN 34. SRIDEVI SIKANDI NI LUH AYU PUTU 35. YUDHA MAHA PUTRA IDA BAGUS PUTU 46

60 Appendix 4 PRELIMENARY OBSERVATION TEST Read the text and answer the following questions correctly by crossing (x) the correct option! Text 1 (text for no 1 5) The rafflesia arnoldi is the biggest flower in the world. It is unusual because of its large size. The flower is almost 100 centimeters in diameter and 140 centimeters in height. Rafflesia is derived from the name of the British Governor General, Sir Thomas Stamford Raffles, who once governed and built the Botanical Garden in Bogor. Thought it is called Rafflesia after Raffles, the man who discovered the plant was Beccary, an Italian botanist who visited Sumatra in Rafflesia consist of two parts: the stick-like part which grows in the middle and the petals arround and below it. While the flower is blossoming, it has a very unpleasant smeel which affects insect, especially green flies. They seem eager to explore the flower. But if the fly touch the bottom part of the sticklike center, they die. 1. What is the suitable tittle for the text? A. Stamford Raffles B. Italian Botanist C. Rafflesia Arnoldi D. Botanical Garden 2. The identification of the text can be found in... A. 2 nd sentence. B. 1 st sentence. C. 4 th sentence. D. 3 rd sentence. 47

61 48 3. Which statement is correct based on the text? A. Rafflesia Arnoldi has a very nice smell. B. Beccary built the Botanical Garden. C. Stamford Raffles is an Italian Botanist. D. Beccary discover Rafflesia Arnoldi. 4. Rafflesia Arnoldi is unusual because of its... size. A. small B. tiny C. big D. long 5. The word 'They' in the last paragraph refers to... A. The green flies. B. The parts of rafflesia. C. The petal. D. Stamford Raffles and Beccary. Text 2 (text for no 6 10) Javan rhinoceros is one kind of the rare rhinoceroses in the world. It is comparatively small and slender. It s about 1.7 meters high. Males have a single horn up to 10 inches in length. Females are usually hornless. Like other kinds of rhinoceros, javan rhinoceros eats graa and spends most time in water. Formerly the Javan Rhinoceros lived in Myanmar, Indocina, the Malay Peninsula, Java, and Sumatra. It s now relatively scarce. People hunted them for their horns. We only fine them in Ujungkulon, West Java now. 6. The identification part of the text are found in... A. 1 st sentence B. 2 nd sentence

62 49 C. 3 rd sentence D. 4 th sentence 7. Based on the text, which one of the following statements is correct? A. Javan rhinoceros is very big. B. Javan rhinoceroses are rare animals. C. People hunted Javan rhinoceroses are hornless. D. Male Javan rhinoceroses are hornless. 8. Females are usually hornless. The word hornless means... A. having many horns. B. having one horn. C. having two horns. D. having no horn 9. It is comparatively small and slender. What is the synonim of the underlined word? A. large. B. big. C. thin. D. thick. 10. It's now relatively...(6 th line). What does the word 'it' refer to? A. Javan Rhinoceros horn. B. Javan Rhinoceros. C. Sumatra. D. Malay Peninsula.

63 50 Text 3 (text for no 11 20) The Lion and The Mouse One cold winter a lion was lying asleep in the sun. A mouse came out of its hole and began to jump over the body of the sleeping lion. This woke up the lion. He caught the small creature and was going to crush it under his heavy paw. The mouse begged pardon and requested the lion to let it go. It also said that it might be of any help to him in future. The lion simply laughed. He could not imagine that it could be of any help to him. He however, was moved to pity and let it go. Shortly afterwards, the lion was caught in the net laid by the hunter in the forest. He tried his best to free himself from the net but all his efforts remained fruitless. So he began to lament. When the mouse heard his lamentation, it came out with its young ones. They sat to work and it did not take them long to nibble at the ropes and cut them with their sharp teeth. The lion became free and thanked the mouse for its timely help. Now he realized that even a small creature could be of help to the stronger and bigger animals. 11. What did the first paragraph tell about? A. The mouse woke up because he found the sleeping lion. B. The lion woke up because he was hungry. C. The mouse was waked up by the jumping lion. D. The lion was waked up by the jumping mouse. 12. They sat to work and it did not take them long to nibble at the ropes and cut them with their sharp teeth. The antonym of underlined word is. A. big. B. short. C. small. D. great. 13. What was promised by the mouse to lion? The mouse promised that. A. he will never disturb the lion again. B. he will help the lion in the future. C. he will be a friend with the lion. D. he will leave the lion forever.

64 What did the fourth paragraph tell about? A. The lion was killed by the hunter. B. The lion was helped by the mouse. C. The lion was trapped in the hunter net. D. The mouse was killed by the lion. 15. What does the fifth paragraph tell about? A. The lion killed the mouse. B. The mouse helped the lion to cut the net. C. The lion laugh because of the mouse. D. The lion was killed by the hunter. 16. He caught the small creature and was going to crush it under his heavy paw. The mouse begged pardon and requested the lion to let it go. From this sentence it showed that. A. the lion was very angry to the mouse. B. the mouse was very angry to the lion. C. the lion tried to apologize to the mouse. D. The mouse was hungry and wanted to eat the lion. 17. What did the lion do after being helped by the mouse? A. The lion was thankful for the mouse timely help. B. The lion was gone away without caring the mouse. C. The lion was killed the mouse after he was helped. D. The lion kill the hunter. 18. Where was the lion caught by the hunter? He was caught in the. A. rice field. B. forest. C. mouse s house. D. hunter s house. 19. The lion simply laughed. He could not imagine that it could be of any help to him. The word He refers to. A. the mouse. B. the hunter. C. the lion. D. the lion & the mouse.

