CLASS ACTION RESEARCH PROPOSAL

Title: Improving students reading comprehension through

methods of Number Heads Together of MAN KOTA BLITAR
Personnel Research
a. Researcher : Nur Arqom Eka Fatria
b. Collaborators
: Raizatul Mukibatun, S.Pd
CHAPTER I INTRODUCTION
A. Background of study
In national development, education mean the proliferation of human dignity and
human qualities required to generate higher order to ensure the implementation and
sustainability of development. Improving the quality of education must be met by
improving the quality and welfare of teachers and other education personnel and
Curriculum renewal in accordance with the development of science and technology
science without ignoring the noble values of courtesy and ethics as well as in supporting
the availability of adequate infrastructure.
Education is an attempt to build the human resources to improve the quality of life. In
addition, through education will be in the form of people who have reason and conscience
that is in need in mastering and developing science and technology, so as to face the global
competition.
Human resources is one important factor in the success of
development in all fields . Until now, education is still believed to be a
container in the formation of human resources desired . Seeing the
importance of education in the formation of human resources , the
improvement of the quality of education is required to be done
sustainable in order to respond to changing times. Issues to improve the
quality of education would have been very concerned with issues of
learning process . Learning process while this is done in our educational
institutions are still many who rely on the old ways in the delivery of the
material.
The days are now a lot of people measure success in terms of
results alone education. Good learning into practice is holistic and
covers various aspects, whether cognitive, affective, and psychomotor,

so in addition to measuring the success rate in terms of quantity, also of

the quality that has been done in schools to face the globalization era.
According Suhermi (2004:43) states that "Numbered Head Together
is an approach developed to involve more students in reviewing the
material covered in the lesson and check their understanding of the
lesson content".
According to Kagan (in Foster 2002:11) "Numbered Head Together is
a type of cooperative learning model which is a simple structure and
consists of four stages used to meriview facts and basic information
that

serves

to

regulate

the

interaction

of

students".

Comments like the above are also supported by other experts such as
Muslims (2000:65) who argues that:
"Numbered Head Together is one type of cooperative learning with
the syntax: briefing, create a heterogeneous group and each student
has a specific number, give the issue of teaching materials (for each
group of similar but not the same for each student according to the
number of students, each student with the same number received the
same task) and then work in groups, group presentations with the same
number of students each corresponding task resulting in class
discussions, and individual quiz scores for each student development,
announced the results of the quiz and give reward ".
Learning English should include four language skills are: reading
(reading), listening (listening), speaking (speaking), and writing (writing)
in an integrated manner. Reading is one of the language skills that must
be mastered students to understand the content of a discourse Class XI
is a heterogeneous class in which there are many students with a
background of social, economic and emotionally different. Not all
students have the same level of understanding. And after an evaluation
of the students of class XI result is only 15 students who have achieved
KKM (70), the remaining 35 students who did not reach the KKM (not
finished). The failure due to lack of understanding level of students in
reading, and practicing. For that, they need the right method as an

effort to improve students' skills in reading so that they can gain value
as expected (complete).
B. Research Problems
1. How is the implementation of Number Head Together improve
student reading comprehension of MAN KOTA BLITAR?
2. Can the methods of Number Head Together improve student reading
comprehension of MAN KOTA BLITAR?
C. Plan Action
Number of Head Together learning methods can improve students
reanding comprehension of MAN KOTA BLITAR
D. Objectives Of the Study
This research was carried out to achieve the following objectives:
1. To determine whether the use of number of heads together to
enhance students' understanding of discourse.
2. Describe the activities of students in reading comprehension
achievement in English language learning through teaching model
number heads together.
3. Describe the results of reading comprehension achievement through
learning model number heads together.
E. Significances of Research
Results of this study will provide benefits, especially for teachers to:
1. Inspiring fun activities to do in English lessons.
2. Proving reading comprehension achievement that can be achieved
with techniques numberr heads together.
3. Improve the effectiveness of teaching and learning English.

CHAPTER II
REVIEW OF ACTION THEORY AND HYPOTHESES
THEORY OF STUDY
1. Nature of Reading
Reading is an activity undertaken motoric can comprehend a
text. By reading the students can understand and comprehend the
contents of / main idea reading. Read more often will train students
to be able to understand and be able to determine the main idea in
reading. The underlying idea is the main idea / main idea contained

in each paragraph. In one paragraph there is only one main idea

who else is on the mind of descriptors that support the main idea.
"Reading comprehension" can be described as the result of a
successful interaction of a reader with a text, and schema theory
and linguistic theory are valuable for what they have to say about
the parties to that interaction. Here it is said that reading is as a
result of the interaction of the reader with the text reading.
2. Essence Learning Model Number Heads Together
Cooperative learning is an instructional strategy that promotes
the cooperation between students in groups to achieve learning
objectives. The students were divided into small groups and directed
to study the subject matter that has been determined. The
objectives

