(nht) technique on students' reading ability of narrative text

121 Pages·2014·7.93 MB·English

THE EFFECTIVENESS OF NUMBER HEAD
TOGETHER (NHT) TECHNIQUE ON STUDENTS’
READING ABILITY OF NARRATIVE TEXT
(A Quasi-Experimental Study at the Second Grade Students of
MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang)

By
FITHIAWATI
NIM. 109014000147

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
THE EFFECTIVENESS OF NUMBER HEAD
TOGETHER (NHT) TECHNIQUE ON STUDENTS’
READING ABILITY OF NARRATIVE TEXT
(A Quasi-Experimental Study at the Second Grade Students of
MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang)

“Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements for the Degree of Strata-1 (S.Pd.)
in English Language Education

By
FITHIAWATI
NIM. 109014000147

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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ABSTRACT

Fithiawati (NIM. 109014000147). The Effectiveness of Number Head
Together (NHT) Technique on Students’ Reading Ability of Narrative Text:
A Quasi-Experimental Study at the Second Grade Students of MTs. Nur Asy-
Syafi’iyah Rempoa, South Tangerang. Skripsi of English Education at Faculty of
Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah
Jakarta, 2014.

Advisors:
1. Dr. Alek, M.Pd.
2. Devi Yusnita, M.Pd.

Keywords: Students’ Reading Ability, Narrative Text, Number Head Together
(NHT) Technique.

The objective of this study was to know the effectiveness of Number Head
Together (NHT) technique on students’ reading ability of narrative text at the
second grade students of MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang
academic year 2013/2014. Population of the research was all of the second grade
students. Number of students at the second grade were 50 students that consist of
two classes VIII.1 and VIII.2. Because all of the population used as a sample, this
research used purposive sampling technique.
As Number Head Together (NHT) technique consists of four steps: number ing
each students, asking questions, head together, and answering questions. The
method of the research was quasi-experimental study. There were two classes
namely experimental class and controlled class. The research conducted into six
meetings. Before the research did, the instrument had tested at the second grade
students of SMPN 3 South Tangerang. There were 25 questions that used in this
research. In the first meeting, the pre-test was given before the teaching and
learning activity in those classes. Then, in the second up to fourth meeting, the
students in the experimental class were given treatment by using Number Head
Together (NHT) technique and the students in the controlled class were given
Grammar Translation Method. Finally, in the sixth meeting, the students in those
classes were given post-test.
The research result shown that in the pre-test, those two classes had similar
score. The mean of the experimental class was 61,44 and the mean of the
controlled class was 61,44 too. After the treatment did, the post-test result shown
that the mean of experimental class was 83,84 and mean of the controlled class
was 71,68. It means, the students’ score in the experimental class was higher than
the students’ score in the controlled class. To know the effectiveness of this
technique, statistical hypothesis was used by using t formula. The result was
test
t score was 12,42 and t was 2,01 (12,42 > 2,01). It means, t was
observation table observation
higher than t . So, the alternative hypothesis (Ha) was accepted. Based on the
table
result, it can be concluded that Number Head Together (NHT) technique was
effective on students’ reading ability of narrative text.
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ABSTRAK

Fithiawati (NIM. 109014000147). Keefektifan Teknik Number Head Together
(NHT) terhadap Kemampuan Membaca Siswa dalam Teks Naratif:
Eksperimen Semu Pada Siswa Kelas Dua MTs. Nur Asy-Syafi’iyah Rempoa,
Tangerang Selatan. Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu
Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2014.

Advisors:
1. Dr. Alek, M.Pd.
2. Devi Yusnita, M.Pd.

Kata Kunci: Kemampuan Membaca Siswa, Teks Naratif, Teknik Number Head
Together (NHT).