65 20. The lion became free and thanked the mouse for its timely help. Now he realized that even a small creature could be of help to the stronger and bigger animals The word He refers to. A. the mouse. B. the hunter. C. the lion. D. the lion & the mouse. 52

66 Appendix 5 LESSON PLAN School : SMK N 5 Denpasar Subject : English Class : X/2 Time allocation : 2 x 45 minutes Standard Competence : to communicate using English as Novice Level Basic Competence : 1.5. Explain in simply the event that happening. Skill : Reading Indicator 1. Identifying the spesific information from the text 2. Identifying the main idea from the text 3. Finding the textual meaning of sentences from the text being read. 4. Finding the textual reference from the text. I. Learning Objective : When the students are given the a chance to read the text through Numbered Heads Together Strategy, the students are able to: 1. Identify the spesific information from the text 2. Identify the main idea from the text 3. Find the textual meaning of sentences from the text being read. 4. Find the textual reference from the text. II. Teaching Material Text Reading Ngaben Ceremony Ngaben ceremony is a burning a dead body ceremony or cremation in Bali. Ngaben ceremony is also called Pelebon ceremony. The ceremony is very important, busy and lively, because the family was able to liberate spirit of the deceased from his worldly ties to heaven, or transformed back into the world through reincarnation or rebirth. Before the cremation ceremony, families looking for a good day to do a cremation procession. A good day is usually given by Ida Pedanda (the person who lead the ceremony) after consultation and existing Balinese calendar. Preparation of the ceremony usually taken away before the day was well set. While preparing the ceremony, the family will preparing "Bade and Lembu" 53

67 54 which made of bamboo, wood, colorful paper according to the economic class or social status in the family. In the morning before the cremation ceremony begins, all the family and friends came to pray for the last time. At noon, the body is cleaning and taking out of the house and will take in Bade or Lembu which will prepared by the community of Banjar, then carry rollicking, lively, and accompanied by gambelan and kidung headed to the ceremony place or cemetery. Bade will parade around in circles with the intention that the spirit of the person who has died of it being confused and unable to return to the family that can cause interference. Arriving at the cemetery, the body will placed in the back of Lembu and Ida Pedanda will praying, then set fire to the body. After the body into the ashes, the next ceremony is throwing the ashes into the nearest river or sea, returned to the water and the wind. It is a series of top-end ceremony rough body of the deceased, then the family can calm heart honor the spirits of the family temple, after all this time, these spirits are believed to return to the world. Status rebirth of the spirit of the dead is closely related to karma and deeds and behavior during the previous life. In general, the Balinese feel that the spirit is born into the world only within the family circle who has blood relations with them. The circle of life and death for the people of Bali is its relationship with the ancestors. Everyone knows that in the day he would become the ancestors too, who was on his way in another world must be accelerated and gain enough attention when transformed back later. III. Teaching Strategy: Strategy: Numbered Heads Together IV. Learning Activity No Structure Learning Activity A Pre Activity a. Greeting the students b. Checking the students attendance list c. Telling the students that they will have reading class d. Telling the students what they will do during the class e. Introducing Numbered Heads Together to the students f. Asking the students some questions related to Time (mnts) 10

68 55 the topic. 1. Exploration a. Asking the students to make a group consist of 5 students. b. Giving the students number in each student (numbering) c. Giving the text to the sudents B Whilst Activity 2. Elaboration a. Asking the students read the text b. Asking the students to find the answer of the question based on the text (questioning) c. Asking the students to discuss the answer with their friend in one group d. Asking the students to share their answer with their friend and make sure everyone knows the answer (heads together) e. Asking the students to come in front of the class to answer the question that has been discussed by calling the number randomly (answering) Confirmation a. Opening question answer sesion or asking the students difficulties b. Giving positive feedback and reinforcement orally or by using gestures for the students success C Post Activity a. Summarizing the material which has already been discussed 20 V. Learning resource : 1. Dictionary 2. Reading Text About Ngaben VI. Asessment:

69 a. Technique : Oral test b. Form : Oral question c. Instrument : Narrative test 56

70 57 STUDENTS WORKSHEET Name ( ) Date Ngaben Ceremony Ngaben ceremony is a burning a dead body ceremony or cremation in Bali. Ngaben ceremony is also called Pelebon ceremony. The ceremony is very important, busy and lively, because the family was able to liberate spirit of the deceased from his worldly ties to heaven, or transformed back into the world through reincarnation or rebirth. Before the cremation ceremony, families looking for a good day to do a cremation procession. A good day is usually given by Ida Pedanda (the person who lead the ceremony) after consultation and existing Balinese calendar. Preparation of the ceremony usually taken away before the day was well set. While preparing the ceremony, the family will preparing "Bade and Lembu" which made of bamboo, wood, colorful paper according to the economic class or social status in the family. In the morning before the cremation ceremony begins, all the family and friends came to pray for the last time. At noon, the body is cleaning and taking out of the house and will take in Bade or Lembu which will prepared by the community of Banjar, then carry rollicking, lively, and accompanied by gambelan and kidung headed to the ceremony place or cemetery. Bade will parade around in circles with the intention that the spirit of the person who has died of it being confused and unable to return to the family that can cause interference. Arriving at the cemetery, the body will placed in the back of Lembu and Ida Pedanda will praying, then set fire to the body. After the body into the ashes, the next ceremony is throwing the ashes into the nearest river or sea, returned to the water and the wind. It is a series of top-end ceremony rough body of the deceased, then the family can calm heart honor the spirits of the family temple, after all this time, these spirits are believed to return to the world. Status rebirth of the spirit of the dead is closely related to karma and deeds and behavior during the previous life. In general, the Balinese feel that the spirit is born into the world only within the family circle who has blood relations with them. The circle of life and death for the people of Bali is its relationship with the ancestors. Everyone knows that in the day he would become the ancestors too, who was on his way in another world must be accelerated and gain enough attention when transformed back later.