for

establishing

cooperative

group

is

to

provide

opportunities for students to engage actively in the process of

thinking and learning activities. In this case the majority of studentcentered learning activities, ie to learn and discuss the subject
matter to solve the problem.
NHT type of cooperative learning is one type of cooperative
learning that emphasizes the special structure that is designed to
influence the pattern of interaction of students and has a goal to
improve academic mastery. This type was developed by Kagen in
Ibrahim (2000: 28) to engage students in reviewing the material
covered in the lesson and check their understanding of the lesson
content.
There are three objectives to be achieved in a cooperative
learning with NHT types namely:
a. Academic learning outcomes structural
Aims to improve student performance in academic tasks.
b. Recognition of the diversity
Aims for students to receive their friends who have
different backgrounds.
c. Development of social skills
Aims to develop students' social skills.

Skills in question are shared tasks, actively ask the opinions of

others, willing to explain ideas or opinions, work in groups and so
on. The statement is also in accordance with the opinion of

Dr.

Spencer Kagan who first discovered the method of number heads

together as quoted below.
"According to Dr. Spencer Kagan, there are some advantages
and disadvantages of cooperative learning. Starting with Increased
academic achievements has been among those who have used
cooperative learning. Cooperative learning also builds an ethnic
relations among students creating mutual understanding between
them. Cooperative learning also increases one's self-esteem, social
skills, and study skills. It Teaches student builds empathy and social
relationships. It not only makes a student like the school, class,
lesson plans, the teacher but also Teaches them to be more
responsible, creating in them a sense that they do make a
difference. Moreover, in working in groups students learn to work
with and understand others who differ from Themselves".
According Suhermi (2004:43) states that "Numbered Head
Together is an approach developed to involve more students in
reviewing the material covered in the lesson and check their
understanding

of

the

lesson

content".

According to Kagan (in Foster 2002:11) "Numbered Head Together

is a type of cooperative learning model which is a simple structure
and consists of four stages used to meriview facts and basic
information that serves to regulate the interaction of students".
Comments like the above are also supported by other experts such
as Muslims (2000:65) who argues that:
"Numbered Head Together is one type of cooperative learning
with the syntax: briefing, create a heterogeneous group and each
student has a specific number, give the issue of teaching materials
(for each group of similar but not the same for each student
according to the number of students, each student with the same
number received the same task) and then work in groups, group

presentations

with

the

same

number

of

students

each

corresponding task resulting in class discussions, and individual quiz

scores for each student development, announced the results of the
quiz and give reward ".

CHAPTER III RESEARCH METHODOLOGY

A. Research Settings
1. Place of Research
Classroom action research was conducted at MAN KOTA BLITAR.
2. Research time
The research was conducted in the academic year 2013/2014, the
month of November to December 2013.
3. Cycle Research
The research was conducted through three cycles to see an increase
in students' learning outcomes and activities in the following lesson
in English reading comprehension through the study of number
heads together.
4. Subjects Research
Subjects were students of class XI IPS school year 2012/2013 the
number of students as many as 50 students.
B. Type of research
This type of research is to be carried out this action research
C. Research procedures
This study will be conducted by three cycles The steps:
1. Learners are divided into groups, each student in each group gets a
number.
2. Teachers give assignments and each group do.
3. Group discussed the correct answer and make sure each member of
the group can do / know the answer.
4. Teachers call one of the students and the number of learners who
called to report the results of cooperative group discussion.
5. The response from another friend, then another teacher pointed to
numbers, etc.
D. Data Collection Techniques and Tools
Data collection techniques and tools used in this study is
1. Observation to collect data related to the students' learning
activities in the classroom.
2. Tests using items to obtain data on student learning outcomes in
English.

E. Data Analysis
1. Data collected at each observation research activities of the
implementation

of

cycle

Analyzed

descriptively

by

using

percentages.
2. Learning outcomes or the average value of replicates analyzed and
categorized in a classification of high, medium, low
REFERENCES
Donald J. Richgels. Schema Theory, Linguistic Theory, and Representations
of Reading Comprehension (1982).
Journal

of

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk1.htm
accessed on October 27, 2013
Barnett, Marva A. Second Language Reading: An Interactive Process
(1988)

on

June

9211/reading.htm

27,

2011
dated

diaksess

http://www.ericdigests.org/pre-

October

27,

2013

Herdian, S.Pd., M.Pd. NHT article Learning Model (Numbered Head

Together)
http://www.teachnology.com/currenttrends/cooperative_learning/kagan/ac
cessed.htm on October 2013