Penelitian ini bertujuan mengetahui keefektifan teknik Number Head Together
(NHT) terhadap kemampuan membaca siswa dalam teks naratif pada siswa kelas
dua MTs. Nur Asy-Syafi’iyah Rempoa, Tangerang Selatan tahun akademik
2013/2014. Populasi penelitian adalah seluruh siswa kelas dua yang berjumlah 50
siswa. Siswa di bagi menjadi 2 kelas yaitu kelas VIII.1 yang berjumlah 25 siswa
dan kelas VIII.2 yang berjumlah 25 siswa. Semua populasi digunakan sebagai
sampel dengan menggunakan teknik purposive sampling.
Sebagaimana teknik Number Head Together (NHT) terdiri dari empat tah ap:
penomoran, mengajukan pertanyaan, berfikir bersama, dan menjawab pertanyaan.
Penelitian ini menggunakan metode eksperimen semu. Siswa di bagi ke dalam dua
kelas yaitu kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa
pilihan ganda dengan menggunakan 25 soal yang telah di uji terlebih dahulu di
SMPN 3 Tangerang Selatan. Pada pertemuan pertama, kelas eksperimen dan kelas
kontrol sama-sama diberikan tes awal sebelum proses belajar mengajar dengan
menggunakan teknik Number Head Together (NHT) dilaksanakan. Pada
pertemuan kedua sampai pertemuan keempat, di kelas eksperimen di berikan
perlakuan dengan menggunakan teknik Number Head Together (NHT) dan di
kelas kontrol menggunakan metode Grammar Translation Method. Pada
pertemuan keenam, siswa di kelas eksperimen dan kelas kontrol diberikan test
akhir.
Hasil Penelitian menunjukkan bahwa hasil test awal pada kelas eksperimen
dan kelas kontrol memiliki nilai rata-rata 61,44. Setelah dilakukan perlakuan
selama empat kali pertemuan, dari test akhir menunjukkan bahwa nilai rata-rata
pada kelas eksperimen adalah 83,84 dan nilai rata-rata kelas kontrol adalah 71,68.
Berarti, nilai siswa pada kelas eksperimen lebih tinggi di bandingkan dengan nilai
siswa pada kelas kontrol. Untuk mengetahui keefektifan teknik, peneliti
menggunakan hipotesis statistik dengan menggunakan uji “t”. Hasil “t ”
hitung
adalah 12,42 dan “t ” adalah 2,01 (12,42 > 2,01). Jadi, hipotesis alternatif (Ha)
tabel
di terima. Berdasarkan hasil penghitungan tersebut, dapat disimpulkan bahwa
teknik NHT efektif terhadap kemampuan membaca siswa dalam teks naratif.
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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful
Praised be to Allah, Lord of the world, who has given mercy and blessing to
the writer in finishing this skripsi. Peace and salutation be upon to the prophet
Muhammad SAW, his family, his companion, and his adherence.
This skripsi is presented to the Departement of English Education, the Faculty
of Tarbiyah and Teacher’s Training Syarif Hidayatullah State Islamic University
Jakarta as partial fulfillment of the requirements for the degree of S.Pd. in the
Departement of English Education.
In this occasion, the writer would like to thank to her beloved parents H.
Asmat Kaelani and Hj. Siti Julfah, her grandparents H. Soleh and Hj. Sawiyah,
and her sisters Hernawati, Teti Lidiyawati, Yusniawati for their praying,
understanding, support, and motivation.
The writer also would like to address her great honor and attitude to her
advisors, Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. who have sacrificed th eir
energy and valuable time for the writer to give consultations with full of help, care
guidance, and valuable advices during the writer arranging this skripsi.
The writer’s sincere gratitude also goes to:
1. All lecturers of the Departement of English Education who have taught the
writer useful knowledge and skills.
2. Drs. Syauki, M.Pd., the Head of the Departement of English Education.
3. Nida Husna, M.Pd., MA TESOL as the writer’s academic advisor for her
support and motivation for the writer during finishing this skripsi.
4. Moh. Husni Thamrin, S.Sos., the Headmaster of MTs. Nur Asy-Syafi’iyah
Rempoa, South Tangerang.
5. Yuli Ambar Utami, S.Pd., as the English Teacher at MTs. Nur Asy-Syafi’iyah
Rempoa, South Tangerang.
6. Her friends in D-Class academic year 2009 who helped the writer in giving
idea and spirit in doing this skripsi.
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7. For her lovely friends in the rent-house such as Restie Maya Puspita Hidayati,
Ii Suryani, Tri Pujiati Dewiningsih who have accompanied and motivated the
writer in finishing this skripsi.
8. To any other people whose are named cannot be mentioned one for their
contribution to the writer during finishing her skripsi.
The writer admits that her writing is still far from being perfect, therefore she
hopes some suggestions and criticizes from the reader for this skripsi and it will
be so valuable for her and for a better thing in the future.

Jakarta, September 2nd 2014

The Writer

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TABLE OF CONTENTS

TITLE ............................................................................................................. i
APPROVAL ................................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI .............................................. iii
ENDORSEMENT SHEET ........................................................................... iv
ABSTRACT ................................................................................................... v
ABSTRAK ..................................................................................................... vi
ACKNOWLEDGMENT ............................................................................... vii
TABLE OF CONTENTS .............................................................................. ix
LIST OF TABLES ........................................................................................ xii
LIST OF APPENDICES ............................................................................... xiii

CHAPTER I. INTRODUCTION .............................................................. 1
A. Background of the Study .............................................. 1
B. Limitation of the Problem ............................................. 5
C. Formulation of the Problem .......................................... 5
D. Objective of the Study .................................................. 5
E. Significance of the Study .............................................. 5

CHAPTER II. THE ORETICAL FRAMEWORK .................................. 6
A. Reading ......................................................................... 6
1. Understanding of Reading ....................................... 6
2. Purpose of Reading .................................................. 9
3. Types of Reading ..................................................... 12
4. Principles in Teaching Reading .............................. 12
5. Reading Ability ........................................................ 13
B. Narrative Text ............................................................... 14
1. Understanding of Narrative Text ............................. 14
2. Purpose of Narrative Text ........................................ 15
3. Features of Narrative Text ...................................... 16
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