71 58 Instruction : Answer these following questions based on the information that you read! 1. What is Ngaben Ceremony? Explain briefly! 2. What is Bade and Lembu? 3. How the procession of Ngaben will done? 4. Who is Ida Pedanda? 5. What about Karma in Bali? Scoring Quantity of true answer Score Total score Total score = total score / maximum score x 100% Example : 60 / 100 x 100% = 60

72 Appendix 6 LESSON PLAN School : SMK N 5 Denpasar Subject : English Class : X/2 Time allocation : 2 x 45 minutes Standard Competence : to communicate using English as Novice Level Basic Competence : 1.5. Explain in simply the event that happening. Skill : Reading Indicator 1. Identifying the spesific information from the text 2. Identifying the main idea from the text 3. Finding the textual meaning of sentences from the text being read. 4. Finding the textual reference from the text. I. Learning Objective : When the students are given the a chance to read the text through Numbered Heads Together Strategy, the students are able to: 1. Identify the spesific information from the text 2. Identify the main idea from the text 3. Find the textual meaning of sentences from the text being read. 4. Find the textual reference from the text. II. Teaching Material Text Reading Text 1 My Banana Garden Behind my childhood home, there is a large piece of land that is surrounded by banana trees growing in wild disorder. Crowds of banana trees grow freely everywhere. Their green leaves are so thick that sunlight cannot pass through. Underneath the trees, the ground is so moist that wild mushrooms and plants grow there all year around. In the center is a wild field where the children of my village often fly kites. Every evening, just before sunset, some birds arrive to look for a place to rest their tired wings. They want to land in the dark banana garden, but the banana leaves are too wide to be made into nests. The birds cry out and 59

73 60 then fly away, seeking a better place to nest. During the rainy season, it rains for days and days, and the banana leaves become glossy and slick. The rain also makes the banana garden produce a very strange melody. On rainy days, I used to sit near my window and listen ti this wonderful song. Now, whenever I hear the plop-plop-plop of raindrops on the roof of my small, tidy apartment in the city, I remember the beautiful, wild banana garden of my childhood. (Oshima and Hogue 2007). Text 2 Slash Saul Slash Hudson who amazes me in playing guitar is one of my favorite guitar players. He is 179 cm tall and well-built; moreover, he has white skin with a haired skull and his name tattooed on his right upper arm. As my favorite guitarist, he has special characteristic that differentiates him with other guitarists. For example, his long black curly hair covered by magician hat and tight skin pants always accompany him when he rocks his fans in a live concert with Gibson Les Paul. In addition, he usually uses some accessories such as rings, silver bangles, skull necklace, and a gold nose ring pierced in the right nostril. To summarize, Slash who is admired by a lot of people is very stylish rock guitarist in his period. III. Teaching Strategy: Strategy: Numbered Heads Together IV. Learning Activity No Structure Learning Activity A Pre Activity a. Greeting the students b. Checking the students attendance list c. Telling the students that they will have reading class d. Telling the students what they will do during the class e. Introducing Numbered Heads Together to the students f. Asking the students some questions related to the topic. Time (mnts) 10

74 61 1. Exploration a. Asking the students to make a group consist of 5 students. b. Giving the students number in each student (numbering) c. Giving the text to the sudents B Whilst Activity 2. Elaboration a. Asking the students read the text b. Asking the students to find the answer of the question based on the text (questioning) c. Asking the students to discuss the answer with their friend in one group d. Asking the students to share their answer with their friend and make sure everyone knows the answer (heads together) e. Asking the students to come in front of the class to answer the question that has been discussed by calling the number randomly (answering) Confirmation a. Opening question answer sesion or asking the students difficulties b. Giving positive feedback and reinforcement orally or by using gestures for the students success C Post Activity a. Summarizing the material which has already been discussed b. Distributing post-test and asking the students to answer the test based on their own knowledge 30 V. Learning resource : 3. Dictionary 4. Reading Text

75 VI. Asessment: a. Technique : Oral test b. Form : Oral question c. Instrument : Narrative test 62

76 63 STUDENTS WORKSHEET Name ( ) Date Text 1 My Banana Garden Behind my childhood home, there is a large piece of land that is surrounded by banana trees growing in wild disorder. Crowds of banana trees grow freely everywhere. Their green leaves are so thick that sunlight cannot pass through. Underneath the trees, the ground is so moist that wild mushrooms and plants grow there all year around. In the center is a wild field where the children of my village often fly kites. Every evening, just before sunset, some birds arrive to look for a place to rest their tired wings. They want to land in the dark banana garden, but the banana leaves are too wide to be made into nests. The birds cry out and then fly away, seeking a better place to nest. During the rainy season, it rains for days and days, and the banana leaves become glossy and slick. The rain also makes the banana garden produce a very strange melody. On rainy days, I used to sit near my window and listen to this wonderful song. Now, whenever I hear the plop-plop-plop of raindrops on the roof of my small, tidy apartment in the city, I remember the beautiful, wild banana garden of my childhood. (Oshima and Hogue 2007) Instruction : Answer these following questions based on the information that you read! 1. What does the story tell about? 2. What is the topic sentence of that paragraph? Text 2 Slash Saul Slash Hudson who amazes me in playing guitar is one of my favorite guitar players. He is 179 cm tall and well-built; moreover, he has white skin with a haired skull and his name tattooed on his right upper arm. As my favorite guitarist, he has special characteristic that differentiates him with other guitarists. For example, his long black curly hair covered by magician hat and tight skin pants always accompany him when he rocks his fans in a live concert with Gibson Les Paul. In addition, he usually uses some accessories such as rings, silver bangles, skull necklace, and a gold nose ring pierced in the right nostril. To summarize, Slash who is admired by a lot of people is very stylish rock guitarist in his period.

77 64 Instruction : Answer these following questions based on the information that you read! 1. What does the story tell about? 2. Who is Saul Slash Hudson? 3. How can you explain about Saul Slash Hudson? Scoring Quantity of true answer Score Total score Total score = total score / maximum score x 100% Example : 60 / 100 x 100% = 60

78 Appendix 7 LESSON PLAN School : SMK N 5 Denpasar Subject : English Class : X/2 Time allocation : 2 x 45 minutes Standard Competence : to communicate using English as Novice Level Basic Competence : 1.5. Explain in simply the event that happening. Skill : Reading Indicator a. Identifying the spesific information from the text b. Identifying the main idea from the text c. Finding the textual meaning of sentences from the text being read. d. Finding the textual reference from the text. I. Learning Objective : When the students are given the a chance to read the text through Numbered Heads Together Strategy, the students are able to: a. Identify the spesific information from the text b. Identify the main idea from the text c. Find the textual meaning of sentences from the text being read. d. Find the textual reference from the text. II. Teaching Material Text Reading My Unforgettable Holiday Where do you usually go to spend your holiday? Do you go to somewhere? Maybe you stay overnight in your family during the holiday, enjoy the new condition, or go to hometown, a lot of things that we can do to spend our holiday. For me, holiday is a time to take rest for a while after we are incited by a lot of projects that we can get previously. Those are so exhausting. I prefer to spend on my holiday going to somewhere where are so interesting and can refresh our mind. I have an experience which is so unforgettable when I spent on my holiday in Yogyakarta. I went there when I was first grade in senior high school. I was 65

79 66 invited by my brother to spend my holiday there, in Galungan and Kuningan holiday surely. I went there by bus from Bajera at 4.00 pm and arrived in Yogakarta at 6.00 am. It was long trip and also exhausting me. There I was so surprised, that was my first time I had been Yogyakarta. It was so difference with Bali. In Yogyakarta, I was invited by my brother to go to Prambanan temple. A week before earthquake happened in there. Looking at some temples was built long time ago which was so great and beautiful. It was one miracle in the world. Next day, we went to Malioboro, and Alun Alun Yogyakarta. I bought some clothes in Malioboro which I would give to my parents at home. In Alun Alun Yogyakarta, there were two big trees in the middle of park with short spaces between those trees. My brother told that who could pass the middle of those two trees without seeing the road; he would get a miracle in his life. Listening to his explanation, I am so challenged by it, and try to pass it. I started blinding my eyes and try to walk without saying anything. Walked, walked, and walked. Whereas I only walked straight ahead to pass the middle of its but my walking was turning unconscious and kept away from the trees. When I opened my eyes, suddenly I had been far from the trees. It is so impossible. I was trying again, again, and again even though I tried to run to those trees but it was still failed. My brother also tried it on, and also failed. Finally we gave up. We were so tired, and decided to go to my brother boarding house. Maybe we could reach to solve the myth, but I got something which was interesting at that time. At the eleven hour, I went to home and back to Bali. Many experiences I got it by going to Yogyakarta and visited few objects there. That was not disappointing when I spent my holiday in Yogyakarta. And I wish I can go there again. III. Teaching Strategy: Strategy: Numbered Heads Together IV. Learning Activity No Structure Learning Activity A Pre Activity a. Greeting the students b. Checking the students attendance list c. Telling the students that they will have reading class d. Telling the students what they will do during the class Time (mnts) 10

80 67 e. Introducing Numbered Heads Together to the students f. Asking the students some questions related to the topic. 1. Exploration a. Asking the students to make a group consist of 5 students. b. Giving the students number in each student (numbering) c. Giving the text to the sudents B Whilst Activity 2. Elaboration a. Asking the students read the text b. Asking the students to find the answer of the question based on the text (questioning) c. Asking the students to discuss the answer with their friend in one group d. Asking the students to share their answer with their friend and make sure everyone knows the answer (heads together) e. Asking the students to come in front of the class to answer the question that has been discussed by calling the number randomly (answering) 3. Confirmation a. Opening question answer sesion or asking the students difficulties b. Giving positive feedback and reinforcement orally or by using gestures for the students success 60 C Post Activity a. Summarizing the material which has already been discussed 20 V. Learning resource : 1. Dictionary 2. Reading Text Unforgettable Holiday

81 VI. Asessment: 1. Technique : Oral test 2. Form : Oral question 3. Instrument : Narrative test 68

82 69 STUDENTS WORKSHEET Name ( ) Date My Unforgettable Holiday Where do you usually go to spend your holiday? Do you go to somewhere? Maybe you stay overnight in your family during the holiday, enjoy the new condition, or go to hometown, a lot of things that we can do to spend our holiday. For me, holiday is a time to take rest for a while after we are incited by a lot of projects that we can get previously. Those are so exhausting. I prefer to spend on my holiday going to somewhere where are so interesting and can refresh our mind. I have an experience which is so unforgettable when I spent on my holiday in Yogyakarta. I went there when I was first grade in senior high school. I was invited by my brother to spend my holiday there, in Galungan and Kuningan holiday surely. I went there by bus from Bajera at 4.00 pm and arrived in Yogakarta at 6.00 am. It was long trip and also exhausting me. There I was so surprised, that was my first time I had been Yogyakarta. It was so difference with Bali. In Yogyakarta, I was invited by my brother to go to Prambanan temple. A week before earthquake happened in there. Looking at some temples was built long time ago which was so great and beautiful. It was one miracle in the world. Next day, we went to Malioboro, and Alun Alun Yogyakarta. I bought some clothes in Malioboro which I would give to my parents at home. In Alun Alun Yogyakarta, there were two big trees in the middle of park with short spaces between those trees. My brother told that who could pass the middle of those two trees without seeing the road; he would get a miracle in his life. Listening to his explanation, I am so challenged by it, and try to pass it. I started blinding my eyes and try to walk without saying anything. Walked, walked, and walked. Whereas I only walked straight ahead to pass the middle of its but my walking was turning unconscious and kept away from the trees. When I opened my eyes, suddenly I had been far from the trees. It is so impossible. I was trying again, again, and again even though I tried to run to those trees but it was still failed. My brother also tried it on, and also failed. Finally we gave up. We were so tired, and decided to go to my brother boarding house. Maybe we could reach to solve the myth, but I got something which was interesting at that time. At the eleven hour, I went to home and back to Bali. Many experiences I got it by going to Yogyakarta and visited few objects there. That was not disappointing when I spent my holiday in Yogyakarta. And I wish I can go there again.

83 70 Instruction : Answer these following questions based on the information that you read! 1. What does the story tell about? 2. How was the writer s story in the text? 3. What is the second paragraph tell about? 4. What is the third paragraph tell about? 5. What does the writer find in Alun-alun Yogyakarta? Scoring Quantity of true answer Score Total score Total score = total score / maximum score x 100% Example : 60 / 100 x 100% = 60

84 Appendix 8 LESSON PLAN School : SMK N 5 Denpasar Subject : English Class : X/2 Time allocation : 2 x 45 minutes Standard Competence : to communicate using English as Novice Level Basic Competence : 1.5. Explain in simply the event that happening. Skill : Reading Indicator 1. Identifying the spesific information from the text 2. Identifying the main idea from the text 3. Finding the textual meaning of sentences from the text being read. 4. Finding the textual reference from the text. I. Learning Objective : When the students are given the a chance to read the text through Numbered Heads Together Strategy, the students are able to: 1. Identify the spesific information from the text 2. Identify the main idea from the text 3. Find the textual meaning of sentences from the text being read. 4. Find the textual reference from the text. II. Teaching Material Text Reading The Legend of Lau Kawar Once upon a time there was a village called Kawar in Tanah Karo. Before the village named into a lake, it used to be prosperous. One day, the villagers held a feast to celebrate their successful harvest. They gathered at the village head s house. Delicious food was served. People were eating and laughing. They were singing and dancing during the feast. Meanwhile, in one of the houses, there was an old woman. She was laying on her bed alone. Her son, her daughter in law, and her granddaughter were at the party. She could not go to the party because was sick. Suddenly she felt very hungry. 71

85 72 Her feet were too week to walk. She crept to the kitchen, but there was nothing to eat. At the party, when they were enjoying then food, the son suddenly remembered to his mother. Have you sent some food for her? he asked. Not yet, his wife answered. Then, his wife wrapped a little rice and some fish. She asked her daughter to deliver it to her grandmother at home. The little girl ran home. However, before giving the food to the old woman, she ate the fish and left the bones with the rice. She wrapped the food again and gave it to her grandmother. Then, the old woman opened the food, she was very disappointed. There was only a little rice and the fishbone. She cried and prayed to the God. Oh, God! I d rather die and beg you to destroy place and all the people here because they have forgotten and old woman, like me! Suddenly, thunder came. The sky turned into dark. The land was shaking and turned into a big whole. The rain was pouring into it. It did not stop for several days. When it stopped, the village has disappeared. There was a large lake to replace it. People called it Lau Kawar. III. Teaching Strategy: Strategy: Numbered Heads Together IV. Learning Activity No Structure Learning Activity Time (mnts) A Pre Activity a. Greeting the students b. Checking the students attendance list c. Telling the students that they will have reading class d. Telling the students what they will do during the class 10 e. Introducing Numbered Heads Together to the students f. Asking the students some questions related to the topic. B Whilst 1. Exploration 50

86 73 Activity d. Asking the students to make a group consist of 5 students. e. Giving the students number in each student (numbering) f. Giving the text to the sudents 2. Elaboration a. Asking the students read the text b. Asking the students to find the answer of the question based on the text (questioning) c. Asking the students to discuss the answer with their friend in one group d. Asking the students to share their answer with their friend and make sure everyone knows the answer (heads together) e. Asking the students to come in front of the class to answer the question that has been discussed by calling the number randomly (answering) 3. Confirmation a. Opening question answer sesion or asking the students difficulties b. Giving positive feedback and reinforcement orally or by using gestures for the students success C Post Activity a. Summarizing the material which has already been discussed b. Distributing post-test and asking the students to answer the test based on their own knowledge 30 V. Learning resource : 1. Dictionary 2. Reading Text VI. Asessment: a. Technique : Oral test b. Form : Oral question c. Instrument : Narrative test

87 74 STUDENTS WORKSHEET Name ( ) Date Please read the text below and answer the questions based on the text! The Legend of Lau Kawar Once upon a time there was a village called Kawar in Tanah Karo. Before the village named into a lake, it used to be prosperous. One day, the villagers held a feast to celebrate their successful harvest. They gathered at the village head s house. Delicious food was served. People were eating and laughing. They were singing and dancing during the feast. Meanwhile, in one of the houses, there was an old woman. She was laying on her bed alone. Her son, her daughter in law, and her granddaughter were at the party. She could not go to the party because was sick. Suddenly she felt very hungry. Her feet were too week to walk. She crept to the kitchen, but there was nothing to eat. At the party, when they were enjoying then food, the son suddenly remembered to his mother. Have you sent some food for her? he asked. Not yet, his wife answered. Then, his wife wrapped a little rice and some fish. She asked her daughter to deliver it to her grandmother at home. The little girl ran home. However, before giving the food to the old woman, she ate the fish and left the bones with the rice. She wrapped the food again and gave it to her grandmother. Then, the old woman opened the food, she was very disappointed. There was only a little rice and the fishbone. She cried and prayed to the God. Oh, God! I d rather die and beg you to destroy place and all the people here because they have forgotten and old woman, like me! Suddenly, thunder came. The sky turned into dark. The land was shaking and turned into a big whole. The rain was pouring into it. It did not stop for several days. When it stopped, the village has disappeared. There was a large lake to replace it. People called it Lau Kawar.

88 75 Instruction : Answer these following questions based on the information that you read! 1. What does the story tell about? 2. Why did the villagers held a party? 3. What happened when the old woman prayed? 4. What is the fourth paragraph tell about? 5. What is the name of the lake? Scoring Quantity of true answer Score Total score Total score = total score / maximum score x 100% Example : 60 / 100 x 100% = 60

89 Appendix 9 POST TEST CYCLE I Please read and answer the following questions based on the text by crossing (X) A, B, C, or D as the correct answer! The following text is for questions 1 to 4. The Eiffel Tower (French: La tour Eiffel. Nickname La Dame de fer, the iron lady) is an 1889 iron lattice tower located on the Champ de mars in Paris that has become both a global iron of France and one of the most recognizable structures in the world. The tallest building in Paris, it is the most visited paid monument in the world millions of people ascends it every year. Named the designer, engineer Gustave Eiffel, the tower was built as the entrance arch to the 1889 world fair. The tower has three levels for visitor. Tickets can be purchased to ascend by stairs or lift, to the first and second levels. The walk to the first levels is over 300 steps, as is the walk from the first to the second level. The third and the highest level is accessible only by lift. Both the first and the second levels feature restaurants. The tower has become the most prominent symbol of both Paris and French, often in the establishing shot of films set in the city. That is the most value able experience in my life goes to the most visited paid monument in the world. 1. Where is the exact location of Te Eiffel Tower? A. On the Champ de mars in Paris B. At both global icon of French and the monument C. At the tallest building in Paris D. At the entrance arch of the world 2. We can only use lift to the. A. First to the third level B. Second to third level C. First and second level D. Third and the highest 76

90 it is the most visited paid monument in the world. (par 1 ). The word it refers to the. A. Tower of French B. Iron lattice tower C. Icon of the Paris D. Tallest building in Paris 4. The Eiffel Tower has been old now. A. 122 B. 123 C. 124 D. 125 The following text is for questions 5 to 8. Beijing s Shishahai sports school is a special school for athletes. The sports are gymnastics, table tennis, volley ball, boxing, badminton and martial arts. It has some large training gyms. The school has modern dormitory. All of the students live in the dormitory. It also has a big and pleasant eating hall. The students eat in the cafeteria for free. There are cameras all around the school the monitor the students. Beijing s Shinhahai sports school has 550 students. The youngest student is only five years old. The eldest student is 16 years old. The students get up at seven in the morning, and practice for half an hour before breakfast. Then they do school work. After lunch, they practice in the gym for three hour. At five o clock in the afternoon, they shower. Then they eat and do their homework. At eight in the evening, they go to bed. The students go home on Saturday or one night. Parents visit their very young children two times a week. 5. What is the text about? A. Kinds of school in Beijing B. Types of sport in Beijing C. Sports school in Beijing D. School facilities in Beijing

91 78 6. The third paragraph is about.. A. The roll of the students parents B. The students daily activities C. How the students do their sport work D. How the students do their school work 7. Based on the text, we know that there are..kinds of sport played. A. 3 B. 4 C. 5 D Which one is correct based on the text above? A. All of the students live in the dormitory B. Parents meet their children every day C. The students do their school work after lunch D. The students have to pay their mal in the cafeteria The following text is for questions 9 to 12. Nobody doesn t know this beautiful girl. She is Dhiandra Paramita Sastrowardoyo, or usually people know her as Dian Sastro. Dian Sastro was born in Jakarta, March 16 in Now she has graduated from university of Indonesia taking philosophy as her major and got married in 2010 to Indraguna Sutowo, a tycoon son Adiguna Sutowo. She is well-known actress in Indonesia. One of her famous film is ADA APA DENGAN CINTA. She is also a popular model for many products, such a soap, shampoo, and telecommunication gadget. But the longest one which hire her as the model is beauty shop product. Dian s other activity is as presenter. She often appears on TV hosting a certain program. 9. What did Dian Sastro major in her graduate program? A. Law B. Management

92 79 C. Computer science D. Philosophy 10. Which one below is not Dian Castor s activity? A. Model B. Presenter C. Actress D. Singer 11..as her major and got married. (par 1) What does the word her in the sentence refer to? A. The writer B. The film C. Dian Sastro D. Soap product 12. Now she has graduated from University of Indonesia. (part 1) What does the word graduated in the sentence mean? A. Continued B. Passed C. Prolonged D. Under took The following text is for questions 13 to 16. Baturaden is a tourist destination in Banyumas regency, Central Java, Indonesia. Baturaden located in the northern town of Purwokerto just on the shout slope of Mount Slamet. With height 640 m above sea level. Air temperature ranges between Celsius with humidity from 70 to 80 mm Hg. The air in Baturaden is very cool, and the scenery is very beautiful and natural. From the town of Purwokerto, the road to this Baturraden is only about 14 km to the north, and can be reached by public transportation. Baturraden also a tourist area visited by many local tourists, as well as foreign tourists, especially on Sundays and national holidays. To accommodate tem, there are some hotels and inn available there.

93 What of the purpose of the text? A. To share experience about the place. B. Telling the way to get to Baturraden. C. To attract visitors to come to Baturaden. D. To describe Baturaden for the writer. 14. Where is the object located? A. Near Purwokerto B. On the Mount Slamet slope C. On the top of Mount Slamet D. About 14 km from the mount 15. Baturaden is a tourist destination in Banyumas regency. Which the phrase can substitute the underlined words? A. Mountainous area B. Place of interest C. Gathering place D. Crowd location 16. What air temperature ranges in Baturaden? A Celsius B. 14 Celsius C Celsius D. 640 Celsius

94 81 The following text is for questions 17 to 20. Rex Rabbit Outwardly the Mini Rex rabbit looks like a miniature version of the larger Rex Rabbit. Sporting graceful proportions and that nice plush Rex fur, this is a very good looking rabbit. It has become one of the most popular and readily available pet rabbits and is good with children. The Mini Rex is an adorable medium sized rabbit that makes a wonderful companion. Generally friendly and moderately active, they will enjoy playing or just relaxing and being petted. Because of its relatively small size it is easy to handle, as well as easy to house and feed. 17. What make the mini rex easy to handle? A. It s good with children B. It s a very good looking rabbit. C. It s relatively small in size. D. It s a wonderful companion. 18. The following statements are true based on the text above, EXCEPT A. Mini rex is a kind of little rabbit. B. Mini rex is a suitable pet for adults. C. Mini rex is an adorable little rabbit. D. Mini rex is one of the most popular rabbit. 19. it has become one of with children. What does the word it in the sentence refers to? A. Pet animal. B. Mini rex rabbit. C. Rabbit house. D. Rex food.

95 the Mini Rex is an adorable medium sized rabbit that makes the wonderful companion. The word adorable in the sentence above means A. Fierce. B. Diligent. C. Famous. D. Lovable.

96 Appendix 10 POST TEST CYCLE II Please read and answer the following questions based on the text by crossing (X) A, B, C, or D as the correct answer! Jack & The Beanstalk Once upon a time there lived a poor widow and her son Jack. One day, Jack s mother told him to sell their only cow. Jack went to the market and on the way he met a man who wanted to buy his cow. Jack asked, What will you give me in return for my cow? The man answered, I will give you five magic beans! Jack took the magic beans and gave the man the cow. But when he reached home, Jack s mother was very angry. She said, You are fool! He took away your cow and gave you some beans! She threw the beans out of the window. Jack was very sad and went to sleep without dinner. The next day, when Jack woke up in the morning and looked out of the window, he saw that a huge beanstalk had grown from his magic beans! He climbed up the beanstalk and reached a kingdom in the sky. There lived a giant and his wife. Jack went inside the house and found the giant s wife in the kitchen. Jack said, Could you please give me something to eat? I am so hungry! The kind wife gave him bread and some milk. While he was eating, the giant came home. The giant was very big and looked very fearsome. Jack was terrified and went and hides inside. The giant cried, Fee-fifo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I ll grind his bones to make my bread! The wife said, There is no boy in here! So, the giant ate his food and then went to his room. He took out his sacks of gold coins, counted them and kept them aside. Then he went to sleep. In the night, Jack crept out of his hiding place, took one sack of gold coins and climbed down the beanstalk. At home, he gave the coins to his mother. His mother was very happy and they lived well for sometimes. Jack climbed the beanstalk and went to the giant s house again. Once again, Jack asked the giant s wife for food, but while he was eating the giant returned. Jack leapt up in fright and went and hid under the bed. The giant cried, Fee-fifo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I ll grind his bones to make my bread! The wife said, There is no boy in here! The giant ate his food and went to his room. There, he took out a hen. He shouted, Lay! and the hen laid a golden egg. When the giant fell asleep, Jack took the hen and climbed down the beanstalk. Jack s mother was very happy with him. After some days, Jack once again climbed the beanstalk and went to the giant s castle. For the third time, Jack met the giant s wife and asked for some 83

97 84 food. Once again, the giant s wife gave him bread and milk. But while Jack was eating, the giant came home. Fee-fi-fo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I ll grind his bones to make my bread! cried the giant. Don t be silly! There is no boy in here! said his wife. The giant had a magical harp that could play beautiful songs. While the giant slept, Jack took the harp and was about to leave. Suddenly, the magic harp cried, Help master! A boy is stealing me! The giant woke up and saw Jack with the harp. Furious, he ran after Jack. But Jack was too fast for him. He ran down the beanstalk and reached home. The giant followed him down. Jack quickly ran inside his house and fetched an axe. He began to chop the beanstalk. The giant fell and died. Finally, Jack and his mother were now very rich and they lived happily ever after. 1. What is the title of the above story? A. Jack & The Beanstalk B. Jack & The Giant C. Jack & His Mother D. Jack & The Cow 2. Who sold the cow? A. The Giant. B. Jack. C. Jack s mother. D. The Man. 3. What did Jack get after selling the cow to the man? He got. A. five magic beans. B. a magic bean. C. a bunch of beans. D. two magic beans.

98 85 4. What did he reach after climbing the beanstalk? A. The King s kingdom. B. The Giant s kingdom. C. The Beans kingdom. D. The Man kingdom. 5. How was the end of the story? The story was. A. happy ending. B. sad ending. C. romantic ending. D. dramatic ending. 6. What did the first paragraph tell about? A. Jack was climbed the beanstalk and reach the kingdom in the sky. B. Jack was rich and lived happily with his mother. C. Jack was killed by the giant. D. Jack was sold his cow to the man and returned by five magic beans. 7. Why did the giant die? He died because. A. he drink a glass of milk. B. he followed jack to down the beanstalk and it was chopped by Jack. C. he was killed by his wife. D. he was killed by Jack s mom. 8. Jack climbed the beanstalk and went to the giant s house again. Once again, Jack asked the giant s wife for food, but while he was eating the giant returned. The word he refers to. A. the Giant. B. Jack. C. giant s wife. D. beanstalk.

99 86 9. You are fool! He took away your cow and gave you some beans! The synonym of underlined word is. A. stupid. B. diligent. C. smart. D. lazy. 10. The next day, when Jack woke up in the morning and looked out of the window, he saw that a huge beanstalk had grown from his magic beans! The word he refers to. A. beanstalk. B. magic bean. C. Jack. D. giant. Golden Cucumber (Timun Mas) Once upon a time, not far from a jungle, lived husband and a wife. They were farmers. They were diligent farmers and always worked hard on the paddy fields. They had been married for many years and still not have a child yet. Every day they prayed and prayed for a child. One night, while they were praying, a giant passed their house. The giant heard they pray. "Don't worry farmers. I can give you a child. But you have to give me that child when she is 17 years old," said the giant. The farmers were so happy. They did not think about the risk of losing their child letter and agree to take the offer. Letter, the giant gave them a bunch of cucumber seeds. The farmers planted them carefully. Then the seeds changed into plants. No longer after that, a big golden cucumber grew from plants. After it had ripe, the farmers picked and cut it. They were very surprised to see beautiful girl inside the cucumber. They named her Timun Mas or Golden Cucumber. Years passed by and Timun Mas has changed into a beautiful girl. On her 17th birth day, Timun Mas was very happy. However, the parents were very sad. They knew they had to keep their promise to the giant but they also did not want to lose their beloved daughter. "My daughter, take this bag. It can save you from the giant," said the mother. "What do you mean, Mom? I don't understand," said Timun Mas. Right after that, the giant came into their house.

100 87 "Run Timun Mas. Save your life!" said the mother. The giant was angry. He knew the farmers wanted to break their promise. He chased Timun Mas away. The giant was getting closer and closer. Timun Mas then opened the bag and threw a handful of salt. It became sea. The giant had to swim to cross the sea. Later, Timun Mas threw some chilly. It became a jungle with trees. The trees had sharp thorns so they hurt the giant. However, the giant was still able to chase Timun Mas. Timun Mas took her third magic stuff. It was cucumber seeds. She threw them and became cucumber field. But the giant still could escape from the field. Then it was the last magic stuff she had in the bag. It was a shrimp paste, terasi. She threw it and became a big swamp. The giant was still trying to swim the swamp but he was very tired. Then he was drowning and died. Timun Mas then immediately went home. The farmers were so happy that they finally together again. 11. What is the title of the above story? A. Golden Cucumber B. Golden Snail C. The Giant and Golden Cucumber D. The Farmers and Golden Cucumber 12. Why did the farmers always pray and pray? The farmers always prayed because. A. they wanted to be a rich couple. B. they wished to get child soon. C. they wanted to have a cucumber plant. D. they wished to get healthy. 13. What does the fifth paragraph tell about? A. The Giant tried to chase Timun Mas. B. Timun Mas hold her 17th birth day party. C. Timun Mas threw the last magic stuff. D. The Giant passed away and Timun Mas was happy.

101 The farmers were so happy that they finally together again. The underlined word is synonym of. A. glad. B. sad. C. mad. D. doubt. 15. When did the parents have to give Timun Mas to the Giant? The parents had to give Timun Mas when she was. A. 17 years old. B. 18 years old. C. 19 years old. D. 20 years old. 16. What did the Giant give to the farmers after hearing they prayed? The Giant gave them. A. a bunch of vegetables. B. a bunch of cucumber seeds. C. a bunch of chilly. D. a bunch of tomato seeds 17. Where did the farmers live? They lived in. A. a place not far from the jungle. B. a place close to the city. C. a place very far from the jungle. D. a place close to the beach. 18. Who was the name of the girl which was inside of the big golden cucumber? A. Timun Mas B. Keong Mas

102 89 C. Timun Kuning D. Keong Kuning 19. No longer after that, a big golden cucumber grew from plants. The antonym of underlined word is. A. little. B. small. C. many. D. much. 20. What was the first magical stuff thrown by Timun Mas? A. A handful of salt B. A bunch of chilly C. A bunch of cucumber seeds D. A shrimp paste (terasi)

103 Appendix 11 KUESIONER Pilihlah salah satu jawaban dari pertanyaan-pertanyaan di bawah ini dengan mengisi tanda silang (X) sesuai dengan pendapat anda! 1. Anda menyukai penggunaan NHT strategy dalam pelajaran reading A. Sangat suka B. Suka C. Cukup suka D. Kurang suka 2. Penggunaan NHT strategy dan tahap-tahapnya membantu anda dalam memahami isi bacaan secara keseluruhan A. Sangat membantu B. Membantu C. Cukup membantu D. Kurang membantu 3. Penggunaan NHT strategy dan tahap-tahapnya membantu anda dalam menemukan informasi khusus (spesific information) A. Sangat membantu B. Membantu C. Cukup membantu D. Kurang membantu 4. Penggunaan NHT strategy dan tahap-tahapnya membantu anda dalam menentukan ide pokok (main idea) A. Sangat membantu B. Membantu C. Cukup membantu D. Kurang membantu 90

104 91 5. Penggunaan NHT strategy dan tahap-tahapnya membantu anda dalam menemukan rujukan kata/sinonim A. Sangat membantu B. Membantu C. Cukup membantu D. Kurang membantu 6. Penggunaan NHT strategy dan tahap-tahapnya membantu anda dalam menemukan kalimat topik (topic sentences) A. Sangat membantu B. Membantu C. Cukup membantu D. Kurang membantu 7. Penggunaan NHT strategy dan tahap-tahapnya memotifasi anda untuk membaca A. Sangat memotivasi B. Memotivasi C. Cukup memotivasi D. Kurang memotivasi 8. Cara yang digunakan oleh gurumu dalam menerangkan tahapan-tahapan NHT strategy yang digunakan sudah jelas A. Sangat jelas B. Jelas C. Cukup jelas D. Kurang jelas 9. Bahasa yang digunakan oleh gurumu pada saat menerangkan NHT strategy yang digunakan sudah dimengerti A. Sangat dimengerti

105 92 B. Dimengerti C. Cukup dimengerti D. Kurang dimengerti 10. Test yang diberikan kepada siswa relevan dengan materi yang diajarkan sebelumnya A. Sangat relevan B. Relevan C. Cukup relevan D. Kurang relevan

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108 95 BIOGRAPHY Her name is Luh Tri Jayanti Swastyastu. She was born in Jakarta on April 15 th She lives in Br. Batu Mekaem, Ubung Kaja, Denpasar Utara. Her father s name is I Ketut Wisarja and her mother s name is Ni Nyoman Suastini. She is the first child from two children. She was married with I Gede Arta Wibawa and has a son, Putu Narottama Wijaya. In her education, she started study in kindergarden at TK Kurnia III Margahayu, Bekasi at She continued her study to elementary school at SD No 6 Ubung in Then she continued the study at SLTP N 10 Denpasar in 2000 and graduated in After graduating from junior high school, she continued to SMA PGRI 4 Denpasar and graduated in She continued her study at Undiksha for D3 Teknik Elektro Komputer and graduated in February Then she decided to continue her study at Mahasaraswati Denpasar University and she choose English Education Study Program, Faculty of Teacher Training and Education in She studied hard during her study in this university because she wanted to be an English teacher while she studied in Mahasaraswati Denpasar University.